Overview
This is the final placement for Master of Teaching pre-service teachers. In this unit you will build both theoretical and practical knowledge to consolidate your understanding and application of your ability to plan and teach effectively, manage effectively, assess and record learning and display dispositions of appropriate professional conduct. You will complete 5 single day visits prior to completing a 20 day continuous block placement in a school under the mentorship of a supervising teacher and complete set tasks for this placement as outlined in the Information and Guidelines for the Supervision of Pre-service Teachers booklet. Embedded in this unit is the Graduate Teacher Performance Assessment (GTPA), a culminating authentic assessment designed to enable you to demonstrate achievement of the professional standards and provide confirmation of your readiness for classroom practice. Your response to this task will be a reflection of your teaching practice through demonstration of your ability to use data to improve learning and teaching by aligning curriculum, pedagogy and assessment taking into consideration school contexts and learner diversity. The block placement culminates in the completion of the Final Professional Experience Recommendation form through measuring the standard that has been achieved by you through comparing it against the Australian Professional Standards for Teachers (Graduate Career Stage). To be eligible to enrol in this unit, students must have successfully completed all other units in the course, except the units in the final capstone Term which are completed alongside this final placement unit.
Details
Pre-requisites or Co-requisites
Pre-requisite EDFE20036 Professional Praxis 3: Enacting Learning and Teaching To be eligible to enrol in this unit, students must have successfully completed all other units in the course, except the units in the final capstone term which are completed alongside or before this final placement unit.Students must have successfully completed both the Literacy and Numeracy components of LANTITE with a result of 'Standard Achieved' and have submitted a Placement Registration form on or prior to the Closing Date recorded on the form to be eligible to enrol in Professional Praxis 4.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Requests for exemplar GTPAs on the moodle site
Provide clear explanation of why exemplar GTPAs cannot be included in learning materials
Feedback from SUTE
Effective support and explanation of requirements
Continue to provide tutorial support and effective scaffolding
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content at graduate career stage
- Create and maintain a supportive and safe learning environment at graduate career stage
- Assess, record, provide feedback and report on student learning at graduate career stage
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice at graduate career stage
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
Assessment in this unit is consistent with the Professional Experience Reporting Framework in Queensland. Pre-service teachers demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) during the placement for this unit. Additionally pre-service teachers will complete the written component of the Graduate Teacher Performance Assessment task based on their planning and teaching during the placement. This task is explicitly aligned with multiple focus areas of the Australian Professional Standards for Teachers (Graduate Career Stage).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Professional Practice Placement - 0% | |||||
| 2 - Written Assessment - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - First Nations Knowledges | |||||
| 9 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
k.aprile@cqu.edu.au
e.deheaume@cqu.edu.au
Week 1
Begin Date: 09 Mar 2026Module/Topic
- Introduction and structure of the Unit
- Placement requirements
- The Graduate Teacher Performance Assessment requirements
Chapter
Events and Submissions/Topic
Week 2
Begin Date: 16 Mar 2026Module/Topic
GTPA - Planning and evidence
Chapter
Events and Submissions/Topic
Week 3
Begin Date: 23 Mar 2026Module/Topic
GTPA - Practices 1 & 3 - Planning for initial and ongoing data collection
Chapter
Events and Submissions/Topic
Week 4
Begin Date: 30 Mar 2026Module/Topic
GTPA - Appraisal of practice and impact on student learning
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 06 Apr 2026Module/Topic
GTPA - Embedding evidence
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 13 Apr 2026Module/Topic
Preparing for the final placement
Checklist for day visits
Chapter
Events and Submissions/Topic
Non-Teaching Week
Begin Date: 20 Apr 2026Module/Topic
Chapter
Events and Submissions/Topic
Single Day Visit 1
(As negotiated with your school - 5 days to be completed prior to the block placement for Professional Praxis 4)
Week 7
Begin Date: 27 Apr 2026Module/Topic
GTPA - Linking practice and theory
Chapter
Events and Submissions/Topic
Single Day Visit 2
(As negotiated with your school - 5 days to be completed prior to the block placement for Professional Praxis 4)
Week 8
Begin Date: 04 May 2026Module/Topic
GTPA - review of included practices
Chapter
Events and Submissions/Topic
Single Day Visit 3
(As negotiated with your school - 5 days to be completed prior to the block placement for Professional Praxis 4)
Week 9
Begin Date: 11 May 2026Module/Topic
Employment Processes
Chapter
Events and Submissions/Topic
Single Day Visit 4
(As negotiated with your school - 5 days to be completed prior to the block placement for Professional Praxis 4)
Week 10
Begin Date: 18 May 2026Module/Topic
GTPA Review
Final preparations for the block placement
Preparing for the transition to teaching
Chapter
Events and Submissions/Topic
Single Day Visit 5
(As negotiated with your school - 5 days to be completed prior to the block placement for Professional Praxis 4)
Week 11
Begin Date: 25 May 2026Module/Topic
Block Placement
Chapter
Events and Submissions/Topic
Week 1 of 20 day (4 week) Placement
Week 12
Begin Date: 01 Jun 2026Module/Topic
Block Placement
Chapter
Events and Submissions/Topic
Week 2 of 20 day (4 week) Placement
Exam Week
Begin Date: 08 Jun 2026Module/Topic
Block Placement
Chapter
Events and Submissions/Topic
Week 3 of 20 day (4 week) Placement
Vacation/Exam Week
Begin Date: 15 Jun 2026Module/Topic
Block placement
Chapter
Events and Submissions/Topic
Week 4 of the 20 day (4 week) Placement
Finalise summative report in Sonia as soon as it has been completed by the supervising teacher.
1 Professional Practice Placement
You will complete a 25 day placement comprised of 5 single day visits and a 4 week block. The placement will be completed in a school under the mentorship of a supervising teacher and comprises set tasks for this placement as outlined in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet.
The placement will be organised by the relevant WIL Placement Officer within the Professional Experience Office.
During the block placement, you will build on your level of engagement in the day-to-day organisation and management of teaching and learning.
There are scheduled tutorials conducted during the term. Attendance is required at these classes. Failure to attend the sessions live (or through accessing the recordings) may result in you being unable to continue onto the block placement component of this unit.
An up-to-date working portfolio must be maintained throughout the placement to record all planning, teaching, assessment, evaluation and reflection undertaken. This is a requirement for all students (even if you are employed under Permission to Teach authorisation or similar) as the portfolio contributes to the evidence of your practice required for assessing your achievement of the Australian Professional Standards for Teachers (Graduate Level)
Daily critical reflection will be framed by a series of questions you will devise. As part of your critical reflection, you are to examine the nature of ethical practice in diverse educational settings and identify direct links to the Australian Professional Standards for Teachers (Graduate Career Stage).
At the end of Week 2, you are required to respond to feedback on your progress in the Interim Report to construct a detailed plan for professional development throughout the remainder of the placement. A copy of the Interim Report and your plan for achieving the Standards at Graduate Level throughout the remainder of the placement should be shared with your allocated University Supervisor.
Full details of specific tasks for this placement are outlined in the Information and Guidelines for the Supervision and Assessment of Pre-Service Teachers booklet for this unit.
NB: This placement is the final supervised (assessed) professional experience in the Master of Teaching. At the conclusion of this placement, in consultation with the University Supervisor, schools are requested to complete CQUniversity's electronic version of the Final Professional Experience Recommendations report.
Placement dates are scheduled as per the approved Professional Praxis calendar. The final summative report is completed electronically and submitted through Sonia on conclusion of the placement.
Final signed copies of the summative reporting documentation will be available to students through Sonia Online.
Assessment criteria for this placement align with achievement of the Australian Professional Standards for Teachers (Graduate Career Stage). Details of the standards assessed through participation in the placement can be found in the Professional Praxis 4 Information and Guidelines for the Supervision and Assessment of Pre-service Teachers booklet.
No submission method provided.
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content at graduate career stage
- Create and maintain a supportive and safe learning environment at graduate career stage
- Assess, record, provide feedback and report on student learning at graduate career stage
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice at graduate career stage
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
2 Written Assessment
As part of Professional Praxis 4, you will complete the Graduate Teacher Performance Assessment (GTPA) which will provide explicit evidence of the Australian Professional Standards for Teachers and your readiness to teach.
The GTPA is comprised of the following elements:
· A coversheet confirming inclusion of all required submission elements, signed authenticity statement, and optional research permission (template provided)
· A professional experience context statement that presents characteristics of the school and classroom site where the GTPA was completed (template provided)
· The demonstration of competence in five interrelated practices: Planning, Teaching, Assessing, Reflecting and Appraising.
· The profile of data collection and use (template provided)
· Evidence of moderation practice (template provided)
· The accompanying evidence requirements as specified for each practice; and
· A reference list of all materials (curriculum, school documents, policy, theory and research) cited in your submission using APA (7th Edition).
The five components of the written part of the GTPA:
Practice 1: Planning using data
This practice involves collecting and interpreting a range of data and evidence to inform your planning and teaching in order to establish students' learning needs and current levels of performance, desired levels of performance and strategies to progress learning. It will also demonstrate the alignment of curriculum, assessment and pedagogy, and identify opportunities to teach the general capabilities with a particular focus on literacy and numeracy.
Length of Section 1: 800 – 1000 words (excluding evidence).
Practice 2: Teaching and learning
This practice involves the implementation and reporting on a range of suitably challenging and engaging teaching and learning strategies that connect to and build on students' prior learning, provide differentiation, evidence of the explicit teaching of general capabilities including literacy and numeracy, as well as your ability to make ongoing adjustments in response to data on student learning.
Length of Section 2: 800 – 1000 words (excluding evidence).
Practice 3: Assessing, feedback and professional judgement
This practice involves reporting on the selection and use of a variety of assessment tools, the provision of feedback to learners, making judgements about student work and engaging in moderation.
Length of Section 3: 800 – 1000 words (excluding evidence).
Practice 4: Reflecting on teaching as planned and enacted
This practice involves describing and analysing initial and ongoing data choices, identifying and describing differences between planned and enacted teaching, discussing the monitoring of student progress and the modification of teaching and assessment strategies, and identifying and justifying future teaching and assessment practices.
Length of Section 4: 800 – 1000 words (excluding evidence).
Practice 5: Appraising impact of teaching
In this practice, you will appraise the impact of your teaching through the use of two scenarios that connect theory, enacted practice and the curated body of evidence, and you will examine and discuss teaching decisions and their impact on student learning outcomes.
Length of Section 5: 800 – 1000 words (excluding evidence).
Full details of the requirement for each practice are provided in the GTPA Preservice Teacher Booklet available on the Moodle site for this unit.
Please note that the required evidence of your practice must be embedded within the written commentary for each of the 5 practices described above. Appendices are not an acceptable form for collating or submitting evidence for this task.
This task is due 10 days after completion of the placement.
The task will be returned following moderation.
The assessment criteria are aligned to the Australian Professional Standards for Teachers at Graduate Career Stage and form part of the GTPA Criteria Specifications available on the Moodle site for this unit.
- Plan for and implement effective learning and teaching experiences using appropriate content knowledge and links to curriculum, as well as teaching strategies and resources to teach the content at graduate career stage
- Create and maintain a supportive and safe learning environment at graduate career stage
- Assess, record, provide feedback and report on student learning at graduate career stage
- Apply the relevant ethical and legislative requirements and applicable codes of ethics to teaching practice at graduate career stage
- Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
