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EDFE12044 - Professional Practice 3 - The Catholic School Placement

General Information

Unit Synopsis

In Professional Practice 3 (Catholic School PLacement), you will prepare for and complete an assessable professional experience placement in a Catholic school as a required component of your acceptance into the Catholic Education strand of your course. You will participate in tutorials, practical workshops and your school placement which comprises a two-week contextual block from the commencement of the school year, 10 single day visits and a 15-day continuous block. Your learning in this unit is designed around two integrated modules. In the first module, you will enhance your ability to design, adapt, implement and assess teaching sequences that cater for the diverse needs of learners in mainstream classrooms. You will develop knowledge of the purposes of using assessment for learning and practices for interpreting student data that inform differentiation practices. In addition, you will learn and apply teaching practices for setting learning goals, modifying lessons plans and learning sequences, adapting pedagogical approaches and using feedback techniques that are responsive to students’ learning needs. In the second module of this unit, you will build your knowledge and understanding of the particular strategies, rituals, traditions and resources that characterise the Christian belief practices of Catholic school communities. You will use this knowledge to reflect on the responsibilities of teachers within the Catholic schooling system and the nature of partnerships with parents / carers and the school community in supporting engagement and participation in the important personal and communal faith rituals of the Catholic tradition.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites Students must have successfully completed EDFE12042 or EDFE11039 or equivalent to enrol in this unit.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2016

Term 1 - 2017 Profile
Mixed Mode
Term 1 - 2018 Profile
Mixed Mode
Term 1 - 2019 Profile
Mixed Mode
Term 1 - 2020 Profile
Mixed Mode
Term 1 - 2021 Profile
Mixed Mode
Term 3 - 2021 Profile
Mixed Mode
Term 3 - 2022 Profile
Mixed Mode
Term 3 - 2023 Profile
Mixed Mode
Term 3 - 2024 Profile
Mixed Mode

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 25%
2. Practical Assessment 25%
3. Professional Practice Placement 0%
4. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 3 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 12.50% response rate.

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.

Source: Student emails and evaluations
Feedback
Resources and learning materials provided excellent support for assessment
Recommendation
Maintain the use of quality resources and learning materials
Action Taken
The high quality of learning materials was maintained
Source: Student emails
Feedback
Excellent support from the tutor
Recommendation
Maintain high quality of support and teaching approach
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Use assessment strategies to monitor and make judgments on student achievement and modify strategies and resources to promote learning.
  2. Select and apply teaching methods that effectively scaffold learning for students of varying ability levels and needs.
  3. Write explicit learning goals and task-specific standards for the purpose of analysing work samples and assessment data to provide timely feedback on progress and design interventions to address specific learning issues.
  4. Investigate theological, liturgical, pastoral and practical principles underpinning Christian belief systems and teachings, communal rituals and classroom prayer practices characteristic of Catholic school communities.
  5. Reflect on the strategies, practices and responsibilities of teachers in Catholic schools for engaging with stakeholders to support the purposes of Catholic education.
  6. Reflect critically on all aspects of professional learning and practice using professional knowledge, feedback, self-evaluation and evidence for Australian Professional Standards for Teachers.

The learning outcomes in this unit explicitly link to the Australian Professional Standards for Teachers and requirements for a minimum number of supervised assessable days of professional experience for ITE courses in Australia. The learning outcomes encompass professional knowledge and practice required for full accreditation to teach in Catholic schools.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment • •
2 - Practical Assessment • •
3 - Professional Practice Placement • • • • •
4 - Portfolio • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication • • • • •
2 - Problem Solving • • • • •
3 - Critical Thinking • • • • • •
4 - Information Literacy • •
5 - Team Work •
6 - Information Technology Competence • •
7 - Cross Cultural Competence • • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Written Assessment • • • • • •
2 - Practical Assessment • • • •
3 - Professional Practice Placement • • • • • • •
4 - Portfolio • • • • •