This course is taken in conjunction with EDUC 4211, 4215. 

By the end of this course the students will be able to:

1. Understand, and account for in planning, the diversity for student cohorts and how they learn.
2. Understand and apply the teaching methodologies of their curriculum area(s).
3. Plan for and implement effective and appropriate learning activities.
4.Create supportive and safe learning environments, including the initial development of a repertoire of effective and ethical behaviour management strategies.
5. Understand assessment and reporting processes, including the provision of feedback to students and other stakeholders
about their learning.
6. Engage with other professional educators such as Curriculum area associations.
7. Create and maintain professional relationships with teacher-colleagues and school leaders as well as the wider school community.

This course is conducted face to face in a lecture/seminar format requiring engagement at each session.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

6 x 3 hour lecture/seminar and a 25 day Professional Experience placement.

Below is the structure of training provided in the first professional experience course in this placement sequence. The content is directly reflective of the requirements for success in this capstone final placement and subsequent assessments.
Please note there are no scheduled classes for this course and below is indicative of previous learning.

Week	Topic	Taught	Practiced (APST)	Assessed	Learning Outcomes
1	Welcome, Placement Overview; AfGT Overview; and Wellbeing	Overviews of the course, placement, and TPA; Introduction to AITSL's APSTs. Individual assessed components of the AfGT; Wellbeing Framework and requirement for placement.	Overviews of the course, placement, and TPA; Introduction to AITSL's APSTs. Individual assessed components of the AfGT; Wellbeing Framework and requirement for placement. During placement PSTs practice the and AITSL Standards that are explicitly assessed in all AfGT assignments. APST 6.1 Engagement with their AfGT assignments during placement requires PSTs to have a working knowledge of the APSTs. APST 4.4 Welling strategies: Students apply the taught strategies to support student wellbeing in their placement classes.	The Placement Report and the AfGT assignments assess the APSTs explicitly. Wellbeing and safety is assessed in Element 2 of the AfGT.	1,2,3
2	Belief Statements, Department for Education, Graduate Teacher Testimonial	PSTs engage in developing key values and principles associated with codes of ethical conduct to create a belief statement for future employment.	APST 7.1: PSTs are required to a construct belief statement that aligns with authentic beliefs developed from placement ready for employment purposes.	PSTs use their beliefs to engage with respond to Element 2 and Element 4.	2,3,7
3	Independent Education Union, Catholic Education South Australia, Educators SA	PSTs engage in understanding the roles of external professional and community organisations including content related to organisational and sector policies. Content regarding PST engagement in the wider school community and stakeholder, including parents and carers and issues of sensitivity and confidentiality are taught.	APST 7.2, 7.3, 7.4: During the placement experience, PSTs engage with an array of administrative and organisational requirements that enables then to support parents and cares as well as external professional communities. This is achieved through understanding the role of various school-based activities as well as engagement with external professional bodies or key stakeholders.	Placement Report	6,7
4	AfGT Elements 1 and 4	Element 1: Unit Plan. This is taught in the Curriculum & Pedagogy (C&P) courses that are aligned with this course. Both courses examine the role of the APSTs in lesson and curriculum planning. Element 4: Situational Judgement reflective task for complex classroom situations. This is taught in this course where PSTs engage in content related to critical reflection and adaptive classroom practices.	APST 4.2: The completion of Element 1 on placement requires PSTs to demonstrate commensurate organisation of classroom activities and resources. APST 4.3: Completing Element 4 of the AfGT requires PSTs to engage with hypothetical situations of challenging behaviour in the classroom. APST 6.1 & 6.3: Engagement with their AfGT assignments during placement. PSTs are required to analyse areas of professional learning needs. These needs are addressed by PSTs nominating APSTs during lesson observations that are recorded by mentors, and university liaisons providing feedback for the PST.	Placement Report.  Element 1 and Element 4.	1,2,3,4,5
5	AfGT Elements 2 and 3	Element 2: Analysing Teaching Practice. PSTs are required to film themselves while on placement as a tool for reflection about the development of their teaching practice. Element 3: Assessing for impact on student learning using assessment data. This task requires PSTs to rigorously interpret and analyse summative assessment results from a class taught on placement.	APST 6.1: The teaching duties during the professional experience placement require PSTs to explicitly understand and practice the Graduate level APSTs in their classrooms and the wider school community.	Placement Report. Element 2 and Element 3.	1,2,3,4,5
6	Teachers' Registration Board of South Australia; University Liaisons; Final Placement information.	PSTs engage in content related to legislative, administrative, and organisational policies requiring ethical conduct and professional responsibilities for the teaching profession and registration. Emphasis on professional learning and development outlining the requirement for graduate teachers to move from Graduate to Proficiency. PSTs are provided with an array of strategies to ensure the inclusion of all stakeholders ie. parents/carers, community members in the educative process related directly to placement.	APST 3.7: PSTs are provided with communication guidelines that encourages inclusive dialogue with all parents and carers. Examples of this are including parents/carers in lesson design, content, and general communication. APST 6.2: During placement, PSTs are encouraged to collect evidence and artefacts against the 37 APST focus areas to demonstrate progression of practice and sources of professional learning. APST 7.2 PSTs are required to meet all legislative and organisational requires prior to placement and ensure these are met during the registration process. APST 7.4: PSTs are encouraged to become members of professional teacher associations and become active members within these communities of practice.	Permission to proceed to placement. Placement Report. Degree completion.	1,2,3,4,7

The successful completion of this Professional Experience course includes completing the Professional Experience placement successfully and completing Elements 1 and 4 of the Assessment for Graduate Teaching (AfGT) which in part constitutes, the necessary capstone requirements for your teaching degree and is considered a hurdle requirement.

Element 1

Word Count: Approx. 750 words.
Procedural Steps
1. Plan a sequence of lessons (unit of work) to be taught on your final placement
2. Complete AfGT Table 1
3. Submit Table 1 and any supplementary or accompanying learning and assessment materials for your sequence of lessons/unit of work.
Detailed Steps: Following the steps below (a – f), outline a sequence of no fewer than 5 and no more than 8 lessons that will be taught during your final placement:a) Identify the overarching goal for the sequence of lessons;b) Design a cumulative sequence of lesson goals that aligns with the overarching goal;c) Design sequenced lesson content (including curriculum links). The links to the curriculum documents should enable a reader to locate the same document to which you are referring;d) Justify the teaching strategies selected to challenge diverse learners to achieve the lesson goals; e) Justify complementary resources, including Information and Communications Technology (ICT), to engage all students in their learning; and, f) Explain strategies to support the safe, responsible and ethical use of resources (including ICTs).
To support the latter half of this assignment, also consider the following: Synthesise mentor feedback to support the planned learning sequence.Explain your assessment plan (6a – 6c), which includes formative, diagnostic and summative assessment, opportunities for timely feedback, and assessment moderation: a) Explain a comprehensive assessment plan to monitor student achievement;b) Explain how you will make opportunities for purposeful and timely feedback; c) Explain how you will incorporate assessment moderation processes.

Context:
This assignment will demonstrate the Pre-Service Teacher’s ability to draw on their professional knowledge and skills, as well as their
understanding of the context, to plan a learning sequence and associated assessment tasks, address outcomes and students’ needs and abilities. In this Element, the focus is on the pre-service teacher’s capacity to understand the context of their placement and their planning for student learning in relation to the specific goal/s of the sequence of lessons, and the ways in which they will judge their impact on student learning. PSTs must pass Element 1 to demonstrate that the Australian Professional Standards for Teachers (AITSL, 2018) are met at Graduate level. Assessed APSTs1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 and 6.3.


Element 4

Word Count: Approx. 600 words.
Procedural Steps: 1. Receive link from AfGT. Follow the prompts to commence the activity. 3. Respond to each scenario by selecting your answer and submitting a written response. 4. Save and submit your work.

Detailed Steps: 1. You will work through four different scenarios provided via a link to an online survey that will be sent to you; 2. Please only click the link when you are ready to begin (after you first click the link, it will automatically submit after 24 hours);3. Select your institution and insert your student number as prompted;4. Read the scenario carefully;5. Choose one of the options, A to D, for each scenario and then justify your decision. (Your responses can be in either bullet points or prose. The indicative word count for each justification is between 100 and 150 words);6. Save your work by clicking the ‘Next’ button and follow the prompts to submit your responses; 7. Once all four questions are completed, a confirmation email message will be sent to your student email address.

Context: Links to a URL will be provided to the Pre-Service Teacher, who will respond to the questions that follow the online scenarios of teaching and learning.In Element 4 of the AfGT, which is the AfGT component that will be completed online, you will be provided with a link to an online survey tool known as Qualtrics. When you open it, you will see that you have four scenarios (or situations) that educators may face during their teaching career. Each will be accompanied by a list of four options (A to D) and a prompt that requires you to make a judgement about the scenario or situation. The wording of the prompt is: “Which option would you choose? Justify your decision. (100 to 150 words)”. An assessment rubric will accompany each scenario.

APSTs Assessed: 1.4, 1.6, 2.4 and 4.3.

Placement Report
The placement report is completed at the completion of the Professional Experience placement. It is completed by Mentor Teachers in conjunction with University Liaisons and the Pre-service teacher.

Assessments will be submitted via MyUni as file uploads.

AfGT elements and placement report due after placement.

Pre-service teachers will need to complete a comment in their final report.