professional experience book
TRANSCRIPT
Professional Experience Book2021 Bachelor of Education Undergraduate programs
Important contacts
Professional Experience Director: Tania Leach
Professional Experience Coordinator: Renae Cherry
USQ Placements Office University of Southern Queensland Toowoomba QLD 4350
Phone: 07 4631 2359
Students to use the following email: [email protected]
Sites to use the following email:[email protected]
Professional Experience websitewww.usq.edu.au/education/professional-experience
InPlace website https://inplace.usq.edu.au/
Purpose of this Book This book provides an outline of the requirements for professional experience and the details that pre-service teachers need for a successful placement.
This book contains the following:
1. The roles of schools, site coordinators, supervising teachers, university liaisons and pre-service teachers.
2. Support in place for pre-service teachers.
3. Responsibilities and expectations before, during and after professional experience.
4. The requirements for assessment of professional experience including the expectations for each year level.
5. A professional experience checklist for pre-service teachers, sites and supervising teachers.
6. A list of important contacts.
7. Course expectations, Formal Feedback Reports and Final Professional Experience Reports.
Contents
Purpose of this Book IFC
Contact Details IFC
THE UNIVERSITY OF SOUTHERN QUEENSLAND 2
PROFESSIONAL EXPERIENCE PLACEMENT 3
Professional Experience AITSL Accreditation Requirements 3
The Professional Experience Placement Process 4
USQ Mandatory Pre-Placement Module 4
Literacy and Numeracy Test for Initial Teacher Education 4
Blue Card: Working with Children Check 4
Travel expectations 4
Professional Experience Registration (In Place) 4
Notification of Placements 5
Variation to professional experience (Change of Date) 5
Placement results 5
DURING PROFESSIONAL EXPERIENCE RESPONSIBILITIES 6
Attendance 6
Absences 6
Staff Professional Development Days (SPDDs) 6
Communication 6
Communication with the University 6
Communication with your placement site 6
Dress 6
Workplace Health and Safety 6
Discrimination 7
Travel 7
Legal responsibilities 7
Duty of Care 7
Confidentiality 7
Student Disclosure 7
Defamation 7
Corporal Punishment 7
Relationship with Students 7
Code of Conduct 7
Photographing and using children’s work 7
DISCONTINUATION OF PLACEMENT 8
SUPPORT FOR PRESERVICE TEACHERS 9
Academic and personal support services 9
USQ Liaison 9
Counselling Services 9
Disability Advisor 9
Equity Services 9
Financial services 9
Insurances 9
ROLE EXPECTATIONS 10
University 10
Site Coordinators 10
Supervising Teachers 10
University Liaison 10
Preservice Teacher 11
Preservice teacher role in the At-Risk process 11
CHECKLISTS FOR A SUCCESSFUL PROFESSIONAL EXPERIENCE 12
Checklist for Supervising Teacher 12
Checklist for Preservice Teacher 13
REPORTING 14
1. Interim Survey and Formal Feedback Report 14
2. Final Report 14
At Risk – Action Required Process 15
Professional Development Opportunities for Supervising Teachers 15
UNDERGRADUATE PROFESSIONAL EXPERIENCE PROGRAM MATRIX 16
EARLY CHILDHOOD 19
Early Childhood Professional Experience Progressions 20
Early Childhood Placement Guidelines 26
Early Childhood Final Reports 34
PRIMARY 63
Primary Professional Experience Program Progressions 64
Primary Placement Guidelines 71
SPE3005 Guidelines 78
SPE3006 Guidelines 79
Primary Final Reports 81
SECONDARY 113
Secondary Professional Experience Program Progressions 114
Secondary Placement Guidelines 120
Secondary Final Reports 127
QPERF FINAL SUPERVISED PLACEMENT REPORT 151
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 1
This section provides information about the University of Southern Queensland including an acknowledgement of the Aboriginal peoples upon whose land we conduct our academic enterprises.
The University of Southern Queensland (USQ) has campuses in Toowoomba, Springfield, Ipswich and Stanthorpe as well as an extensive online environment. The University acknowledge the aboriginal peoples’ ongoing connection to the land on which the university stands and in the spirit of reconciliation, we recognise the Jarowair, Giabal, Yuggera, Ugarapul and Kambuwal people who have been custodians for many centuries. We acknowledge their living culture and unique role in these regions and offer our deep appreciation for their contribution to, and support of, our academic enterprise.
The Bachelor of Education and Masters of Learning and Teaching operates from the Toowoomba and Springfield campuses and has been online for many years. The University is one of a small number of Queensland universities that accommodate rural and remote learning through the online environment. We have students studying in all states of Australia and a range of countries including Malaysia, Japan and China. The University prides itself on meeting the needs of all students. The University of Southern Queensland has forged a reputation as one of Australia’s leading providers for on campus and online (distance) education programs in Australia. With more than 75% of students studying via distance or online, our delivery of external education resources continues to lead the way.
USQ is committed to providing high quality learning experiences for all students. We provide a range of services to support both students and staff to ensure they have the capacity and opportunities to develop in line with USQ goals for student and community engagement.
At USQ we are committed to engaging with the communities both within and external to the university, especially the education community through continuing professional development opportunities and discussions to improve our programs. This ongoing collaboration ensures that our students are receiving the most current learning and experiences possible.
The University of Southern Queensland
2 usq.edu.au
Professional Experience is embedded within each of the Bachelor of Education and Masters of Teaching and Learning Programs and is one of two program components that must be successfully completed to be eligible to apply for teacher registration with relevant teaching authorities. Program courses that contain professional experience are designed to facilitate the transition to beginning teacher.
Each professional experience course consists of an on-campus/online program and a professional experience placement, which are aligned to the Australian Professional Standards for Teachers Graduate level and ACECQA (Early Childhood only). There is an expectation that pre-service teachers will achieve competency against all elements through their professional experience placement opportunities and demonstrate professionalism in all their actions. The Professional Experience calendar outlines the length and dates for each embedded professional experience placement.
PROFESSIONAL EXPERIENCE CALENDARwww.usq.edu.au/current-students/academic/education-placements/resources-for-schools
Professional Experience AITSL Accreditation Requirements Bachelor of Education pre-service teachers must successfully complete the stipulated accredited program placement days, which include the required minimum of 80 days of supervised professional experience with a registered teacher, to graduate and qualify to register as a teacher in Queensland with the Queensland College of Teachers (QCT).
AITSL ACCREDITATION REQUIREMENTSwww.aitsl.edu.au/tools-resources/resource/accreditation-of-initial-teacher-education-programs-in-australia---standards-and-procedures
ProgramsBachelor of Education
Early ChildhoodBachelor of Education
Primary
Bachelor of Education Primary with Special
Education Major
Bachelor of Education Secondary
Length of Program 4 years 4 years 4 years 4 years
Number of Courses with Embedded
Professional Experience7 7 7 6
1st Year Semester 1
1st Year Semester 2
EDE2010 10 days
EDC1400 5 days
EDC1400 5 days
ESP1200 10 days
2nd Year Semester 1
EDE3103 15 days
EDP2111 10 days
EDP2111 10 days
EDS2401 15 days
2nd Year Semester 2
ECP3200 15 days
EDP2222 10 days
SPE3005 10 days
ESP3100 15 days
3rd Year Semester 1
ECF3100 15 days
EPP3100 15 days
EPP3100 15 days
ESP2200 15 days
3rd Year Semester 2
ECL2200 15 days
EPP3200 15 days
SPE3006 15 days
4th Year Semester 1
EDU4100 25 days
EDU4100 25 days
EDU4100 25 days
EDU4100 25 days
4th Year Semester 2
EDC4000 20 days
EDC4000 20 days
EDC4000 20 days
EDC4000 20 days
Professional Experience Placement
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 3
The Professional Experience Placement ProcessPlease access detailed information and forms using the following link: www.usq.edu.au/current-students/academic/education-placements/placement-process
USQ Mandatory Pre-Placement ModuleTo prepare students for their first Professional Experience placement, the School of Education has acknowledged that in addition to embedded placement course work, a key aspect of preparing for the profession is engaging in targeted mandatory training. This module is designed to help prepare students for their first Professional Experience placement as it unpacks the key information you need to know and understand. This module must be completed prior to the student’s first placement. The module contains a quiz at the end. Students need to work through the entire module and then answer all the quiz questions correctly before it will be recognised that you have completed this module.
The module can be accessed: https://rise.articulate.com/share/j8toWoLvgRshMlIBSiUt32qLBDvd6vlq#/
Literacy and Numeracy Test for Initial Teacher Education (LANTITE)From 2021 all USQ students enrolled in the Bachelor of Education or Master of Learning and Teaching program will be required to successfully complete Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to commencing your 3rd year placement. This means you will need to have passed both Literacy and Numeracy before you commence the following placement:
• Bachelor of Education (Early Childhood) – ECF3100 Contemporary Approaches to Infant and Toddler Curriculum and Pedagogy.
• Bachelor of Education (Primary) – EPP3100 Practising as a Professional Teacher 1.
• Bachelor of Education (Secondary) – ESP2200 Senior Secondary Curriculum and Pedagogy.
• Master of Education (Early Childhood) (Primary) & (Secondary) – EDM5001 Understanding Learners and Learning.
All students can access web based LANTITE support and resources on MyIT. The LANTITE tests are administered by the Australian Council for Educational Research (ACER). You are required to register directly with ACER. Test results will be released to USQ and uploaded against your student profile automatically. All students can access web based LANTITE support and resources on the MyIT site.
Student’s identified as not achieved standard after their 2nd and 3rd attempt will be assigned LANTITE liaison support.
Students who commenced their program prior to 2019 and have completed their 3rd year placement, you are required to meet LANTITE standard prior to graduation.
Blue Card: Working with Children Check A valid working with children check is a mandatory requirement of all enrolled in Initial Teacher Education. In Queensland, this means you must have a current “Blue Card”. The equivalent Working with Children Check information for other states can be found at www.usq.edu.au/current-students/academic/education-placements/blue-cards.
Evidence that you hold a current Working with Children Check and further training/certificates (where applicable) is required before you commence your study and once granted the Working with Children Checks and training certificates must remain current while engaging in child-related activities.
In the first instance, you should submit your application through USQ for Queensland based students applying for Blue Cards or with the appropriate agency at the time of your enrolment at USQ. This will enable the receipt of your Blue Card application or Working with Children Check for processing well before your first professional placement in schools.
It is the pre-service teacher’s responsibility to ensure that they have a Blue Card or equivalent or if you already have one, that it is up to date and will not expire part way through the year and compromise your ability to undertake professional experience. The Professional Experience Office are required to keep Blue Card/Working with Children Check details for assuring regulatory authorities of pre-service teacher Blue Card/WWCC currency and expiry date.
Approvals can take extended time to be processed. Blue Card holders may apply for renewal of the card, up to 16 weeks before the expiry date. Please ensure you are aware of the required timelines in order to receive your Blue Card approval in time for professional experience by going to www.bluecard.qld.gov.au
The University of Southern Queensland has no jurisdiction over Blue Card services or equivalent services in other jurisdictions. As such, there can be lengthy delays in processing your application or renewal. Please keep details up to date with Blue Card Services or equivalent services. An expired or close to expiry Blue Card or equivalent such as Working with Children Check excludes the pre-service teacher from undertaking professional experience. It is advisable that pre-service teachers do not enrol in a course that contains a professional experience opportunity unless they can confirm the Blue Card or Working with Children Check is fully current for the entire semester of course enrolment. Untimely expiry will certainly delay progress through the program.
Travel expectations Students need to be aware that professional experience may require them to travel and/or live away from home. It is important therefore that they undertake in advance, the necessary planning and budgeting to ensure they are able to fulfil the professional experience requirements of their course. Please be aware this placement may not necessarily be in same location or at a location of your choosing.
Professional Experience Registration (In Place)In Place is the software that USQ uses to manage all your placement information. When you enrol into a placement course for the first time in your program, you will automatically gain access to In Place. Use your USQ student credentials to log in.
When you enrol into a placement course you will be asked to complete a Placement request, confirm your blue card details or equivalent and complete all your mandatory requirements. Please do this as soon as you enrol into a placement course. We cannot place you until you have undertaken all these requirements.
RESOURCES• In Place website: https://inplace.usq.edu.au/
4 usq.edu.au
Notification of PlacementsStudents are notified of their placements 3 weeks prior to commencement as outlined in the Student Placement Communication Flow Chart located on the Education Placement Website. When a placement has been secured for you, you will receive an email alerting you to log into InPlace to view your placement details.
Variation to professional experience (Change of Date) Professional experience is a compulsory component of courses and integral to the completion of assessment tasks. Dates are selected to support students’ capacity to apply the theory of the coursework in the professional experience placement and/ or to gather evidence to assist completion of the associated assessment tasks. Pre-service teachers are advised not to select a course that includes professional experience in a semester where they are unable to meet the specified requirements of professional experience as outlined. Additional courses selected for the same semester as a professional experience course are not required to consider the professional experience placement as a reason for an extension request. Therefore, adherence to your advised enrolment pattern may assist to minimise possible assessment conflicts.
Application regarding variation to professional experience will be considered by the professional experience coordinator in line with the USQ Assessment Policy. Evidence that meets the policy criteria, is required to support your extension applications. Any unsupported application may be refused and this may also delay program completion. Your request for a change of date needs to be submitted in writing to: [email protected]
Placement resultsThe placements team will follow up your placement results within a week of you completing your placement. There is no need for you to follow up these results with your supervising teacher or site coordinator.
You will be able to view your placement result in InPlace. The status of your placement will be updated to “completed” at the end of the semester, around the time of results release.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 5
During Professional Experience Responsibilities This section provides guidelines of professional responsibilities for the pre-service teacher when entering an educational facility. As visitors to an educational setting and as learning members of the profession, pre-service teachers are expected to demonstrate professionalism in all aspects of their approach to professional experience. This section will outline clearly these expectations around dress and conduct to ensure that pre-service teachers are cognisant of behaviour that will enhance the reputation of USQ and reflect the Australian Professional Standards for Teachers.
AttendanceAs part of the professional experience requirements, days missed must be completed to be eligible for QCT registration. It is the pre-service teacher’s responsibility to notify the site and USQ (through your USQ Liaison or Professional Experience) of any illness or absence before 8am on the day of absence. In the event of a student not commencing or discontinuing a placement, it is the pre-service teacher’s’ responsibility to notify the site and the university. Failure to do so can result in a fail result for the placement. Any concerns or issues please contact the Professional Experience Office or the allocated liaison.
Absences The specified number of days for each professional experience are required to be completed in order to meet the requirements of the course, of the program, and for teacher registration with QCT. If you are absent for any reason on a scheduled day, inform the site (before 8am) and your USQ liaison. Acceptable reasons for absence from professional experience may include planned or unplanned events. Planned events may include a university examination which requires documentation and organisation prior to placement. An unplanned event may include a condition supported by documentation (e.g. medical certificate). You must negotiate the make-up day for any absence, public holiday, show holiday or any missed day with your supervising teacher so that full, specified number of days are completed. From commencement of the placement an absence or change to the dates of the placement must be reported to the Professional Experience Office. A medical certificate or supporting documentation is required for any absence of three days or more. For Queensland unsupervised placements, USQ will inform QCT on your behalf to adjust the dates of your unsupervised placement for an absence or change of three days or more.
For additional information, please refer to the Change of Date requirements.
Staff Professional Development Days (SPDDs) It is expected that students will attend and be involved in Staff Professional Development Days as part of their professional experience. These days are counted as a legitimate part of your professional experience. However, in some instances, a student may not be able to be accommodated due to individual school activities that are planned for the Staff Professional Development Day. In these cases, the students will be required to negotiate a make-up day, so that the required total number of days is completed successfully.
CommunicationCommunication with the UniversityCommunication with University staff can be made via email or telephone at any time during the Professional Experience. The USQ Liaison is the first contact point and you should be proactive in communicating early in the Professional Experience. Your USQ Liaison details will be made available prior to your Professional Experience placement via InPlace.
In situations where difficulties arise or you have been identified as being at risk of failing Professional Experience, the USQ Liaison must be contacted. If you are unable to communicate with your USQ Liaison, contact the Professional Experience Coordinator.
Communication with your placement siteCommunication with your placement site must remain professional at all times. Remember that you are a visitor to this workplace. Discuss with your supervising teacher the best method to communicate with them outside of school/centre hours.
DressYou should be professional in your grooming and dress. Be aware of the context of your environment. Smart casual dress is usually appropriate. Some sites have strict dress codes and you would be advised to contact the site coordinator to confirm their specific requirements. Every Professional Experience placement is subject to acceptance by the allocated site. Preservice teachers are expected to meet their allocated site’s requirements for the duration of their placement.
Education placement clothing and name badges are available to purchase from Omnia Books and Beyond omnia.usq.edu.au/store/productcategory/5501
Workplace Health and SafetyAll workplace sites should have a Workplace Health and Safety Policy and a Risk Management Policy. As you begin your placement you should become familiar with these policies. You may be required to be proactive and ask your site coordinator or supervising teacher about these policies. You may be required to sign off on your understanding of some of the school policies. Some sites require you to attend special health and safety preparation. You should ensure that you provide your workplace site with your contact details for health and safety purposes.
6 usq.edu.au
DiscriminationIf you encounter any form of discrimination, discuss this issue with your supervising teacher (if appropriate), then with the site coordinator if the practice does not cease. You must also contact your USQ Liaison. If you are unsure of how to proceed contact the Professional Experience Coordinator.
You can also contact USQ Equity Officers. They will advise on procedures available to you.
RELEVANT DOCUMENTS• Prevention of Discrimination, Bullying and Harassment
Procedure: policy.usq.edu.au/documents/13238PL
• Harassment and Discrimination Complaint Resolution for Students Policy and Procedure: policy.usq.edu.au/documents/13333PL
• USQ Student Code of Conduct: policy.usq.edu.au/documents/142753PL
• Anti-Discrimination Commission Queensland: getting to know the law: www.adcq.qld.gov.au/resources/brochures-and-guides/brochures/getting-to-know-the-law
Travel Students need to be aware that professional experience may require them to travel and/or live away from home. It is important therefore that they undertake in advance, the necessary planning and budgeting to ensure they are able to fulfil the professional experience requirements of their course. Please be aware this placement may not necessarily be in the same location or at a location of your choosing.
Legal responsibilitiesYou will be expected to conduct yourself in a professional manner while undertaking Professional Experience, and to maintain the highest standards of ethical behaviour in your interactions with others.
Duty of CareSupervising teachers have a legal responsibility for the physical and intellectual wellbeing of their students at all times. However, should harm come to any student through negligence, or poor judgment on the part of any pre-service teacher it might be expected that both pre-service teacher and the supervising teacher could be held responsible, especially if such harm had been reasonably foreseeable by either party.
You should know the whereabouts of your supervising teacher at all times and should be able to summon him/her immediately if necessary. You should take particular care where students work with potentially hazardous materials (e.g. a sharp pencil in a student’s mouth is a potential hazard). The exercise of professional judgment is at all times essential.
ConfidentialitySchools/centres deal with confidential information about students and their families. You are expected to maintain this confidentiality at all times. It is a serious breach if confidentiality is broken.
Student DisclosureA situation may arise where a student at your host site discloses personal information that relates to sexual assault, neglect or abuse. Staff members have legal obligations depending on the type of information disclosed which may require reporting specific events to police, even if this means breaking the student’s confidence. The site will have a policy and procedure to follow. You must ensure you know and understand this information, and report any incident to the site coordinator.
DefamationAbuse of confidentiality and/or criticism of site personnel in a defamatory way could result in a civil court action taken against you by a person who believes he/she has been defamed.
Corporal PunishmentCorporal punishment is illegal in Queensland schools.
Relationship with Students Teachers are recognised as having a significant duty of care for all students, so the relationships established with students must be based on respect and trust, considering the best interests of the student first. It is NEVER appropriate for you to engage in a personal relationship with a student even after the Professional Experience has been completed. This would be a significant abuse of the trust placed in the site community (including pre-service teachers) by a student’s family. Legislation has been passed to comprehensively protect students from sexual abuse and other inappropriate conduct by those working with children. Pre-service teachers who are unsure how to act or respond in a particular situation should consult with their supervisor, site coordinator, USQ Liaison, or contact the Professional Experience Coordinator ([email protected]). The QCT website also provides access to further resources and information on this area
Code of ConductPre-service teachers working in educational settings are bound by the relevant code of conduct which shapes and guides the standards of practice required of teachers. The Queensland College of Teachers (QCT) determines that individuals working in Queensland schools are fit and suitable to teach. Any serious legal infringement may result in failure to be registered with the Queensland College of Teachers and therefore not able to teach in Queensland schools.
USQ pre-service teachers are also required to abide by the Student Code of Conduct Policy.
RELEVANT RESOURCES:• USQ Student Code of Conduct Policy:
policy.usq.edu.au/documents/142753PL
• QCT: Code of Ethics for Teachers Queensland qct.edu.au/standards-and-conduct/code-of-ethics
• QCT: Professional Boundaries: A Guideline for Queensland Teachers qct.edu.au/standards-and-conduct/code-of-ethics
Photographing and using children’s work Pre-service teachers should be guided to work within the policy of the site before attempting to take photographs. It is not the role of the Placement Office to manage permission for the photography or for making observations.
It is an offence to take photos of minors without the express written permission and consent of their legal parents or guardians. Request clarification with the school and/or your supervising teacher, eg. many schools have a blanket permission for the full year with each family, other schools have a policy of distributing messages to families where only families refusing permissions are required to return the forms. There are several variations of how this is managed in schools.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 7
Please follow these procedures if you make the decision to withdraw from your placement:
• Inform the Professional Experience Coordinator, your school site coordinator, your USQ Liaison Officer and your course examiner immediately if you decide to discontinue with your placement.
• If you are withdrawing from the course, you will need to withdraw via USQ Study Desk Enrolment (dependent on dates of withdrawal there will likely be academic and/or financial penalties).
• You will need to contact your Program Coordinator for course progression advice.
Sites can choose to discontinue a placement for a variety of reasons, some of which may not be related to the pre-service teacher’s conduct. The university’s response to the discontinuation of a placement is dependent on the circumstances surrounding the decision. If the discontinuation of a placement is related to internal school/centre organisation and for reasons outside the pre-service teacher’s control, then the university will endeavour to find a new placement for the pre-service teacher. However, under the conditions set by the Queensland College of Teachers, it is likely that the placement will need to be repeated in full. Due to the limited number of placements available, it is also possible that another placement may not be able to be found until the following semester in which the course is offered.
Placements will be discontinued if a pre-service teacher breaches the USQ Student Code of Conduct. Sites will exclude a pre-service teacher from a placement if their organisation considers on reasonable grounds that the pre-service teacher’s conduct during the placement is inappropriate or that the pre-service teacher is not suitable to undertake or to continue the placement. The site coordinator will notify USQ who will advise the pre-service teacher not to attend the site. In most cases the pre-service teacher will receive a failing grade for the unit. Other disciplinary actions may also be taken in accordance with university rules.
Discontinuation of Placement
8 usq.edu.au
Whilst on professional experience there are a number of personnel in place to support the pre-service teacher. Initial support is provided by the university liaison, then the course examiner and if necessary the program coordinator. The academics are there to support the pre-service teacher as they navigate the placement.
It is important that pre-service teachers engage with all course work during the semester, course work prepares pre-service teachers for placement and the requirements of teaching and learning during professional experience.
Academic and personal support servicesProfessional Experience is a very busy time and pre-service teachers need to juggle many professional and personal demands while completing a Professional Experience placement block. There are a number of different support services available during your Professional Experience.
If an issue occurs while you are on Professional Experience, please contact Professional Experience as soon as possible. Remember though that the severity of an issue may dictate an immediate request for support, rather than trialling different options.
USQ LiaisonEach pre-service teacher undertaking Professional Experience is allocated a USQ Liaison for the duration of the Professional Experience. Their role is to support you, and your supervising teacher while you are out on Professional Experience. Your USQ Liaison is familiar with the day to day classroom challenges that you may encounter. It is your responsibility to contact your USQ Liaison and to take advantage of their support and assistance. Contact details are available to you via InPlace, in the same section as your site confirmation details.
Counselling ServicesThe University’s Counselling Service provides a professional, confidential and free counselling service to pre-service teachers. Professional Experience can become a stressful time for a number of reasons. Making those times less stressful is a major goal of the counselling staff at USQ.
RELEVANT RESOURCES• USQ Counselling Service:
www.usq.edu.au/current-students/support/counselling
• 24 hours USQ Student Advice Line (1300 932 483)
Disability AdvisorIf you have a disability/medical condition and you are enrolled in a Professional Experience course, you can discuss your individual situation with a Disability Officer to determine what additional support/arrangements can be provided.
RELEVANT RESOURCES• USQ Disability Officers
www.usq.edu.au/disability
• For more information visit Disability Services web page: social.usq.edu.au/uni-lifestyle/disability-support-video
Equity ServicesFor information access the Equity in Education Policy and Procedure: policy.usq.edu.au/documents/13319PL
Financial servicesIf you are experiencing financial hardship during Professional Experience, you may be able to access some financial assistance. The following website offers a range of short-term services provided through USQ to assist you with financial hardship: www.usq.edu.au/current-students/support/welfare/hardship-assistance
Insurances Pre-service teachers on USQ pre-approved course related placements, which have been confirmed by InPlace, are covered (subject to limitations) under the university’s Personal Accident, Public Liability, and Professional Indemnity Insurance. Students who participate in work and voluntary experiences of their own volition or undertake placements that have not been confirmed by InPlace are not covered under university insurance policies.
Support for Preservice Teachers
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 9
This section outlines the role expectations of all involved in the professional experience placement. It is important that site coordinators and supervising teachers are aware of their role as well as what is expected of pre-service teachers and USQ liaisons.
University USQ is committed to providing support to schools and supervising teachers in a range of ways including professional development, university liaisons and contact with the relevant Program Coordinator to assist where required.
A professional experience guide is available online for pre-service teachers, schools and school staff to access at any time. This documentation is provided to support the site in understanding the pre-service teacher’s development and a framework for evaluating their progress.
Site Coordinators The site coordinator is generally a member of the school or site leadership team. The site coordinator may provide both educational support to pre-service teachers and administrator support to supervising teachers involved in the professional experience. The role of the site coordinator includes:
1. Ensuring the pre-service teacher is placed in appropriate learning environments.
2. Organising the orientation and induction of the pre-service teacher.
3. Facilitating an introduction of the pre-service teacher to the supervising teacher.
4. Allocating suitable workspace for the pre-service teacher.
5. Distributing professional experience guides to the supervising teachers or the online link to access all necessary documents.
6. Discussing expectations of placement with the supervising teacher
7. Monitoring the placement through conversations and observations.
8. Conferring with the USQ Liaison and identifying actions required around At-Risk students.
9. Providing support to the supervising teachers in the assessment of pre-service teachers.
10. Completing the online reporting within five (5) days of the placement conclusion and coordinating pay claims for supervising teachers.
Supervising Teachers The supervising teacher plays a critical role in the nature and quality of the professional experience placement. The role of the supervising teacher includes:
1. Being familiar with USQ professional experience requirements as well as assessment and reporting requirements.
2. Being available to speak to the pre-service teacher before placement for pre-planning purposes.
3. Pre-service teachers on a supervised placement do not hold teacher registration and therefore cannot be left with students on their own (unsupervised). The supervising teacher has a duty of care to both the pre-service teacher and the student. Maintaining supervision of the pre-service teacher at all times when they are engaging in teaching tasks, playground/bus duty and excursions.
4. Providing written and verbal feedback to the pre-service teacher on their progress on a regular basis.
5. Discussing the requirements for successful completion with the pre-service teacher, including demonstrations of particular skills as required.
6. Providing learning opportunities for the pre-service teacher and advising on teaching practice as required.
7. Being available to meet the USQ liaison and coordinating (where possible) liaison observation opportunities.
8. Alerting the USQ liaison immediately should there be instances of unprofessional behaviour; excessive absences or where the pre-service teacher is at risk of failing (Refer to At-Risk process) generally before Day five (5) of the placement.
9. Completing both Interim survey and final reports to confirm pass/fail with the site coordinator, including the number of days in attendance.
10. Ensuring pay claim details are provided to the site coordinator.
11. In most cases, when a pre-service teacher needs to be placed At-Risk opportunities are afforded to improve specific practices before a fail grade can be applied. The exception occurs in the case of gross misconduct where dismissal is immediate.
12. Where the pre-service teacher does not meet the requirements of the At-Risk action they will receive a fail grade.
13. Expectations to the At-Risk process need to be discussed with the Director who can be contacted [email protected]
University Liaison The USQ liaison is the contact point between the site coordinator, supervising teacher, pre-service teacher and the course examiner. It is a requirement that a liaison is allocated and visits the site either physically or by virtual connection during the placement. The role of the liaison includes:
1. Connecting with the site coordinator prior to the placement.
2. Connecting with the pre-service teacher prior to the placement.
3. Contacting the site coordinator on the first day of placement to confirm attendance of pre-service teachers.
Role Expectations
10 usq.edu.au
4. Maintaining regular contact with the site to ensure the pre-service teacher is achieving the goals and expectations of the placement.
5. Maintaining contact with the pre-service teacher to ensure they are achieving the goals and expectations of the placement.
6. Observing (where possible) the pre-service teacher undertaking teaching tasks and providing feedback on performance.
7. Reminding the site of reporting requirements, assisting where necessary or requested.
8. Reminding pre-service teacher of the requirement to collect, store and upload their professional experience reports.
9. Advising the placement team of any concerns as soon as they are identified.
10. Supporting the site as necessary to make an At-Risk decision, thus implementing the full process.
11. Completing the At-Risk forms for actioning an ‘A team’ member.
12. Receiving and forwarding the Formal Feedback report generated by the supervising teacher to support the decision of actioning the At-Risk process.
Preservice Teacher There are expectations that all pre-service teachers are required to meet. These expectations should be seen as information provided about courses, programs, assessment, and administrative procedures as identified in the USQ Student expectations and responsibilities policy. The role of the pre-service teacher includes:
1. Contacting the site coordinator and supervising teacher before commencing professional experience placement.
2. Pre-planning with the site before professional experience.
3. Applying appropriate professional knowledge, practice, engagement, skill and conduct while attending the professional experience.
4. Engaging with the feedback provided by all teaching staff.
5. Planning relevant, coherent, purposeful learning episodes as directed. Providing plans to your supervising teacher at least 24 hours (where possible) before teaching the learning episode.
6. Being involved with all aspects of teaching and learning during professional experience.
7. Demonstrating initiative and commitment to teaching and the profession.
8. Communicating in a professional manner with all members of the community at the site and professional staff at USQ.
9. Considering the Code of Ethics and Professional Conduct in all interactions with staff and students.
10. Exercising a duty of care for all students/children and following reasonable instructions for your own safety.
11. Upholding professional dress standards and behaviours especially in relation to mobile technology.
12. Collecting evidence of your professional experience including observation and feedback of your teaching practice.
13. Returning all resources and teaching materials and thanking all staff involved in your placement at the completion of placement or the point of withdrawal.
14. Attending all required days of the placement in a timely manner. The block allocation of professional experience is scheduled for consecutive days to enable best practice opportunities for developmental learning (and to meet external requirements). Illness days should be rescheduled as urgently as possible for minimising placement disruptions and ensuring optimal opportunity to collect appropriate data for assessment requirements if/as required.
Please note: Withdrawal or termination before completion of professional experience will constitute a fail result
Preservice teacher role in the At-Risk process: 15. If the At-Risk process is initiated, it is important that the pre-
service teacher accept all additional support offered.
16. It is the responsibility of the pre-service teacher to undertake to improve skills, behaviours and practices in the areas required and to demonstrate sufficient improvement to be considered for a passing grade.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 11
Checklists for a Successful Professional Experience
Checklist for Supervising Teacher This section provides guidelines and a checklist for supervising teachers to assist in the successful completion of professional experience. Being a supervising teacher with a focus on a successful professional experience requires preparation before the pre-service teacher arrives, support when they are working with you and finally, assessment of their progress. This section will assist you in providing a meaningful experience for the pre-service teacher with minimal disruption to your usual practices.
Prior to Professional ExperienceMeet with the pre-service teacher either in person or via phone/email and:
1. Outline expectations and responsibilities within the class and the school.
2. Outline routines that you expect and behaviour management policies.
3. Provide details for pre-planning including class demographics and specific learning needs of students.
4. Discuss the implications of student learning needs with the pre-service teacher to support their preparation.
5. Be familiar with the requirements of the professional experience.
6. Be familiar with the assessment and reporting requirements.
7. Be in contact with site coordinator and USQ liaison.
During1. Remain in contact and provide updates to the site coordinator
and USQ liaison.
2. Provide guidance and feedback on lessons that are provided at least 24 hours before learning episodes are undertaken.
3. Provide feedback for learning episodes that the pre-service teacher undertakes (observation forms are available via the online site).
4. Discuss requirements of a successful completion of the professional experience with the pre-service teacher as early as possible during the professional experience.
5. Provide support around the collection of evidence of their professional practice.
6. Do not leave the pre-service teacher unattended whilst teaching or on duty.
7. Involve them in all your classes and activities and provide feedback on their observations.
8. Complete the Formal Feedback report and advise the site coordinator and liaison of enacting the At-Risk process if this is necessary.
9. Be prepared for a USQ liaison to visit and observe practice of the pre-service educator and to discuss progress (utilising Formal Feedback report).
If the pre-service teacher has breached any school, department or the USQ Codes of Conduct please notify the Site coordinator and USQ Liaison immediately. This may result in immediate dismissal from the site.
After 10. Remind the pre-service teacher to return all resources that
were borrowed or loaned.
11. Complete the final professional experience report and provide a copy to the site coordinator and the pre-service teacher prior to the pre-service teacher’s departure.
12. If you have any concerns with the program please contact the Program Coordinator to provide feedback for continuous improvement.
Please note the following: 1. Pre-service teachers will be required to sign a notice of having
undertaken the following on-line induction programs (code of conduct, ethical practice…).
2. Pre-service teachers will be assessed by the site teacher supervising teacher and/or site coordinator.
3. USQ liaison officers will engage in discussions with the supervising teacher and/or site coordinator regarding a pre-service teacher’s progress or performance.
4. Communication by USQ liaison officers to the supervising teacher, site coordinator or other appropriate site/school leader and pre-service teacher may be verbal, written, or electronic.
5. A USQ pre-service teacher’s professional experience placement may be terminated at any point in time due to a student breach of school/centre requirements, unprofessional behaviour, unethical behaviour and any breach of Code of Conduct.
6. If a USQ pre-service teacher is asked to leave due to an unsatisfactory performance or unprofessional behaviour, the placement will result in a Fail Grade and a notice will be sent to the pre-service teacher in relation to USQ Student Code of Conduct Policy Section 4.1 to 4.5 inclusive.
7. Academic penalties will be imposed on pre-service teachers whose behaviour is deemed unprofessional, unethical or a breach of USQ, Department of Education Qld or any other jurisdiction, Catholic Schools Office or Independent School Code of Conduct.
12 usq.edu.au
8. Pre-service teachers found to have committed serious breaches of unprofessional, unethical behaviour or a breach of USQ, Department of Education Qld or any other jurisdiction, Catholic Schools Office or Independent School code of conduct may be excluded from their USQ Initial Teacher Education program.
9. If a USQ pre-service teacher withdraws from a placement prior to its scheduled conclusion this will result in a Fail Grade. The exception being consideration of medical grounds.
10. USQ pre-service teachers will be advised at the mid-point of any placement if they are deemed At-Risk, marginal or problematic and the USQ liaison officer will be informed as well as the academic coordinator of professional experience and the relevant program coordinator. This advice will then involve discussion of the student’s progress and areas of concern.
11. USQ pre-service teachers can raise issues regarding the placement with the USQ liaison officer at the mid-point of the placement. The assessment provided by the supervising teacher and/or site coordinator will be final.
Checklist for Preservice Teacher
This section provides guidelines and a checklist for pre-service teachers to assist in the successful completion of professional experience. It is important as a pre-service teacher that you are aware of your own and ‘others’ roles and responsibilities towards making the professional experience a success.
To define your professional experience as successful you need to consider the following:
1. Did you engage in pre-planning with your supervising teacher?
2. Have you met all expectations as listed above from the university?
3. Did you complete all tasks and show initiative?
4. Did you show your teacher your learning episode planning a minimum of 24 hours before you taught?
5. Did you dress appropriately?
6. Did you consistently interact professionally with all staff and students?
7. Did you take on board all appropriate feedback and modify your practice?
8. Did you take a range of written observations of your supervising teacher and others? Did you apply these ideas in your own practice?
9. Have you collected evidence of your practice for inclusion in your portfolio?
10. Did you return all resources and thank your teacher?
The importance of being a responsible, ethical and professional pre-service teacher needs to be emphasised.
Remember you are not just representing yourself but also representing the university.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 13
Reporting
It is the responsibility of each pre-service teacher to ensure that they do not leave the site of each placement, without receiving their professional experience report, evidence of practice and, where appropriate, a reference from their supervising teacher.
Assessment Scores Evidence for the APST descriptors
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Students should receive a significant majority of Achieving (A) or Exceeding (E) results in each of the respective APST sections to pass the professional experience placement.
However, as a registered and experienced teacher, the university relies on your professional and considered judgement as to whether or not the pre-service teacher should pass the professional experience placement.
This result should be determined bearing in mind the pre-service teacher’s stage of development, skills, knowledge and behavioural expectations in the progress of the Initial Teacher Education program.
There are two reports that are to be completed.
1. Interim Survey and Formal Feedback ReportThe Formal Feedback report, which outlines current / existing skills and knowledge, is mapped around Day 5. This optional report is recommended to provide formalised feedback to the pre-service teacher and identify ongoing support needs.
The Interim indicator survey is sent to the site coordinators after day 5 of each placement. This survey is submitted to the University to indicate pre-service progression to date and the required ongoing level of support.
2. Final ReportThe Final Report which your supervising teacher uses to provide feedback to you on your placement. This final report is mapped to the Australian Professional Standards for Teachers (APSTs), in line with what you are expected to know and do at the conclusion of each specified professional experience.
The Professional Experience Report is completed at the end of each placement and the supervising teacher provides a copy for the pre-service teacher and the site coordinator. It is the responsibility of both the supervising teacher and the site coordinator to ensure that this is available to the student before they leave the site on their last day. The reports are available digitally on the professional experience site: www.usq.edu.au/education/professional-experience
The site coordinator also files the report at the school and submits the pass/fail grade, including the number of days that the pre-service teacher has attended the site. These are important components required for initial teacher registration.
As highlighted in the professional experience requirements, the pre-service teacher must complete a minimum number of days for registration. On completion of this notification, a final grade can be awarded for your course. The placement office is responsible for obtaining this final grade and days completed. It is not the pre-service teacher’s responsibility to contact the school for this information.
It is the pre-service teacher’s responsibility to upload a copy of their final report subsequent to each placement, to InPlace before completion of the semester.
AT RISKUSQ Liaison
Additional 5 hoursof support
Additional Support RequiredUSQ Liaison
Additional 1 – 2 hours of support
Support Provision for all studentsSupervising teacher feedback and reflection
USQ Liaison (1 hour of support)
Please note: The Interim Indicator Survey (sent to Site Coordinators after day 5 of each placement) activates additional and At-Risk support process if required.
14 usq.edu.au
At Risk – Action Required Process Should the Supervising teacher, USQ Liaison and/or site coordinator identify that a pre-service teacher is at risk of failing the professional experience placement, the At-Risk process must be followed.
This formal process is activated through the interim indicator survey, generally by day five (5) of the professional experience placement to give time for the pre-service teacher to engage with any feedback.
The At-Risk process is as follows:
1. Following regular feedback (copies kept by supervising teacher) and completion of the formal feedback report, the site coordinator will identify concerns with the performance of the pre-service teacher
2. The supervising teacher in collaboration with the USQ liaison will document the areas of weakness on the At-Risk Form and forward to the placement team. A copy is kept by the pre-service teacher and the site.
3. The USQ liaison may be required to support the site to make the final decision
4. The At-Risk form ensures all participants understand the entire process
5. On receipt of the At-Risk form, an ‘A team’ Liaison is activated
6. The ‘A team’ Liaison and the Professional Experience Coordinator will provide additional support to the pre-service teacher and supervising teacher where appropriate
7. The pre-service teacher will pass/fail the professional experience based on their level of competency adhering to the originally determined placement dates. No additional time is provided to improve the At-Risk decision.
8. Pre-service teachers may be required to observe others in-practice or be observed as part of the At-Risk process
9. A pre-service teacher will be awarded a pass for the professional experience when they have made improvements that meet the standard requirements of the placement in the identified areas and also meet the requirements of the professional experience in the required number of days.
10. A pre-service teacher will be awarded a fail for the professional experience when they have not demonstrated adequate improvement and/or not attended the required number of days. The pre-service teacher will fail if they withdraw or the site concludes the experience by withdrawing the offer of a place. The pre-service teacher then ends the placement as professionally as possible
11. The ‘A Team’ Liaison may assist the conclusion of the placement and allow the pre-service teacher to exit as gracefully as possible and thank the site for their support.
12. A breach of the school’s code of conduct or a determination of unprofessional behaviour may result in the university or the school advising of an immediate withdrawal from the site. This will result in an immediate fail grade and does not require the usual attendance of the ‘A Team’ liaison.
The At-Risk Form is a part of the process and the documentation by the supervising teaching, including copies of written feedback and the formal feedback report, are all evidence of performance. It is imperative that the professional judgement of At Risk is defensible and the At-Risk process assists in documenting the pre-service teacher’s weaknesses and areas requiring improvement.
The pre-service teacher should receive an honest appraisal to inform their decision to commit themselves to a career in teaching and what constitutes sufficient time to make improvements.
Professional Development Opportunities for Supervising Teachers Teachers involved in supervising pre-service teachers can avail themselves of opportunities of university based professional development through a range of mediums. This section provides links to opportunities provided by the University of Southern Queensland. These opportunities also include training for supervising pre-service teachers.
The University of Southern Queensland’s focus on community engagement means there are a range of professional development options available to the industries in which we operate. In Education this may be:
1. Courses in education in a range of specialist areas of Early Childhood; Primary; Secondary; Health and Wellbeing; Special Education; Assessment and more. The list of professional development in relation to courses offered can be found at: www.usq.edu.au/handbook/current/conted/profdev-education.html
2. Additionally, the School of Teacher Education and Early Childhood along with the School of Linguistics, Adult and Specialist Education provide a series of Educational Engagement Professional Development workshops. These workshops can be used and are attributable to continuing professional development (CPD) points. This list of workshops can be found at: www.usq.edu.au/bela/school-linguistics-adult-and-specialist-learning/educational-engagement
The University is also committed to providing opportunities for supervising teachers to advance their skills in supervising and supervising our pre-service teachers and suggest the following training:
1. The Australian Institute for Teaching and School Leadership (AITSL) Teacher toolkit, which provides tools for coaching, supervising and performance development. This toolkit can be found at: www.toolkit.aitsl.edu.au/category/coaching-mentoring/resource/58
2. Professional development opportunities available under the Queensland College of Teachers website at: qct.edu.au/professional-development/resources-and-activities
3. Professional development opportunities available with the Department of Education and Training (VIC) found at: www.eduweb.vic.gov.au/edulibrary/public/staffdev/teacher/induction/Teacher_Supervising teacher_Learning_Guide.pdf
4. Professional development as provided by the School of Teacher Education and Early Childhood for ‘supervisor training’. Registration will be available at: www.usq.edu.au/bela/school-linguistics-adult-and-specialist-learning/educational-engagement
The University of Southern Queensland also offered support through the professional experience webpage, which provides up to date guides on expectations for supervising teacher and pre-service educators.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 15
Bachelor Programs (Early Childhood, Primary, Primary with Special Education Major, Secondary)The Bachelor of Education programs allow graduates to be eligible to apply for teacher registration with relevant teaching authorities, and the Early Childhood specialisation is accredited with both QCT and ACECQA.
The sequence of courses with embedded professional experience is shown vertically by specialisation. EDC4000 occurs in the final semester of the BEDU and cannot be undertaken unless all mandatory courses are completed or in progress.
At USQ, professional experience is a requirement for a course and the specified number of days are stated in the course specification e.g. 20 days. The Professional Experience Calendar indicates the structure and timing.
Early Childhood Primary Primary with Special Education Major Secondary
1st Year
N/A N/A N/A N/A
EDE2010
10 days • 2 week block
2 – 4 years old (RT – Centre)
Site C centre
EDC1400
5 days • 1 week block
Site A school
EDC1400
5 days • 1 week block
Site A school (mainstream)
ESP1200 10 days • 2 week block
In either teaching area with preference for major area
Site A school
2nd Year
EDE3103
15 days • 3 week block
Kindy (RT – Mentor)
Site D standalone kindergarten (or a kindy
attached to Site A or Site C)
EDP2111
10 days • 2 week block
Site A school
EDP2111
10 days • 2 week block
Site A school (mainstream)
EDS2401 15 days • 3 week block
In either teaching area
Site A school
ECP3200
15 days • Prep (RT)
5 compulsory days and 2 week block
Site A school
EDP2222
10 days • 2 week block
Site A school (continuing HPE students
in HPE setting)
SPE3005
10 days • 2 week block
Site A mainstream or Site B special Ed
ESP3100
15 days • 3 week block
In either teaching area
Site A school
3rd Year
ECF3100
15 days • Birth – 2 years
5 compulsory days and 2 week block
Site C centre
EPP3100
(only offered in S1)
15 days at the start of the school year in Jan/Feb
3 week block
Site B school
EPP3100
(only offered in S1)
15 days at the start of the school year in Jan/Feb
3 week block
Site B (SEP, learning support setting or special school)
ESP2200
(offered in both S3 and S1)
15 days • 3 week block
In Year 11 and/or 12 classes
Site B school (Special Ed is not a teaching area)
ECL2200
15 days • Prep – Year 2 (RT)
3 week block
Site B school
EPP3200
15 days • 3 week block
Site B school (continuing HPE students
in HPE setting)
SPE3006 15 days • 3 week block
Site B (SEP, learning support setting or special school)
N/A You will need to have studied at least 8 discipline courses at
this stage of your program
Undergraduate Professional Experience Program Matrix
16 usq.edu.au
Early Childhood Primary Primary with Special Education Major Secondary
4th Year
EDU4100 (GTPA)
25 days • 5 week block
Prep – Year 3 (RT) (with preference for Prep – Yr 1
and exposure to upper primary by observing at least
one lesson in Yr 4 – Yr 6)
Return to any previous school (Site A or Site B)
EDU4100 (GTPA)
25 days • 5 week block
Prep – Yr 6 (with preference for Yr 2 – Yr 6)
(Continuing HPE students in mainstream setting)
Return to any previous school (Site A or Site B)
EDU4100 (GTPA)
25 days • 5 week block
Prep – Yr 6 (with preference for Yr 2 – Yr 6)
Return to any previous school (Site A or Site B but not
in a special school)
EDU4100 (GTPA)
25 days • 5 week block
With preference for major area
(Special Ed is not a teaching area)
Return to any previous school (Site A or Site B)
EDC4000
20 days: unsupervised • 4 week block Students choose their final placement for their internship by returning to a previous site or to a previous mentor
This is a culminating experience that requires QCT internship authorisation in Queensland schools
95 days + 20 = 115 days
80 days with RT
4 different sites
Including 2 different schools 40 days in early childhood
(C or D)
55 days in schools (A or B)
80 days + 20 = 100 days
80 days in schools with RT
2 different sites
Broad experience across year levels
80 days + 20 = 100 days
80 days in schools with RT
2 different sites
Broad experience across year levels including Special Ed
80 days + 20 = 100 days
80 days in schools with RT
2 different sites
A range of year levels across both teaching areas
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 17
18 usq.edu.au
EARLY CHILDHOOD
Professional Experience Early Childhood
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 19
Early
Chi
ldho
od P
rofe
ssio
nal
Expe
rienc
e Pr
ogre
ssio
ns
APS
TED
E201
0ED
E310
3EC
P320
0EC
F310
0EC
L220
0ED
U41
00
EDC4
000
(2 –
4 y
ears
) Pl
ay fo
cus
15 d
ays
EC S
etti
ng (K
inde
rgar
ten)
20 d
ays
Scho
ol (P
rep
– G
rade
2)
Perc
epti
ve D
ata
colle
ctio
nLe
arni
ng a
nd A
sses
smen
tSc
ienc
e Le
arni
ng
Are
a Fo
cus
15 d
ays
EC S
etti
ng (B
irth
– 2
)15
day
sSc
hool
(Pre
p –
Gra
de 2
) +
Obs
erva
tion
of
Year
4 –
6 c
lass
esEn
glis
h Cu
rric
ulum
25 D
ays
Scho
ol (P
rep
– G
rade
2)
Fina
l Sup
ervi
sed
Plac
emen
tG
TPA
wit
h Q
PERF
rep
ort
INTE
RNSH
IP
1.1
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
Wri
tes
obse
rvat
ions
to
iden
tify
child
ren’
s le
arni
ng a
nd d
evel
opm
ent
(Exa
mpl
es: t
ypes
of p
lay,
liter
acy
and
num
erac
y le
arni
ng th
roug
h pl
ay,
type
s of
inte
ract
ions
that
su
ppor
t lea
rnin
g an
d de
velo
pmen
t)
Dem
onst
rate
aw
aren
ess
of c
hild
ren’
s le
arni
ng
and
deve
lopm
ent n
eeds
th
roug
h ob
serv
atio
n an
d do
cum
enta
tion.
Dem
onst
rate
an
awar
enes
s of
stu
dent
s’ ne
eds
incl
udin
g th
e ra
nge
of w
ays
stud
ents
lear
n as
ev
iden
ced
in a
ppro
ache
s to
less
on p
lann
ing
(Exa
mpl
e: In
quir
y pl
an
with
in s
cien
ce le
sson
s)
Dem
onst
rate
and
see
k an
und
erst
andi
ng o
f ch
ildre
n’s
char
acte
ristic
s (fa
mili
al, c
ultu
ral,
relig
ious
, soc
ial)
thro
ugh
obse
rvat
ion,
dis
cuss
ion
and
refle
ctio
n.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
phy
sica
l, so
cial
and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teris
tics
of
stud
ents
and
how
thes
e m
ay a
ffect
lear
ning
(e
xam
ple:
dev
elop
a c
lass
pr
ofile
usi
ng e
xist
ing
data
e.
g. R
unni
ng R
ecor
ds a
nd
Phon
emic
Aw
aren
ess
test
)
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
1.2
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
1.3
Dem
onst
rate
kn
owle
dge
of te
achi
ng
stra
tegi
es th
at a
re
resp
onsi
ve to
the
lear
ning
str
engt
hs
and
need
s of
stu
dent
s fr
om d
iver
se li
ngui
stic
, cu
ltur
al, r
elig
ious
an
d so
cioe
cono
mic
ba
ckgr
ound
s.
Dem
onst
rate
aw
aren
ess
of te
achi
ng s
trat
egie
s th
at
are
resp
onsi
ve to
chi
ldre
n’s
lear
ning
and
dev
elop
men
t fr
om d
iver
se b
ackg
roun
ds
(Exa
mpl
e: d
iscu
ss a
nd
iden
tify
teac
hing
str
ateg
ies
that
hav
e be
en m
odel
led
by th
e te
ache
r)
Dem
onst
rate
aw
aren
ess
of te
achi
ng s
trat
egie
s th
at
are
resp
onsi
ve to
chi
ldre
n’s
lear
ning
and
dev
elop
men
t fr
om d
iver
se b
ackg
roun
ds
(Exa
mpl
e: d
iscu
ss a
nd
iden
tify
teac
hing
str
ateg
ies
that
hav
e be
en m
odel
led
by th
e te
ache
r)
Dem
onst
rate
aw
aren
ess
of te
achi
ng s
trat
egie
s th
at a
re re
spon
sive
to
the
dive
rse
back
grou
nds
of a
ll st
uden
ts in
the
clas
sroo
m (E
xam
ple:
re
flect
upo
n an
d re
cord
th
e se
lect
ion
of te
achi
ng
stra
tegi
es m
odel
led
by
the
supe
rvis
ing
teac
her;
iden
tify
teac
hing
str
ateg
ies
with
in le
sson
pla
ns).
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re re
spon
sive
to th
e di
vers
e ba
ckgr
ound
s of
al
l chi
ldre
n in
clud
ing
thei
r fa
mily
(Exa
mpl
e: d
iscu
ss
and
iden
tify
teac
hing
st
rate
gies
that
hav
e be
en
mod
elle
d by
the
earl
y ch
ildho
od e
duca
tor)
.
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re re
spon
sive
to th
e le
arni
ng s
tren
gths
and
ne
eds
of s
tude
nts
from
di
vers
e ba
ckgr
ound
s (E
xam
ple:
usi
ng c
lass
pr
ofile
dat
a, S
tude
nt A
, B
and
C id
entif
y as
Eng
lish
as a
Sec
ond
Lang
uage
and
re
quire
vis
ual s
uppo
rts)
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
th
e le
arni
ng s
tren
gths
an
d ne
eds
of s
tude
nts
from
div
erse
ling
uist
ic,
cult
ural
, rel
igio
us
and
soci
oeco
nom
ic
back
grou
nds.
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
th
e le
arni
ng s
tren
gths
an
d ne
eds
of s
tude
nts
from
div
erse
ling
uist
ic,
cult
ural
, rel
igio
us
and
soci
oeco
nom
ic
back
grou
nds.
1.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
1.5
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
Dem
onst
rate
aw
aren
ess
of d
iffer
entia
tion
stra
tegi
es
that
are
resp
onsi
ve to
al
l chi
ldre
n’s
lear
ning
an
d de
velo
pmen
t nee
ds
(Exa
mpl
e: d
iscu
ss a
nd
iden
tify
stra
tegi
es th
at
have
bee
n m
odel
led
by th
e te
ache
r)
Dem
onst
rate
aw
aren
ess
of d
iffer
entia
tion
stra
tegi
es
that
are
resp
onsi
ve to
al
l chi
ldre
n’s
lear
ning
an
d de
velo
pmen
t nee
ds
(Exa
mpl
e: d
iscu
ss a
nd
iden
tify
stra
tegi
es th
at
have
bee
n m
odel
led
by th
e te
ache
r)
Dem
onst
rate
aw
aren
ess
of d
iffer
entia
tion
stra
tegi
es
that
are
resp
onsi
ve to
all
child
ren’
s le
arni
ng n
eeds
(E
xam
ple:
dis
cuss
and
id
entif
y st
rate
gies
that
ha
ve b
een
mod
elle
d by
the
teac
her)
Dem
onst
rate
kno
wle
dge
of s
trat
egie
s th
at a
re
resp
onsi
ve to
all
child
ren’
s le
arni
ng a
nd d
evel
opm
ent
need
s (E
xam
ple:
dis
cuss
, id
entif
y an
d re
cord
st
rate
gies
that
hav
e be
en
mod
elle
d by
the
earl
y ch
ildho
od e
duca
tor e
.g.
Child
A n
eeds
to g
o to
bed
at
11:
30am
).
Dem
onst
rate
kno
wle
dge
of d
iffer
entia
tion
stra
tegi
es
that
are
resp
onsi
ve to
th
e le
arni
ng s
tren
gths
an
d ne
eds
of s
tude
nts
(Exa
mpl
e: u
sing
run
ning
re
cord
dat
a, S
tude
nt A
, B
and
C re
quire
inte
nsiv
e te
achi
ng)
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
1.6
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
Bach
elor
of E
duca
tion
– Ea
rly
Child
hood
Pro
fess
iona
l Exp
erie
nce
Prog
ram
Pro
gres
sion
20 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Ea
rly
Child
hood
Pro
fess
iona
l Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
APS
TED
E201
0ED
E310
3EC
P320
0EC
F310
0EC
L220
0ED
U41
00
EDC4
000
2.1
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
s aw
aren
ess
of th
e ro
le o
f cur
ricul
um
in p
lann
ing
a le
arni
ng
expe
rienc
e
Dem
onst
rate
s aw
aren
ess
of th
e ro
le o
f cur
ricul
um
in p
lann
ing
a le
arni
ng
expe
rienc
e
Dem
onst
rate
s aw
aren
ess
of th
e ro
le o
f cur
ricul
um in
le
sson
pla
nnin
g.
Dem
onst
rate
s kn
owle
dge
of th
e ro
le o
f cu
rric
ulum
in p
lann
ing
a le
arni
ng e
xper
ienc
e
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
th
e ke
y co
ncep
ts w
ith th
e te
achi
ng a
rea
thro
ugh
less
on p
lann
ing
(Exa
mpl
e:
linki
ng le
sson
goa
ls to
re
leva
nt c
urric
ulum
)
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
2.2
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
Not
ass
esse
dO
rgan
ise
the
cont
ent o
f le
arni
ng e
xper
ienc
es in
to a
lo
gica
l seq
uenc
e.
Org
anis
e th
e co
nten
t of
the
less
on in
to a
logi
cal
sequ
ence
.
Org
anis
e th
e co
nten
t of
the
lear
ning
exp
erie
nces
in
to a
logi
cal s
eque
nce.
Org
anis
e co
nten
t int
o a
lear
ning
and
teac
hing
se
quen
ce.
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
2.3
Use
cur
ricu
lum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces
and
less
on
plan
s.
Not
ass
esse
dU
ses
curr
icul
um a
nd
asse
ssm
ent (
focu
sed
obse
rvat
ions
) to
desi
gn
lear
ning
exp
erie
nces
.
Use
s cu
rric
ulum
and
as
sess
men
t (fo
cuse
d ob
serv
atio
ns) t
o de
sign
le
arni
ng e
xper
ienc
es.
Use
s cu
rric
ulum
and
fo
cuse
d ob
serv
atio
n to
de
sign
lear
ning
exp
erie
nce.
Use
s re
leva
nt c
urri
culu
m
docu
men
ts a
nd
asse
ssm
ent t
o de
velo
p a
sequ
ence
of l
esso
ns/
lear
ning
exp
erie
nces
. (E
xam
ple:
less
on s
eque
nce
deve
lops
kno
wle
dge
requ
ired
for s
umm
ativ
e ta
sk)
Use
cur
ricu
lum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces.
Use
cur
ricu
lum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces
and
less
on
plan
s
2.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
2.5
Know
and
un
ders
tand
lite
racy
an
d nu
mer
acy
teac
hing
st
rate
gies
and
thei
r ap
plic
atio
n in
teac
hing
ar
eas.
Not
ass
esse
dD
emon
stra
te a
n aw
aren
ess
of li
tera
cy
and
num
erac
y te
achi
ng
stra
tegi
es w
ithin
pl
ay-b
ased
lear
ning
ex
perie
nces
. (Ex
ampl
e:
disc
uss
and
iden
tify
stra
tegi
es w
ith s
uper
visi
ng
teac
her)
.
Dem
onst
rate
an
awar
enes
s of
lite
racy
an
d nu
mer
acy
teac
hing
st
rate
gies
with
in le
sson
s/le
arni
ng e
xper
ienc
es.
(Exa
mpl
e: d
iscu
ss a
nd
iden
tify
stra
tegi
es w
ith
supe
rvis
ing
teac
her)
.
Dem
onst
rate
a
know
ledg
e of
lite
racy
an
d nu
mer
acy
teac
hing
st
rate
gies
with
in
play
-bas
ed le
arni
ng
expe
rienc
es (E
xam
ple:
id
entif
y st
rate
gies
with
in
lear
ning
exp
erie
nce
plan
e.
g. u
sing
fing
er rh
ymes
)
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir a
pplic
atio
n in
Eng
lish.
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in
teac
hing
are
as.
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in
teac
hing
are
as.
2.6
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
exp
and
curr
icul
um
lear
ning
opp
ortu
niti
es
for
stud
ents
.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dN
ot a
sses
sed
Tria
ls te
achi
ng s
trat
egie
s fo
r usi
ng IC
T’s.
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
exp
and
curr
icul
um
lear
ning
opp
ortu
niti
es
for
stud
ents
.
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
exp
and
curr
icul
um
lear
ning
opp
ortu
niti
es
for
stud
ents
.
3.1
Set l
earn
ing
goal
s th
at p
rovi
de a
chie
vabl
e ch
alle
nges
for
stud
ents
of
var
ying
abi
litie
s an
d ch
arac
teri
stic
s.
Wri
tes
lear
ning
goa
ls
for e
ach
plan
ned
lear
ning
ex
perie
nces
(Exa
mpl
e:
draw
ing
from
obs
erva
tions
id
entif
y po
ssib
le le
arni
ng
oppo
rtun
ities
).
Wri
tes
clea
r lea
rnin
g go
als
for e
ach
plan
ned
lear
ning
exp
erie
nces
(E
xam
ple:
dra
win
g fr
om
obse
rvat
ions
iden
tify
poss
ible
lear
ning
goa
ls fo
r a
focu
s ch
ild).
Wri
tes
lear
ning
goa
ls fo
r st
uden
ts o
f var
ying
abi
litie
s an
d ch
arac
teris
tics.
Wri
tes
clea
r le
arni
ng
goal
s fo
r eac
h pl
anne
d le
arni
ng e
xper
ienc
es
Wri
te le
arni
ng g
oals
that
pr
ovid
e ch
alle
nges
for
stud
ents
of v
aryi
ng a
bilit
ies
and
char
acte
ristic
s.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
3.2
Plan
less
on
sequ
ence
s us
ing
know
ledg
e of
stu
dent
le
arni
ng, c
onte
nt a
nd
effec
tive
teac
hing
st
rate
gies
.
Not
ass
esse
dPl
an le
arni
ng e
xper
ienc
e se
quen
ce u
sing
kno
wle
dge
of s
tude
nt le
arni
ng,
cont
ent a
nd e
ffect
ive
teac
hing
str
ateg
ies
(Exa
mpl
e: s
tude
nt A
, in
tere
st in
Din
osau
rs
acro
ss a
wee
k).
Plan
less
on s
eque
nces
us
ing
know
ledg
e of
st
uden
t lea
rnin
g, c
onte
nt
and
effec
tive
teac
hing
st
rate
gies
.
Not
ass
esse
dPl
an le
sson
seq
uenc
es
usin
g kn
owle
dge
of
stud
ent l
earn
ing,
con
tent
an
d eff
ectiv
e te
achi
ng
stra
tegi
es.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of
stud
ent l
earn
ing,
con
tent
an
d eff
ecti
ve te
achi
ng
stra
tegi
es.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of
stud
ent l
earn
ing,
con
tent
an
d eff
ecti
ve te
achi
ng
stra
tegi
es.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 21
APS
TED
E201
0ED
E310
3EC
P320
0EC
F310
0EC
L220
0ED
U41
00
EDC4
000
3.3
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
Tria
ls s
ever
al te
achi
ng
stra
tegi
es th
at s
uppo
rt
child
ren’
s le
arni
ng.
Tria
ls te
achi
ng s
trat
egie
s to
sup
port
chi
ldre
n’s
lear
ning
.
Impl
emen
t a ra
nge
of te
achi
ng s
trat
egie
s id
entifi
ed w
ithin
less
on
plan
s.
Impl
emen
ts te
achi
ng
stra
tegi
es to
sup
port
ch
ildre
n’s
lear
ning
.
Impl
emen
t a ra
nge
of te
achi
ng s
trat
egie
s id
entifi
ed w
ithin
less
on
plan
s.
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
3.4
Dem
onst
rate
kn
owle
dge
of a
ran
ge o
f re
sour
ces,
incl
udin
g IC
T,
that
eng
age
stud
ents
in
thei
r le
arni
ng.
Dem
onst
rate
s an
aw
aren
ess
of th
e us
e of
re
sour
ces
that
eng
age
child
ren
in th
eir l
earn
ing
(Exa
mpl
e: b
uild
ing
bloc
ks)
Dem
onst
rate
a
know
ledg
e of
reso
urce
s,
incl
udin
g IC
T, to
eng
age
child
ren
in le
arni
ng.
Dem
onst
rate
a
know
ledg
e of
and
use
re
sour
ces,
incl
udin
g IC
T, to
en
gage
stu
dent
s in
thei
r le
arni
ng.
Not
ass
esse
dD
emon
stra
te a
kn
owle
dge
of a
nd u
se
a ra
nge
of re
sour
ces,
in
clud
ing
ICT,
to e
ngag
e st
uden
ts in
thei
r lea
rnin
g.
Dem
onst
rate
kno
wle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at
enga
ge s
tude
nts
in th
eir
lear
ning
.
Dem
onst
rate
kno
wle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at
enga
ge s
tude
nts
in th
eir
lear
ning
.
3.5
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t.
Tria
ls th
e us
e of
som
e ve
rbal
and
non
-ver
bal
com
mun
icat
ion
stra
tegi
es.
Use
s vo
ice,
faci
al
expr
essi
on, g
estu
res,
ph
ysic
al m
ovem
ent a
nd
visu
al c
ues
to e
ngag
e ch
ildre
n in
lear
ning
.
Tria
ls q
uest
ioni
ng a
nd
scan
ning
ski
lls to
geth
er
with
an
effec
tive
use
of
voca
l, fa
cial
exp
ress
ion
and
gest
ures
to s
uppo
rt
stud
ent e
ngag
emen
t.
Use
s vo
ice,
faci
al
expr
essi
on, g
estu
res,
ph
ysic
al m
ovem
ent a
nd
visu
al c
ues
to e
ngag
e ch
ildre
n in
lear
ning
.
Use
s eff
ectiv
e qu
estio
ning
, an
d sc
anni
ng s
kills
to
geth
er w
ith a
rang
e of
vo
cal,
faci
al e
xpre
ssio
n an
d ge
stur
es to
sup
port
st
uden
t eng
agem
ent.
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t
3.6
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
teac
hing
pr
ogra
ms
that
can
be
used
to im
prov
e st
uden
t le
arni
ng.
Not
ass
esse
dD
evel
opin
g a
know
ledg
e of
str
ateg
ies
that
can
be
used
to e
valu
ate
lear
ning
ex
perie
nce
plan
s th
roug
h re
flect
ive
conv
ersa
tions
w
ith s
uper
visi
ng te
ache
r.
Dev
elop
ing
a kn
owle
dge
of s
trat
egie
s th
at c
an b
e us
ed to
eva
luat
e le
sson
pl
ans
thro
ugh
refle
ctiv
e co
nver
satio
ns w
ith
supe
rvis
ing
teac
her.
Dev
elop
ing
a kn
owle
dge
of s
trat
egie
s th
at c
an b
e us
ed to
eva
luat
e le
arni
ng
expe
rienc
e pl
ans
thro
ugh
refle
ctiv
e co
nver
satio
ns
with
sup
ervi
sing
edu
cato
r.
Dem
onst
rati
ng
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
less
on p
lans
. (E
xam
ple:
use
s st
uden
t as
sess
men
t dat
a an
d re
flect
ion
on le
sson
s ta
ught
to in
form
futu
re
plan
ning
).
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
teac
hing
pr
ogra
ms
that
can
be
used
to im
prov
e st
uden
t le
arni
ng.
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
teac
hing
pr
ogra
ms
that
can
be
used
to im
prov
e st
uden
t le
arni
ng.
3.7
Plan
for
appr
opri
ate
and
cont
extu
ally
re
leva
nt o
ppor
tuni
ties
fo
r pa
rent
s/ca
rers
to
be in
volv
ed in
thei
r ch
ildre
n’s
lear
ning
.
In n
egot
iatio
n w
ith s
uper
visi
ng te
ache
r/ed
ucat
or
4.1
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
an
d en
gage
men
t in
clas
sroo
m a
ctiv
itie
s
Obs
erve
s an
d re
cord
s st
rate
gies
use
d to
ens
ure
all c
hild
ren
can
part
icip
ate
and
activ
ely
enga
ge in
ac
tiviti
es
Iden
tify
and
rec
ords
st
rate
gies
use
d to
ens
ure
all c
hild
ren
can
part
icip
ate
and
activ
ely
enga
ge in
ac
tiviti
es.
Obs
erve
s an
d re
cord
s st
rate
gies
use
d to
ens
ure
all s
tude
nts
can
part
icip
ate
and
activ
ely
enga
ge in
cl
assr
oom
act
iviti
es
Iden
tify
and
rec
ords
st
rate
gies
use
d to
ens
ure
all c
hild
ren
can
part
icip
ate
and
activ
ely
enga
ge in
ac
tiviti
es.
Iden
tify
and
rec
ords
st
rate
gies
use
d to
ens
ure
all s
tude
nts
can
part
icip
ate
and
activ
ely
enga
ge in
ac
tiviti
es.
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
an
d en
gage
men
t in
clas
sroo
m a
ctiv
itie
s.
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
an
d en
gage
men
t in
clas
sroo
m a
ctiv
itie
s.
4.2
Dem
onst
rate
the
capa
city
to o
rgan
ise
clas
sroo
m a
ctiv
itie
s an
d pr
ovid
e cl
ear
dire
ctio
ns.
Obs
erve
and
tria
ls
the
use
of in
stru
ctio
nal
tech
niqu
es.
Dem
onst
rate
s an
abi
lity
to o
rgan
ise
activ
ities
and
pr
ovid
e cl
ear d
irect
ions
(E
xam
ple:
use
bot
h ve
rbal
an
d no
n-ve
rbal
tech
niqu
es)
Dem
onst
rate
s an
abi
lity
to o
rgan
ise
activ
ities
and
pr
ovid
e cl
ear d
irect
ions
(E
xam
ple:
rein
forc
es
esta
blis
hed
clas
sroo
m
rule
s, ro
utin
es a
nd
expe
ctat
ions
)
Dem
onst
rate
s an
abi
lity
to o
rgan
ise
activ
ities
and
pr
ovid
e cl
ear d
irect
ions
(E
xam
ple:
use
bot
h ve
rbal
an
d no
n-ve
rbal
tech
niqu
es)
Dem
onst
rate
s an
abi
lity
to o
rgan
ise
activ
ities
and
pr
ovid
e cl
ear d
irect
ions
(E
xam
ple:
est
ablis
hing
ru
les,
exp
ecta
tions
and
ro
utin
es to
sup
port
tr
ansi
tions
and
act
iviti
es).
Dem
onst
rate
the
capa
city
to o
rgan
ise
clas
sroo
m a
ctiv
itie
s an
d pr
ovid
e cl
ear
dire
ctio
ns.
Dem
onst
rate
the
capa
city
to o
rgan
ise
clas
sroo
m a
ctiv
itie
s an
d pr
ovid
e cl
ear
dire
ctio
ns.
4.3
Dem
onst
rate
kn
owle
dge
of p
ract
ical
ap
proa
ches
to m
anag
e ch
alle
ngin
g be
havi
our.
Not
ass
esse
dO
bser
ves
and
reco
rds
prev
enta
tive,
sup
port
ive
and
corr
ectiv
e st
rate
gies
to
man
age
chal
leng
ing
beha
viou
r
Obs
erve
s an
d re
cord
s pr
even
tativ
e, s
uppo
rtiv
e an
d co
rrec
tive
stra
tegi
es
to m
anag
e ch
alle
ngin
g be
havi
our
Dem
onst
rate
s kn
owle
dge
of e
ssen
tial
skill
s an
d ot
her p
ract
ical
ap
proa
ches
to s
uppo
rt
on-t
ask
beha
viou
r and
pr
even
t and
cor
rect
off-
task
beh
avio
urs.
Dem
onst
rate
kno
wle
dge
of e
ssen
tial s
kills
and
oth
er
prac
tical
app
roac
hes
to
supp
ort o
n-ta
sk b
ehav
iour
an
d pr
even
t and
cor
rect
off
-tas
k be
havi
ours
.
Dem
onst
rate
kno
wle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
Dem
onst
rate
kno
wle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
Bach
elor
of E
duca
tion
– Ea
rly
Child
hood
Pro
fess
iona
l Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
22 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Ea
rly
Child
hood
Pro
fess
iona
l Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
APS
TED
E201
0ED
E310
3EC
P320
0EC
F310
0EC
L220
0ED
U41
00
EDC4
000
4.4
Des
crib
e st
rate
gies
th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
Iden
tify
and
wor
k w
ithin
sy
stem
, cur
ricul
um a
nd
legi
slat
ive
requ
irem
ents
th
at s
uppo
rt c
hild
ren’
s w
ellb
eing
and
saf
ety
(Exa
mpl
e: S
un s
afet
y, w
earin
g ha
ts o
utsi
de)
Iden
tify
and
wor
k w
ithin
sy
stem
, cur
ricul
um a
nd
legi
slat
ive
requ
irem
ents
th
at s
uppo
rt c
hild
ren’
s w
ellb
eing
and
saf
ety
(Exa
mpl
e: S
un s
afet
y, w
earin
g ha
ts o
utsi
de)
Iden
tify
and
wor
k w
ithin
sy
stem
, cur
ricul
um a
nd
legi
slat
ive
requ
irem
ents
th
at s
uppo
rt c
hild
ren’
s w
ellb
eing
and
saf
ety
(Exa
mpl
e: c
urric
ulum
risk
as
sess
men
t)
Iden
tify
and
wor
k w
ithin
sy
stem
, cur
ricul
um a
nd
legi
slat
ive
requ
irem
ents
th
at s
uppo
rt c
hild
ren’
s w
ellb
eing
and
saf
ety
(Exa
mpl
e: S
un s
afet
y, w
earin
g ha
ts o
utsi
de)
Impl
emen
ts s
choo
l-ba
sed
stra
tegi
es
that
dem
onst
rate
an
und
erst
andi
ng o
f re
quire
men
ts re
late
d to
st
uden
ts’ w
ellb
eing
.
Des
crib
e st
rate
gies
th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
Des
crib
e st
rate
gies
th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
4.5
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
sup
port
the
safe
, re
spon
sibl
e an
d et
hica
l us
e of
ICT
in le
arni
ng a
nd
teac
hing
.
Not
ass
esse
d N
ot a
sses
sed
Not
ass
esse
dN
ot a
sses
sed
Und
erst
and
stra
tegi
es
whi
ch p
rom
ote
safe
, re
spon
sibl
e an
d et
hica
l use
of
ICT’
s.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
sup
port
the
safe
, re
spon
sibl
e an
d et
hica
l us
e of
ICT
in le
arni
ng a
nd
teac
hing
.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
sup
port
the
safe
, re
spon
sibl
e an
d et
hica
l us
e of
ICT
in le
arni
ng a
nd
teac
hing
.
5.1
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
Not
ass
esse
dD
emon
stra
te a
n un
ders
tand
ing
of in
form
al
and
info
rmal
form
ativ
e (o
bser
vatio
ns) t
o as
sess
st
uden
t lea
rnin
g.
Dem
onst
rate
an
awar
enes
s of
ass
essm
ent
stra
tegi
es u
sed
to id
entif
y th
at le
arni
ng th
at h
as
or h
as n
ot o
ccur
red
(Exa
mpl
es: f
orm
ativ
e - f
orm
al a
nd in
form
al
obse
rvat
ions
)
Dem
onst
rate
an
unde
rsta
ndin
g of
info
rmal
an
d in
form
al fo
rmat
ive
(obs
erva
tions
) to
asse
ss
stud
ent l
earn
ing.
Dem
onst
rate
an
unde
rsta
ndin
g of
as
sess
men
t str
ateg
ies
used
to id
entif
y th
at
lear
ning
that
has
or h
as n
ot
occu
rred
(run
ning
reco
rds,
fo
rmal
obs
erva
tions
and
su
mm
ativ
e as
sess
men
t)
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
5.2
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
ti
mel
y an
d ap
prop
riat
e fe
edba
ck to
stu
dent
s ab
out t
heir
lear
ning
.
Not
ass
esse
dN
ot a
sses
sed
Use
s or
al c
omm
unic
atio
n to
pro
vide
feed
back
in ti
me
to w
hole
cla
ss (E
xam
ple:
“G
reat
job
ever
ybod
y, yo
u ar
e co
rrec
t 1 +
1 is
2”)
Not
ass
esse
dU
ses
oral
and
wri
tten
co
mm
unic
atio
n to
pr
ovid
e fe
edba
ck a
bout
le
arni
ng (E
xam
ple:
Use
of
corr
ectiv
e an
d affi
rmat
ive
feed
back
that
cor
rect
s m
isco
ncep
tions
; mar
king
ho
mew
ork)
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
ti
mel
y an
d ap
prop
riat
e fe
edba
ck to
stu
dent
s ab
out t
heir
lear
ning
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
ti
mel
y an
d ap
prop
riat
e fe
edba
ck to
stu
dent
s ab
out t
heir
lear
ning
5.3
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dN
ot a
sses
sed
Show
an
unde
rsta
ndin
g th
roug
h ob
serv
atio
n no
tes
and
refle
ctio
ns o
f how
as
sess
men
t is
mod
erat
ed
to e
nsur
e co
nsis
tent
and
co
mpa
rabl
e ju
dgem
ents
.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
5.4
Dem
onst
rate
the
capa
city
to in
terp
ret
stud
ent a
sses
smen
t da
ta to
eva
luat
e st
uden
t le
arni
ng a
nd m
odif
y te
achi
ng p
ract
ice.
Not
ass
esse
dD
emon
stra
te a
n ab
ility
to
inte
rpre
t inf
orm
al
and
info
rmal
form
ativ
e (o
bser
vatio
ns) t
o ev
alua
te
stud
ent l
earn
ing.
Dem
onst
rate
an
abili
ty
to in
terp
ret e
xist
ing
asse
ssm
ent d
ata
(stu
dent
wor
k sa
mpl
es;
obse
rvat
ions
) to
eval
uate
st
uden
t lea
rnin
g an
d di
scus
s im
plic
atio
ns
for m
odify
ing
teac
hing
pr
actic
es.
Dem
onst
rate
an
abili
ty
to in
terp
ret i
nfor
mal
an
d in
form
al fo
rmat
ive
(obs
erva
tions
) to
eval
uate
st
uden
t lea
rnin
g (E
xam
ple:
a
child
was
obs
erve
d be
ing
frig
hten
ed o
f cel
loph
ane
pape
r. Th
eref
ore,
ce
lloph
ane
will
not
be
used
in th
e ne
xt le
arni
ng
expe
rienc
e)
Dem
onst
rate
an
abili
ty
to in
terp
ret e
xist
ing
asse
ssm
ent d
ata
(stu
dent
wor
k sa
mpl
es;
obse
rvat
ions
, run
ning
re
cord
s) to
eva
luat
e st
uden
t lea
rnin
g an
d m
odify
teac
hing
pra
ctic
es.
Dem
onst
rate
the
capa
city
to in
terp
ret
stud
ent a
sses
smen
t da
ta to
eva
luat
e st
uden
t le
arni
ng a
nd m
odif
y te
achi
ng p
ract
ice.
Dem
onst
rate
the
capa
city
to in
terp
ret
stud
ent a
sses
smen
t da
ta to
eva
luat
e st
uden
t le
arni
ng a
nd m
odif
y te
achi
ng p
ract
ice.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 23
APS
TED
E201
0ED
E310
3EC
P320
0EC
F310
0EC
L220
0ED
U41
00
EDC4
000
5.5
Dem
onst
rate
un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
d N
ot a
sses
sed
Dem
onst
rate
an
unde
rsta
ndin
g of
th
e sc
hool
’s re
port
ing
proc
edur
es a
nd p
olic
ies
and
disc
usse
s st
uden
t ac
hiev
emen
t with
the
supe
rvis
ing
teac
her.
Dem
onst
rate
un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
Dem
onst
rate
un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
6.1
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
6.2
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
6.3
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner.
Seek
s co
nstr
uctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it
prom
ptly
.
Seek
s co
nstr
uctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it.
Seek
s co
nstr
uctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it
to im
prov
e te
achi
ng p
ract
ices
.
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
6.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
7.1
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
aw
aren
ess
of
duty
of c
are.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith c
hild
ren.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n.
7.2
Und
erst
and
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
App
lies
cent
re/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t an
d pr
actic
e.
App
lies
and
unde
rsta
nds
the
cent
re/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t an
d pr
actic
e.
App
lies
scho
ol/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t an
d pr
actic
e.
App
lies
and
unde
rsta
nds
cent
re/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t and
pra
ctic
e an
d un
ders
tand
s m
anda
tory
re
port
ing
requ
irem
ents
.
App
lies
and
unde
rsta
nds
scho
ol/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t and
pra
ctic
e an
d un
ders
tand
s m
anda
tory
re
port
ing
requ
irem
ents
.
Und
erst
and
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
Und
erst
and
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
7. 3
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r whe
re o
ppor
tuni
ties
exi
st to
dem
onst
rate
the
stan
dard
.
7.4
Und
erst
and
the
role
of
ext
erna
l pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
taff
in a
rang
e of
ac
tiviti
es.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
taff
in a
rang
e of
ac
tiviti
es.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
taff
in a
rang
e of
ac
tiviti
es.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
taff
in a
rang
e of
ac
tiviti
es.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
choo
l sta
ff in
a ra
nge
of a
ctiv
ities
.
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Bach
elor
of E
duca
tion
– Ea
rly
Child
hood
Pro
fess
iona
l Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
24 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 25
Early
Chi
ldho
od P
lace
men
t Gui
delin
es
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
EDE2
010
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Prof
essi
onal
Exp
erie
nce
cont
ext:
Firs
t Yea
r, 10
-day
Ear
ly C
hild
hood
Edu
catio
nal S
ettin
g pl
acem
ent
EDE2
010
Child
hood
, Pla
y an
d Pl
ay-B
ased
Lea
rnin
g is
the
first
pro
fess
iona
l exp
erie
nce
and
the
first
opp
ortu
nity
to v
isit
an e
arly
chi
ldho
od e
duca
tion
and
care
set
ting.
The
focu
s of
the
plac
emen
t is
arou
nd
perc
eptiv
e ob
serv
atio
ns o
f chi
ldre
n an
d th
e ro
le o
f the
se in
pla
nnin
g fo
r bot
h in
divi
dual
chi
ldre
n an
d sm
all g
roup
s. A
Situ
atio
nal A
naly
sis
of th
e se
rvic
e (u
nder
stan
ding
the
sett
ing)
will
be
com
pile
d w
hich
w
ill a
llow
you
to g
et to
kno
w th
e ce
ntre
. Inf
orm
atio
n ab
out t
he lo
cal c
omm
unity
and
fam
ilies
, the
set
ting,
pro
gram
phi
loso
phy,
rele
vant
pol
icie
s an
d pr
oced
ures
, cen
tre
rout
ines
and
pla
nnin
g ex
pect
atio
ns
for t
heir
inte
ntio
nal t
each
ing
and
the
child
ren
will
be
incl
uded
. A c
olle
ctio
n of
info
rmat
ion
and
docu
men
tatio
n th
at d
emon
stra
tes
child
ren’
s le
arni
ng a
nd d
evel
opm
ent i
s to
be
prep
ared
ove
r the
dur
atio
n of
the
prof
essi
onal
exp
erie
nce.
You
are
exp
ecte
d to
kee
p co
pies
of a
ll ob
serv
atio
ns, r
eflec
tions
and
exp
erie
nce
plan
s. T
hese
are
to b
e us
ed fo
r lat
er re
flect
ion
and
prep
arat
ion
for s
ubse
quen
t pro
fess
iona
l ex
perie
nces
.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ng a
nd
docu
men
ting
Wor
king
Atte
ndin
gRe
flect
ing
Prof
essi
onal
le
arni
ng
conv
ersa
tion
sPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Port
folio
Res
ourc
e D
evel
opm
ent
to s
ite,
soci
ocul
tura
l en
viro
nmen
t, in
divi
dual
cla
ss(e
s).
Pres
ervi
ce
teac
her’s
to b
ring
prin
ted
copi
es o
f:•
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PET
able
.
• te
achi
ng a
nd le
arni
ng
prac
tices
• as
sess
men
t and
fe
edba
ck,
• ch
ildre
n’s
inte
ract
ions
, in
volv
emen
t and
pa
rtic
ipat
ion
• ro
utin
es•
2 ch
ildre
n da
ily u
sing
a
varie
ty o
f obs
erva
tion
tech
niqu
es.
• D
evel
op fo
rmal
ob
serv
atio
ns b
y in
clud
ing
anal
ysis
and
lear
ning
po
ssib
ilitie
s.
with
sm
all
grou
ps m
ovin
g to
who
le g
roup
gu
ided
by
supe
rvis
ing
teac
her.
mee
tings
pl
aygr
ound
du
ty, s
choo
l ac
tiviti
es, b
us
duty
, etc
. as
requ
ired
by y
our
supe
rvis
ing
teac
her’s
ro
ster
and
site
re
quire
men
ts.
on o
bser
vatio
ns,
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g th
roug
h da
ily
self-
refle
ctio
n re
cord
s.
Dis
cuss
insi
ghts
, qu
erie
s an
d co
ncer
ns fr
om
your
dai
ly
refle
ctio
ns w
ith
your
Sup
ervi
sing
Te
ache
r and
U
nive
rsity
Lia
ison
.
lear
ning
ex
perie
nces
&
reso
urce
s in
neg
otia
tion
with
sup
ervi
sing
te
ache
r.Sh
are
with
su
perv
isin
g te
ache
r a m
in
of 2
4 ho
urs
in
adva
nce
of th
e te
achi
ng .
Shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck,
lear
ning
pla
ns,
reso
urce
s
pres
ervi
ce te
ache
r will
att
end
for t
he fu
ll sc
hool
day
and
par
ticip
ate
in th
e no
rmal
ro
utin
e of
the
room
and
Cen
tre.
Th
is p
lace
men
t beg
ins
with
obs
ervi
ng
the
supe
rvis
ing
teac
her,
follo
wed
by
the
pres
ervi
ce te
ache
r im
plem
entin
g th
e su
perv
isin
g te
ache
r’s p
lans
– a
nd th
en
impl
emen
ting
pres
ervi
ce te
ache
r’s o
wn
plan
s w
ith s
uper
visi
ng te
ache
r gui
danc
e.N
egot
iate
with
you
r Sup
ervi
sing
Ear
ly
Educ
atio
n Te
ache
r whe
n th
e fo
llow
ing
will
oc
cur:
• D
raw
ing
from
form
al o
bser
vatio
ns
deve
lop
6 te
achi
ng o
ppor
tuni
ties
• Pl
an to
teac
h 6
lear
ning
exp
erie
nces
.
Exem
plar
s of
•
Play
bas
ed le
arni
ng•
Inte
ntio
nal t
each
ing
• Ro
utin
es-in
door
and
out
door
•
teac
hing
and
lear
ning
pra
ctic
es•
the
envi
ronm
ent
• as
sess
men
t and
feed
back
• tr
ansi
tion
activ
ities
• su
ppor
ting
self-
regu
latin
g be
havi
our
• ag
e-ap
prop
riate
reso
urce
s
Day
14
44
44
4Co
llect
reso
urce
s as
out
lined
by
cour
se
mat
eria
ls. T
hese
incl
ude:
• Si
tuat
iona
l ana
lysi
s;
• ob
serv
atio
ns o
f foc
us c
hild
ren;
•
prog
ram
min
g an
d pl
anni
ng e
xam
ples
w
ith li
nks
to th
e EY
LF;
• da
ta c
olle
ctio
n;
• m
akin
g ju
dgem
ents
Day
2 –
54
2 ch
ildre
n da
ilyD
evel
op 4
obs
erva
tions
44
44
44
2 le
arni
ng e
xper
ienc
es
Day
6 –
10
42
child
ren
daily
Dev
elop
6 o
bser
vatio
ns4
44
44
44
lear
ning
exp
erie
nces
26 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
EDE3
103
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
15-d
ay K
inde
rgar
ten
plac
emen
tED
E310
3 is
the
pre-
serv
ice
educ
ator
’s fir
st o
ppor
tuni
ty fo
r pla
cem
ent i
n a
kind
erga
rten
set
ting.
The
cou
rse
prov
ides
ear
ly c
hild
hood
edu
cato
rs w
ith th
e op
port
unity
to d
evel
op u
nder
stan
ding
and
aw
aren
ess
of k
ey fe
atur
es a
nd th
emes
of e
arly
chi
ldho
od c
urric
ulum
, fra
mew
orks
and
app
roac
hes.
Pre
-ser
vice
edu
cato
rs w
ill e
xam
ine
fact
ors
that
impa
ct o
n cu
rric
ulum
dec
isio
n-m
akin
g an
d th
eir r
ole
in th
e le
arni
ng
envi
ronm
ent.
The
focu
s of
the
kind
erga
rten
pla
cem
ent i
s to
brin
g th
is th
eory
to li
fe, p
rovi
ding
opp
ortu
nity
for p
re-s
ervi
ce e
duca
tors
to a
pply
feed
back
from
sup
ervi
sing
teac
hers
to th
e pl
anni
ng o
f age
ap
prop
riate
ped
agog
ical
str
ateg
ies
that
sup
port
chi
ld a
genc
y, le
arni
ng a
nd d
evel
opm
ent t
hrou
gh p
lay;
and
resp
ond
to th
e ne
eds
of c
hild
ren
from
div
erse
bac
kgro
unds
and
lear
ning
nee
ds. A
col
lect
ion
of
info
rmat
ion
and
docu
men
tatio
n th
at d
emon
stra
tes
child
ren’
s le
arni
ng a
nd d
evel
opm
ent t
hrou
gh p
lay,
and
the
role
of t
he e
duca
tor i
n su
ppor
ting
and
exte
ndin
g on
chi
ldre
n’s
lear
ning
, is
to b
e pr
epar
ed o
ver
the
dura
tion
of th
e pr
ofes
sion
al e
xper
ienc
e. P
re-s
ervi
ce e
duca
tors
are
exp
ecte
d to
kee
p co
pies
of a
ll ob
serv
atio
ns, r
eflec
tions
and
exp
erie
nce
plan
s. T
hese
are
to b
e us
ed fo
r lat
er re
flect
ion,
doc
umen
tatio
n to
in
form
ass
essm
ent,
and
prep
arat
ion
for s
ubse
quen
t pro
fess
iona
l exp
erie
nces
.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ng a
nd
docu
men
ting
Wor
king
Atte
ndin
gRe
flect
ing
Prof
essi
onal
le
arni
ng
conv
ersa
tion
sPl
anni
ng/L
earn
ing
Expe
rien
ces
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Port
folio
Res
ourc
e D
evel
opm
ent
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f :•
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e.Co
nduc
t a s
ituat
iona
l an
alys
isCo
llect
bac
kgro
und
info
to d
evel
op c
hild
pr
ofile
s
• O
bs –
Pla
y ex
perie
nces
in
volv
ing
focu
s st
uden
ts-1
/FC
• H
ow to
adh
ere
to m
anda
ting
repo
rtin
g re
quire
men
ts•
2 Le
arni
ng S
torie
s (L
S)/d
ay w
ith F
C’n
with
all
child
ren/
fa
mili
es.
Gen
eral
sup
port
an
d cl
ass
Eng/
mt.
Rout
ines
Posi
tive
rela
tiona
l pr
actic
es
Mee
tings
Prof
essi
onal
co
nver
satio
ns
with
pee
rsIn
-ser
vice
Pr
ofes
sion
al
Dev
elop
men
t
on o
bser
vatio
ns
on y
our p
lann
ing
and
teac
hing
an
d as
sess
ing
thro
ugh
daily
se
lf-re
flect
ion
reco
rds
See
EC M
odel
of
CR
• id
entif
y 1-
2 le
arni
ng g
oals
fo
r FC’
nO
ngoi
ng d
aily
Pro
f Co
nv’s
with
sta
ff/m
ento
r on
a ke
y to
pic
e.g.
Impa
ct
of s
tude
nt/c
ultu
re
on id
entit
y an
d pl
anni
ng
• Cr
eate
2 L
E/da
y (1
/FC)
dra
win
g on
LS/
obs
from
pr
evio
us d
ay
and
emer
gent
in
tere
sts
Shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
sD
etai
ls o
n ch
ild
profi
les
for F
C’n
(mak
e no
tes
on
child
str
engt
hs/
Inte
rest
s et
c)
Teac
hing
and
plan
ning
for e
xper
ienc
es.
• N
egot
iate
with
you
r Su
perv
isin
g Ea
rly
Educ
atio
n Te
ache
r whe
n th
e fo
llow
ing
will
occ
ur:
• D
raw
ing
from
2 fo
cus
stud
ents
le
arni
ng s
torie
s ob
serv
atio
ns
iden
tify
poss
ible
sup
port
or
exte
nsio
n le
arni
ng e
xper
ienc
es•
Plan
ning
for t
each
ing
lear
ning
ex
perie
nces
Reso
urce
s in
clud
e:•
Age-
appr
opria
te re
sour
ce a
nd e
xam
ples
of
teac
hing
str
ateg
ies
• Tr
ansi
tion
prac
tices
: fing
er r
hym
es, s
ongs
etc
• Pr
actic
es to
sup
port
chi
ldre
n’s
• Id
eas
and
stra
tegi
es to
sup
port
the
deve
lopm
ent
of c
hild
ren’
s so
cial
com
pete
nce,
pos
itive
be
havi
our e
tc.
Wee
k 2:
• Ex
ampl
es o
f con
text
ual c
urric
ulum
use
• D
ocum
enta
tion
of s
tude
nt le
arni
ng•
Stor
y te
lling
reso
urce
s•
Sust
aina
ble
prac
tices
• In
quir
y st
rate
gies
with
link
s to
QKL
G o
r Bui
ldin
g W
ater
falls
(int
erst
ate
EYLF
).
Day
14
44
44
Seek
exa
mpl
es o
f com
mun
icat
ion
abou
t the
im
port
ance
of p
lay
for E
DE3
1030
ass
essm
ent t
ask
3.
Day
2 –
54
Ensu
re O
bs/L
S ar
e sh
ared
with
men
tor
Dai
ly c
omm
. w
ith fa
mili
es4
4Sh
are
plan
ning
an
d se
ek d
aily
fe
edba
ck4
Day
5 re
port
Ensu
re p
lans
are
sha
red
with
te
ache
r mor
ning
of L
E.Te
ach
2 le
arni
ng e
xper
ienc
es p
er
day
for f
ocus
chi
ldre
n1
who
le g
roup
exp
/day
Day
6 –
10
Use
mos
aic
appr
oach
Incr
ease
resp
.4
44
Co-c
onst
ruct
LE
and
plan
ning
with
ch
ildre
n U
se v
arie
ty o
f AAP
’s
4
Day
11
– 15
44
44
44
PE R
epor
tBu
ild to
dev
elop
and
teac
h ha
lf da
y pr
ogra
m
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 27
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
ECP3
200
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
15 D
ay, P
rep
plac
emen
tEC
P320
0 is
the
pre-
serv
ice
teac
her’s
firs
t opp
ortu
nity
for a
rich
and
pro
duct
ive
plac
emen
t in
a pr
imar
y sc
hool
set
ting.
The
focu
s of
the
plac
emen
t is
gain
ing
a de
ep k
now
ledg
e an
d ap
prec
iatio
n of
the
lear
ning
an
d as
sess
men
t pro
gram
, with
a p
artic
ular
focu
s on
the
key
lear
ning
are
a of
Sci
ence
. Situ
atio
nal a
naly
sis
of th
e cl
assr
oom
and
sch
ool w
ill b
e co
mpi
led
whi
ch w
ill a
llow
the
pres
ervi
ce te
ache
r to
get t
o kn
ow
soci
al, c
onte
xtua
l and
cul
tura
l infl
uenc
es o
n te
achi
ng, l
earn
ing
and
asse
ssm
ent.
Info
rmat
ion
abou
t the
loca
l com
mun
ity a
nd fa
mili
es, t
he s
ettin
g, th
e ed
ucat
iona
l pro
gram
, rel
evan
t pol
icie
s an
d pr
oced
ures
, ro
utin
es, a
nd p
lann
ing
expe
ctat
ions
for t
heir
inte
ntio
nal t
each
ing
and
the
child
ren
will
be
incl
uded
. Ove
r the
dur
atio
n of
the
prof
essi
onal
exp
erie
nce,
the
pres
ervi
ce te
ache
r will
com
plet
e cu
rric
ulum
map
ping
, pl
an a
n in
quir
y, an
d im
plem
ent 5
lear
ning
exp
erie
nces
from
this
inqu
iry
plan
, all
in c
olla
bora
tion
with
thei
r sup
ervi
sing
teac
her.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
g
Prof
essi
onal
le
arni
ng
conv
ersa
tion
sPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Port
folio
Res
ourc
e D
evel
opm
ent
to s
ite,
soci
ocul
tura
l en
viro
nmen
t, in
divi
dual
cla
ss(e
s).
Pres
ervi
ce
teac
her’s
to b
ring
prin
ted
copi
es o
f:•
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e•
Cour
se
asse
ssm
ent
requ
irem
ents
and
docu
men
ting
teac
hing
an
d le
arni
ng
prac
tices
, as
sess
men
t an
d fe
edba
ck,
and
child
ren’
s in
tera
ctio
ns,
invo
lvem
ent
and
part
icip
atio
n
with
all
child
ren,
gu
ided
by
supe
rvis
ing
teac
her
mee
tings
, pl
aygr
ound
du
ty, s
choo
l ac
tiviti
es,
bus
duty
, etc
. as
requ
ired
by y
our
supe
rvis
ing
teac
her’s
ro
ster
and
site
re
quire
men
ts
on o
bser
vatio
ns,
your
pla
nnin
g,
teac
hing
and
as
sess
ing
thro
ugh
daily
se
lf-re
flect
ion
Dis
cuss
in
sigh
ts,
quer
ies
or
conc
erns
from
yo
ur d
aily
re
flect
ion
with
su
perv
isin
g te
ache
r and
U
nive
rsity
Li
aiso
n
lear
ning
ex
perie
nces
an
d re
sour
ces
in n
egot
iatio
n w
ith s
uper
visi
ng
teac
her.
Shar
e w
ith y
our
supe
rvis
ing
teac
her a
min
. of
24
hour
s in
adv
ance
of
impl
emen
tatio
n
Shou
ld
cont
ain,
ob
serv
atio
ns,
refle
ctio
ns,
feed
back
, le
sson
pla
ns,
reso
urce
s
pres
ervi
ce te
ache
r will
att
end
for t
he fu
ll sc
hool
day
and
par
ticip
ate
in th
e no
rmal
ro
utin
e of
the
clas
sroo
m a
nd s
choo
l.Th
is p
lace
men
t beg
ins
with
obs
ervi
ng
the
supe
rvis
ing
teac
her,
follo
wed
by
the
pres
ervi
ce te
ache
r im
plem
entin
g th
e su
perv
isin
g te
ache
r’s p
lans
– a
nd th
en
impl
emen
ting
pres
ervi
ce te
ache
r’s o
wn
plan
s w
ith s
uper
visi
ng te
ache
r gui
danc
e.
Colle
ct th
roug
hout
dur
atio
n of
pro
fess
iona
l exp
erie
nce:
• Tr
ansi
tion
prac
tices
•
Age-
appr
opria
te IC
T re
sour
ces,
mul
tilite
raci
es, m
ultim
edia
fo
r Sci
ence
inqu
iries
• Ch
ildre
n’s
liter
atur
e –
Scie
nce
and
Mat
hem
atic
s fo
cus
– an
d st
oryt
ellin
g pr
ops
• N
atur
al s
cien
ce m
ater
ials
and
reso
urce
s•
Sust
aina
ble
prac
tices
– id
eas
for s
usta
inab
ility
inqu
iries
•
Idea
s an
d st
rate
gies
to s
uppo
rt th
e de
velo
pmen
t of c
hild
ren’
s so
cial
com
pete
nce,
pos
itive
beh
avio
ur a
nd c
onfid
ence
.•
Prog
ram
min
g an
d pl
anni
ng e
xam
ples
of p
lay,
indo
or a
nd
outd
oor l
earn
ing.
• Co
mm
unic
atio
n an
d co
llabo
ratio
n ex
ampl
es o
f col
leag
ues:
da
ta c
olle
ctio
n, d
ocum
enta
tion,
, m
oder
atio
n, m
akin
g ju
dgem
ents
and
feed
back
• Pr
ofes
sion
al le
arni
ng a
ctiv
ities
Day
1 &
24
44
44
44
4Co
nduc
t situ
atio
nal a
naly
sis.
Tem
plat
es in
PE
fold
er o
n EC
P320
0 St
udyD
esk
Cour
se a
sses
smen
t Co
mpl
ete
Port
folio
Item
1: C
urric
ulum
map
ping
with
su
perv
isin
g te
ache
r (Se
e EC
P320
0 as
sess
men
t)
Day
3, 4
& 5
44
44
44
44
3 le
arni
ng e
xper
ienc
es fo
r sm
all g
roup
s or
w
hole
cla
ss; i
mpl
emen
t sup
ervi
sing
teac
her
plan
s an
d fo
llow
ing
mod
ellin
g by
the
supe
rvis
ing
teac
her o
n pr
evio
us P
E da
ys
Plan
sci
ence
inqu
iry
and
seek
feed
back
from
sup
ervi
sing
te
ache
r (se
e EC
P320
0 as
sess
men
t ite
m 2
) N
egot
iate
whi
ch a
spec
ts o
f the
pro
ject
inqu
iry
pres
ervi
ce
teac
her w
ill im
plem
ent o
ver t
he n
ext t
wo
wee
ks D
iscu
ss h
ow to
org
anis
e cl
assr
oom
act
iviti
es, p
rom
ote
posi
tive
beha
vior
, sca
ffold
lear
ning
in s
cien
ce.
Day
6 –
10
44
44
44
44
3 le
arni
ng e
xper
ienc
es; i
mpl
emen
t su
perv
isin
g te
ache
r pla
ns
2 le
arni
ng e
xper
ienc
es; p
rese
rvic
e te
ache
r’s o
wn
plan
s w
ith s
uper
visi
ng
teac
her’s
feed
back
prio
r to
impl
emen
tatio
n
Impl
emen
t req
uire
d ac
tiviti
es fr
om s
cien
ce in
quir
y pl
an (s
ee
ECP3
200
asse
ssm
ent i
tem
2)
Day
11
– 15
44
44
44
44
Build
tow
ards
one
ses
sion
eac
h da
y fo
r 2
days
; pre
serv
ice
teac
her’s
ow
n pl
ans
with
su
perv
isin
g te
ache
r’s fe
edba
ck p
rior t
o im
plem
enta
tion
Impl
emen
t req
uire
d ac
tiviti
es fr
om s
cien
ce in
quir
y pl
an (s
ee
ECP3
200
asse
ssm
ent i
tem
2)
28 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
ECF3
100
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Prof
essi
onal
Exp
erie
nce
cont
ext:
Thir
d Ye
ar, 1
5 D
ay, B
irth
-2-y
ear-
old,
Ear
ly C
hild
hood
set
ting
plac
emen
tTh
e fo
cus
of th
is p
lace
men
t is
upon
obs
ervi
ng, f
acili
tatin
g an
d en
gagi
ng in
mea
ning
ful i
nter
actio
ns to
pro
vide
rich
and
stim
ulat
ing
lear
ning
env
ironm
ents
for i
ndiv
idua
ls a
nd g
roup
s of
chi
ldre
n. T
his
aim
of
the
prof
essi
onal
exp
erie
nce
is to
pro
vide
the
oppo
rtun
ity fo
r pre
serv
ice
teac
hers
to d
evel
op a
n un
ders
tand
ing
of w
orki
ng w
ith b
abie
s to
2-y
ear o
ld c
hild
ren
thro
ugh
curr
icul
um a
ppro
ache
s of
pla
y, ca
re a
nd
atta
chm
ent.
Dur
ing
the
plac
emen
t, pr
eser
vice
teac
hers
will
dem
onst
rate
an
abili
ty to
pla
n, e
nact
and
eva
luat
e pl
ay-b
ased
lear
ning
exp
erie
nces
usi
ng d
iver
se a
ppro
ache
s an
d re
sour
ces
in d
iver
se s
ettin
gs.
A Si
tuat
iona
l Ana
lysi
s of
the
early
chi
ldho
od s
ettin
g (u
nder
stan
ding
the
sett
ing)
will
allo
w th
e pr
eser
vice
teac
her t
o ge
t to
know
the
cent
re. I
nfor
mat
ion
abou
t the
loca
l com
mun
ity a
nd fa
mili
es, t
he s
ettin
g,
prog
ram
phi
loso
phy,
rele
vant
pol
icie
s an
d pr
oced
ures
, cen
tre
rout
ines
and
pla
nnin
g ex
pect
atio
ns fo
r the
ir in
tent
iona
l tea
chin
g an
d th
e ch
ildre
n w
ill b
e in
clud
ed. A
col
lect
ion
of in
form
atio
n an
d do
cum
enta
tion
that
dem
onst
rate
s ch
ildre
n’s
lear
ning
and
dev
elop
men
t is
to b
e pr
epar
ed o
ver t
he d
urat
ion
of th
e pr
ofes
sion
al e
xper
ienc
e. T
hese
are
to b
e us
ed fo
r lat
er re
flect
ion
and
prep
arat
ion
for s
ubse
quen
t pr
ofes
sion
al e
xper
ienc
es.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ng a
nd
docu
men
ting
Wor
king
Atte
ndin
gRe
flect
ing
Prof
essi
onal
le
arni
ng
conv
ersa
tion
sPl
anni
ngCo
llati
ngTe
achi
ngPo
rtfo
lio R
esou
rce
Dev
elop
men
t
to s
ite, r
oom
and
so
cioc
ultu
ral
envi
ronm
ent,
Pres
ervi
ce te
ache
rs
to b
ring
prin
ted
copi
es o
f •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e•
Cour
se
asse
ssm
ent
requ
irem
ents
• pl
ay e
xper
ienc
es•
room
org
anis
atio
n•
supe
rvis
ing
teac
her’s
le
arni
ng a
nd te
achi
ng
prac
tices
• da
ta c
olle
ctio
n•
deci
sion
mak
ing
base
d on
evi
denc
e•
2 ch
ildre
n da
ily
usin
g a
varie
ty
of o
bser
vatio
n te
chni
ques
.•
Dev
elop
form
al
obse
rvat
ions
by
incl
udin
g an
alys
is a
nd
lear
ning
pos
sibi
litie
s
with
all
child
ren
as g
uide
d by
su
perv
isin
g te
ache
r.•
Indi
vidu
ally
• Sm
all g
roup
• W
hole
gro
up
mee
tings
, pl
aygr
ound
dut
y, sc
hool
act
iviti
es,
bus
duty
, etc
. as
requ
ired
by
your
sup
ervi
sing
te
ache
r’s
rost
er a
nd s
ite
requ
irem
ents
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
an
d as
sess
ing
thro
ugh
daily
se
lf-re
flect
ion
reco
rds.
Dis
cuss
insi
ghts
, qu
erie
s an
d co
ncer
ns fr
om
your
dai
ly
refle
ctio
ns w
ith
your
Sup
ervi
sing
Te
ache
r and
U
nive
rsity
Lia
ison
Lear
ning
Ex
perie
nces
an
d re
sour
ces
in n
egot
iatio
n w
ith s
uper
visi
ng
teac
her.
Shar
e w
ith y
our
supe
rvis
ing
teac
her a
min
. of
24
hour
s in
adv
ance
of
impl
emen
tatio
n.
Pres
ervi
ce
teac
her’s
do
cum
enta
tion
in
a fo
lder
.Sh
ould
con
tain
, ob
serv
atio
ns,
refle
ctio
ns,
feed
back
, lea
rnin
g pl
ans,
reso
urce
s
pres
ervi
ce te
ache
r will
att
end
for
the
full
scho
ol d
ay a
nd p
artic
ipat
e in
the
norm
al ro
utin
e of
the
room
an
d Ce
ntre
. Th
is p
lace
men
t beg
ins
with
ob
serv
ing
the
supe
rvis
ing
teac
her,
follo
wed
by
the
pres
ervi
ce te
ache
r im
plem
entin
g th
e su
perv
isin
g te
ache
r’s
plan
s –
and
then
impl
emen
ting
pres
ervi
ce te
ache
r’s o
wn
plan
s w
ith s
uper
visi
ng te
ache
r gui
danc
e
Reso
urce
s in
clud
e:•
Age-
appr
opria
te re
sour
ce a
nd e
xam
ples
of
teac
hing
str
ateg
ies
• Tr
ansi
tion
prac
tices
: fing
er r
hym
es, s
ongs
et
c•
Prac
tices
to s
uppo
rt c
hild
ren
• Id
eas
and
stra
tegi
es to
sup
port
the
deve
lopm
ent o
f chi
ldre
n’s
soci
al
com
pete
nce,
pos
itive
beh
avio
ur e
tc.
• Pr
ogra
mm
ing
and
plan
ning
exa
mpl
es.
• Co
mm
unic
atio
n an
d co
llabo
ratio
n ex
ampl
es
with
col
leag
ues
focu
sed
on d
ata
colle
ctio
n,
docu
men
tatio
n, m
akin
g ju
dgem
ents
and
fe
edba
ck•
Inte
rnal
and
ext
erna
l pro
fess
iona
l lea
rnin
g ac
tiviti
es
Day
1 –
54
2 ch
ildre
n da
ilyD
evel
op 4
obs
erva
tions
44
44
44
Obs
erve
mod
elle
d te
achi
ng
Cour
se A
sses
smen
t Co
nduc
t situ
atio
nal a
naly
sis,
dat
a ga
ther
ing
and
inte
rpre
tatio
n th
roug
h ec
olog
ical
fr
amew
ork.
Iden
tify
over
all a
reas
of s
tren
gth
and
impr
ovem
ent i
n co
llabo
ratio
n w
ith s
uper
visi
ng
teac
her
Shar
e co
mpl
eted
pla
n of
des
ign
or re
-des
ign
with
sup
ervi
sing
teac
her a
nd s
eek
feed
back
(s
ee E
CF31
00 P
ortf
olio
Item
2)
Day
6 –
10
42
child
ren
daily
Dev
elop
4 o
bser
vatio
ns4
44
44
43
lear
ning
exp
erie
nces
fo
r ind
ivid
ual c
hild
ren
or
sm
all g
roup
s
Impl
emen
t des
ign
or re
-des
ign
plan
, col
lect
ing
evid
ence
of i
mpl
emen
tatio
n.
Day
11
– 15
42
child
ren
daily
Dev
elop
4 o
bser
vatio
ns4
44
44
4In
crea
sed
resp
onsi
bilit
y fr
om
3 le
arni
ng e
xper
ienc
es to
ha
lf da
y to
full
day
Refle
ct o
n im
plem
enta
tion
and
docu
men
t re
flect
ion
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 29
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Prof
essi
onal
Exp
erie
nce
cont
ext:
Thir
d Ye
ar, 1
5 D
ay, S
choo
l pla
cem
ent
ECL2
200
prof
essi
onal
exp
erie
nce
prov
ides
pre
-ser
vice
edu
cato
rs w
ith a
sec
ond
oppo
rtun
ity to
app
ly te
achi
ng p
ract
ices
in a
sch
ool c
onte
xt. T
he c
ours
e pr
ovid
es p
re-s
ervi
ce te
ache
rs w
ith th
e op
port
unity
to
dev
elop
an
unde
rsta
ndin
g of
the
Engl
ish
Curr
icul
um c
onte
nt k
now
ledg
e ac
ross
the
stra
nds
of la
ngua
ge, l
itera
ture
and
lite
racy
with
a fo
cus
on th
e ea
rly y
ears
of s
choo
l. Pr
e-se
rvic
e ed
ucat
ors
will
exa
min
e fa
ctor
s th
at im
pact
on
curr
icul
um d
ecis
ion-
mak
ing
and
thei
r rol
e in
the
lear
ning
env
ironm
ent w
ith a
spe
cific
focu
s on
pur
pose
ful u
se o
f dat
a to
info
rm p
lann
ing
and
asse
ssm
ent f
or, o
f and
as
stud
ent l
earn
ing.
Addi
tiona
lly, t
he p
lace
men
t pro
vide
s an
opp
ortu
nity
for p
re-s
ervi
ce e
duca
tors
to b
uild
cap
acity
as
teac
hers
by
criti
cally
refle
ctin
g on
thei
r pra
ctic
e an
d ap
plyi
ng fe
edba
ck fr
om s
uper
visi
ng te
ache
r/s.
A
colle
ctio
n of
crit
ical
ly a
naly
sed
data
, an
Engl
ish
unit,
less
on p
lans
, a ra
nge
of a
sses
smen
t str
ateg
ies
incl
udin
g do
cum
enta
tion
of th
e m
oder
atio
n pr
oces
s an
d cr
itica
l refl
ectio
ns o
n th
eir p
ract
ice
shou
ld to
be
prep
ared
ove
r the
dur
atio
n of
the
prof
essi
onal
exp
erie
nce.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ng a
nd
docu
men
ting
Wor
king
Atte
ndin
gRe
flect
ing
Dis
cuss
ing
Plan
ning
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Port
folio
Res
ourc
e D
evel
opm
ent
to s
ite,
envi
ronm
ent,
indi
vidu
al c
lass
(es)
. St
uden
ts to
brin
g pr
inte
d co
pies
of
Plac
emen
t gu
idel
ines
Plac
emen
t rep
ort
Prog
ram
PE
Tabl
e
teac
hing
an
d le
arni
ng
prac
tices
, en
viro
nmen
t, as
sess
men
t and
fe
edba
ck.
with
all
stud
ents
mee
tings
pl
aygr
ound
du
ty, s
choo
l ac
tiviti
es, b
us
duty
, etc
. as
requ
ired
by y
our
supe
rvis
ing
teac
her’s
ro
ster
and
site
re
quire
men
ts
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
an
d as
sess
ing
thro
ugh
self-
refle
ctio
n re
cord
s in
cri
tical
re
flect
ion
jour
nal
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
w
ith y
our
Supe
rvis
ing
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
m
inim
um o
f 24
hour
s in
adv
ance
of
the
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
. N
egot
iate
with
you
r Sup
ervi
sing
Ear
ly
Educ
atio
n Te
ache
r whe
n th
e fo
llow
ing
will
oc
cur:
Plan
ning
for t
each
ing
lear
ning
exp
erie
nces
Colle
ct d
ata
to c
ompl
ete
clas
s pr
ofile
Com
plet
e 5
asse
ssm
ent s
trat
egie
s (p
honi
c,
phon
emic
aw
aren
ess,
con
cept
s of
prin
t, co
mpr
ehen
sion
, rea
ding
flue
ncy,
runn
ing
reco
rds
and
rete
ll Co
llect
4 s
ampl
es o
f stu
dent
wri
ting
for m
oder
atio
n Vi
deo
2 sh
ared
read
ing
less
ons
Less
ons
(who
le c
lass
/ sm
all g
roup
)
Who
le
sess
ions
Who
le D
ay
Day
1 –
54
44
44
44
4
2 lit
erac
y le
sson
s
per d
ay(2
-5)
Obs
erve
sup
ervi
sing
teac
her
Gat
her l
itera
cy d
ata
Com
plet
e ru
nnin
g re
cord
s an
d re
tell
for 2
focu
s st
uden
ts a
t ins
truc
tiona
l lev
el Pl
an a
ser
ies
of 6
lite
racy
less
ons
for w
eeks
2 a
nd 3
Obs
erve
evi
denc
e ba
sed
prof
essi
onal
dec
isio
n-m
akin
g pr
oces
s.
Day
6 –
10
44
44
44
44
4Bu
ild to
ha
lf da
y
Colle
ct a
nnot
ated
wri
ting
wor
k sa
mpl
e of
4 fo
cus
stud
ents
. Vid
eo a
sha
red
read
ing
less
on An
nota
ted
unit
plan
(Eng
lish)
and
Indi
vidu
al le
sson
pl
ans
( a s
eque
nce
of 6
less
ons)
.
Day
11
– 15
44
44
44
44
44
Build
to 1
day
Gat
her m
oder
atio
n an
d cr
itica
l refl
ectio
n Co
gniti
ve c
omm
enta
ries
of m
oder
atio
n ju
dgem
ent
(focu
s st
uden
ts) w
ith e
vide
nce
to s
uppo
rt d
ecis
ion
mak
ing
proc
ess.
Vi
deo
a se
cond
sha
red
read
ing
less
on
ECL2
200
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
30 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
Prep
-Yea
r 3,
25-
day
final
sup
ervi
sed
plac
emen
t.D
urin
g th
is fi
nal s
uper
vise
d Pr
ofes
sion
al E
xper
ienc
e pl
acem
ent,
stud
ents
will
be
com
plet
ing
criti
cal w
ork
for t
he G
radu
ate
Teac
her P
erfo
rman
ce A
sses
smen
t (G
TPA)
. The
GTP
A is
a c
ulm
inat
ing
sum
mat
ive
task
un
dert
aken
by
initi
al te
ache
r edu
catio
n st
uden
ts th
at re
quire
s th
em to
pla
n an
d im
plem
ent a
dat
a dr
iven
cyc
le o
f ins
truc
tion
and
evid
ence
thei
r pra
ctic
e ag
ains
t the
Aus
tral
ian
Perf
orm
ance
Sta
ndar
ds fo
r Te
ache
rs (A
PSTs
).
Plea
se n
ote
that
stu
dent
s’ sa
tisfa
ctor
y co
mpl
etio
n of
the
GTP
A is
a re
quire
men
t for
gra
duat
ion
from
the
BED
U p
rogr
am a
nd th
eref
ore
the
wor
k th
ey c
ompl
ete
on th
is p
lace
men
t is
sign
ifica
nt fo
r the
m. F
urth
er
info
rmat
ion
abou
t the
GTP
A ca
n be
foun
d at
ww
w.g
radu
atet
pa.c
om a
nd U
SQ’s
Reso
urce
s fo
r Sch
ools
at w
ww
.usq
.edu
.au/
curr
ent-
stud
ents
/aca
dem
ic/e
duca
tion
-pla
cem
ents
/res
ourc
es-f
or-s
choo
ls.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
GTP
A as
soci
ated
tas
ks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, te
achi
ng
and
lear
ning
pr
actic
es,
lear
ning
en
viro
nmen
t, as
sess
men
t an
d fe
edba
ck
with
in
divi
dual
st
uden
ts,
smal
l gro
ups
and
who
le
clas
s
mee
tings
pl
aygr
ound
du
ties,
etc
. as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar
conv
ersa
tions
w
ith y
our
Supe
rvis
ing
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
m
ust b
e sh
ared
w
ith y
our
supe
rvis
ing
teac
her a
min
. of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur.
Neg
otia
te w
ith y
our S
uper
visi
ng T
each
er w
hen
the
follo
win
g w
ill o
ccur
:
Who
le c
lass
le
sson
s /
shor
t tea
chin
g ep
isod
es
Who
le
sess
ions
e.
g. m
iddl
e
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4 G
athe
r stu
dent
dat
a to
bui
ld a
cla
ss p
rofil
e th
at
iden
tifies
stu
dent
lear
ning
nee
ds a
nd s
tren
gths
fo
r who
le c
lass
, sm
all g
roup
s an
d in
divi
dual
s.D
ay 2
– 5
44
44
44
44
4
Day
6 –
10
44
44
44
44
4Bu
ild u
p to
1
per d
ay
Plan
a s
eque
nce
of le
sson
s al
igne
d to
stu
dent
da
ta a
nd A
ustr
alia
n Cu
rric
ulum
. D
evel
op s
umm
ativ
e ta
sk a
nd m
arki
ng c
rite
ria
for l
esso
n se
quen
ce.
Diff
eren
tiate
for s
tude
nts
Impl
emen
t ass
essm
ent p
ract
ices
and
feed
back
to
stu
dent
s.
Day
11
– 15
44
44
44
44
42
per d
ay Te
ach
the
plan
ned
sequ
ence
of l
esso
ns to
w
hole
cla
ss.
Mon
itor s
tude
nt le
arni
ng a
nd m
ake
plan
ning
ad
just
men
ts.
Day
16
– 20
44
44
44
44
4Bu
ild u
p to
1
full
day
Day
21
– 25
44
44
44
44
42
full
days
Impl
emen
t sum
mat
ive
task
Mar
k an
d m
oder
ate
task
with
sup
ervi
sing
te
ache
r Re
flect
and
pro
vide
feed
back
to s
tude
nts.
Repo
rt o
f stu
dent
lear
ning
EDU
4000
Pro
fess
iona
l Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 31
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
20-d
ay fi
nal I
nter
nshi
p pl
acem
ent 5
0% u
nsup
ervi
sed.
EDC4
000
is a
cap
ston
e co
urse
affo
rdin
g pr
e-se
rvic
e te
ache
rs th
e op
port
unity
to a
uton
omou
sly
conn
ect t
o re
al w
orld
teac
hing
con
text
s an
d de
mon
stra
te th
eir c
apab
ilitie
s as
gra
duat
e te
ache
rs. I
n th
e fin
al
sem
este
r of t
heir
final
yea
r, Pr
epar
ing
for t
he P
rofe
ssio
n tr
ansi
tions
pre
-ser
vice
teac
hers
to b
egin
ning
teac
hers
, as
evid
ence
d by
thei
r cap
abili
ties
mea
sure
d ag
ains
t the
Aus
tral
ian
Prof
essi
onal
Sta
ndar
ds fo
r Te
ache
rs –
Gra
duat
e Ca
reer
Sta
ge.
The
unsu
perv
ised
pla
cem
ent i
s 20
day
s in
dur
atio
n an
d re
quire
s th
e gr
adua
ting
teac
her t
o ta
ke re
spon
sibi
lity
for p
lann
ing
and
teac
hing
50%
of t
he s
uper
visi
ng te
ache
r’s fu
ll-tim
e te
achi
ng lo
ad. T
his
aspe
ct
of th
e pl
acem
ent i
s un
supe
rvis
ed, t
he p
re-s
ervi
ce te
ache
r hav
ing
gain
ed in
tern
ship
aut
horis
atio
n fr
om th
e Q
ueen
slan
d Co
llege
of T
each
ers.
For
the
rem
aind
er o
f the
tim
e, th
e gr
adua
ting
teac
her s
houl
d be
en
gage
d in
teac
hing
and
lear
ning
or o
ther
cla
ss re
late
d ac
tiviti
es u
nder
the
supe
rvis
ion
of th
e su
perv
isin
g te
ache
r. Th
is u
nsup
ervi
sed
plac
emen
t is
an o
ppor
tuni
ty fo
r the
gra
duat
ing
teac
her t
o un
dert
ake
all
the
dutie
s an
d re
spon
sibi
litie
s of
a te
ache
r.
The
50%
uns
uper
vise
d pl
acem
ent c
anno
t be
unde
rtak
en u
nles
s al
l man
dato
ry c
ours
es a
nd a
ssoc
iate
d as
sess
men
t tas
ks in
the
grad
uatin
g te
ache
r’s p
rogr
am h
ave
been
com
plet
ed a
nd m
arke
d.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e th
e op
port
unit
y to
com
plet
e 50
% u
nsup
ervi
sed
as d
eter
min
ed b
y th
e si
te. P
leas
e no
te,
som
e St
ate
Auth
orit
ies
do n
ot a
ppro
ve u
nsup
ervi
sed
plac
emen
ts a
nd a
s su
ch th
e un
supe
rvis
ed c
ompo
nent
is u
p to
the
disc
reti
on o
f the
Sta
te A
utho
rity
, Edu
cati
on S
yste
m a
nd s
choo
l sit
e. L
itera
cy
and
num
erac
y st
anda
rds
as w
ell a
s pr
ofes
sion
al e
thic
s an
d co
nduc
t as
requ
ired
by th
e pr
ofes
sion
are
an
inhe
rent
requ
irem
ent o
f thi
s Pr
ofes
sion
al E
xper
ienc
e pl
acem
ent.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gui
delin
es•
Plac
emen
t rep
ort
• Pr
imar
y Pr
ogra
m
PE P
rogr
essi
on
rout
ines
, tea
chin
g an
d le
arni
ng
prac
tices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t and
fe
edba
ck w
here
ap
plic
able
with
indi
vidu
al
stud
ents
, sm
all
grou
ps a
nd w
hole
cl
ass
mee
tings
pl
aygr
ound
dut
ies,
et
c. a
s re
quire
d by
you
r site
and
su
perv
isin
g te
ache
r
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar
conv
ersa
tions
w
ith y
our s
ite a
nd
Uni
vers
ity L
iais
on
Neg
otia
te w
ith th
e si
te th
e pl
anni
ng
requ
irem
ents
and
ex
pect
atio
ns
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Site
whe
n th
e fo
llow
ing
will
occ
ur.
Stud
ents
will
neg
otia
te th
eir 5
0% u
nsup
ervi
sed
com
pone
nt th
at m
ay
com
pris
e of
a v
arie
ty o
f the
follo
win
g te
achi
ng o
ppor
tuni
ties.
Who
le c
lass
less
ons
/ Sh
ort l
earn
ing
epis
odes
Who
le s
essi
ons
(e
g. m
orni
ng, m
iddl
e or
aft
erno
on)
Who
le d
ays
(as
per
your
Sup
ervi
sing
Te
ache
r’s s
ched
ule)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
44
4
Day
s 6
– 10
44
44
44
44
44
4
Day
s 11
– 1
54
44
44
44
44
44
Day
s 16
– 2
04
44
44
44
44
44
EDC4
000
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
32 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 33
Early Childhood Final Reports
EDE2010 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Early Childhood 10
1st YearEDE2010 Childhood, Play and
Play-Based Learning
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
34 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Writes observations to identify children’s learning and development (Examples: types of play, literacy and numeracy learning through play, types of interactions that support learning and development)
APST 2.2
Demonstrate awareness of teaching strategies that are responsive to children’s learning and development from diverse backgrounds (Example: discuss and identify teaching strategies that have been modelled by the teacher)
APST 1.3
Demonstrate awareness of differentiation strategies that are responsive to all children’s learning and development needs (Example: discuss and identify strategies that have been modelled by the teacher)
APST 1.5
Writes learning goals for each planned learning experiences (Example: drawing from observations identify possible learning opportunities).
APST 3.1
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates awareness of the role of curriculum in planning a learning experience APST 2.1
Trials several teaching strategies that support children’s learning. APST 3.3
Demonstrates an awareness of the use of resources that engage children in their learning (Example: building blocks)
APST 3.4
Trials the use of some verbal and non-verbal communication strategies. APST 3.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Managing effectively – create safe and supportive learning environments APST D A E
Observes and records strategies used to ensure all children can participate and actively engage in activities
APST 4.1
Observe and trials the use of instructional techniques. APST 4.2
Identify and work within system, curriculum and legislative requirements that support children’s wellbeing and safety (Example: Sun safety, wearing hats outside)
APST 4.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 35
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and awareness of duty of care.
APST 7.1
Applies centre/system organisational processes and polices to own conduct and practice. APST 7.2
Demonstrates a willingness to participate with staff in a range of activities. APST 7.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
36 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 37
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Early ChildhoodBachelor of Education
Early Childhood15
2nd YearEDE3103 Perspectives
of Early Years Curriculum, Play and Pedagogy
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
EDE3103 Professional Experience Final Report
38 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrate awareness of children’s learning and development needs through observation and documentation.
APST 1.1
Demonstrate awareness of teaching strategies that are responsive to children’s learning and development from diverse backgrounds (Example: discuss and identify teaching strategies that have been modelled by the teacher).
APST 1.3
Demonstrate awareness of differentiation strategies that are responsive to all children’s learning and development needs (Example: discuss and identify strategies that have been modelled by the teacher.
APST 1.5
Organise the content of learning experiences into a logical sequence. APST 2.2
Uses curriculum and assessment (focused observations) to design learning experiences. APST 2.3
Demonstrate an awareness of literacy and numeracy teaching strategies within play-based learning experiences. (Example: discuss and identify strategies with supervising teacher).
APST 2.5
Writes clear learning goals for each planned learning experiences (Example: drawing from observations identify possible learning goals for a focus child).
APST 3.1
Plan learning experience sequence using knowledge of student learning, content and effective teaching strategies (Example: student A, interest in Dinosaurs across a week).
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teachingPlease leave blank if unable to assess in the kindergarten context
APST D A E
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
APST 1.4
Demonstrates awareness of the role of curriculum in planning a learning experience. APST 2.1
Trials teaching strategies to support children’s learning. APST 3.3
Demonstrate a knowledge of resources, including ICT, to engage children in learning. APST 3.4
Uses voice, facial expression, gestures, physical movement and visual cues to engage children in learning.
APST 3.5
Developing a knowledge of strategies that can be used to evaluate learning experience plans through reflective conversations with supervising teacher.
APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 39
Managing effectively – create safe and supportive learning environments APST D A E
Identify and records strategies used to ensure all children can participate and actively engage in activities.
APST 4.1
Demonstrates an ability to organise activities and provide clear directions (Example: use both verbal and non-verbal techniques).
APST 4.2
Observes and records preventative, supportive and corrective strategies to manage challenging behaviour.
APST 4.3
Identify and work within system, curriculum and legislative requirements that support children’s wellbeing and safety (Example: Sun safety, wearing hats outside).
APST 4.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate an understanding of informal and informal formative (observations) to assess student learning.
APST 5.1
Demonstrate an ability to interpret informal and informal formative (observations) to evaluate student learning.
APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Seeks constructive feedback in a positive and professional manner and acts upon it. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Applies and understands centre/system organisational processes and polices to own conduct and practice.
APST 7.2
Demonstrates a willingness to participate with staff in a range of activities. APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
40 usq.edu.au
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 41
42 usq.edu.au
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Early ChildhoodBachelor of Education
Early Childhood15
2nd YearECP3200 Early Scientific
Thinking and Inquiry
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
ECP3200 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 43
Planning effectively - preparation for teaching APST D A E
Demonstrates an awareness of students’ needs including the range of ways students learn as evidenced in approaches to lesson planning (Example: Inquiry plan within science lessons)
APST 1.1
Demonstrate awareness of teaching strategies that are responsive to the diverse backgrounds of all students in the classroom (Example: reflect upon and record the selection of teaching strategies modelled by the supervising teacher; identify teaching strategies within lesson plans)
APST 1.3
Demonstrate awareness of differentiation strategies that are responsive to all children’s learning needs (Example: discuss and identify strategies that have been modelled by the teacher)
APST 1.5
Organise the content of the lesson into a logical sequence. APST 2.2
Uses curriculum and assessment (focused observations) to design lesson plans. APST 2.3
Demonstrate an awareness of literacy and numeracy teaching strategies within lessons/learning experiences. (Example: discuss and identify strategies with supervising teacher)
APST 2.5
Writes learning goals for students of varying abilities and characteristics. APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates awareness of the role of curriculum in lesson planning. APST 2.1
Implement a range of teaching strategies identified within lesson plans. APST 3.3
Demonstrate a knowledge of and use resources, including ICT, to engage students in their learning.
APST 3.4
Trials questioning and scanning skills together with an effective use of vocal, facial expression and gestures to support student engagement.
APST 3.5
Developing a knowledge of strategies that can be used to evaluate lesson plans through reflective conversations with supervising teacher.
APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
44 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Observes and records strategies used to ensure all students can participate and actively engage in classroom activities
APST 4.1
Demonstrates an ability to organise activities and provide clear directions (Example: reinforces established classroom rules, routines and expectations)
APST 4.2
Observes and records preventative, supportive and corrective strategies to manage challenging behaviour
APST 4.3
Identify and work within system, curriculum and legislative requirements that support children’s wellbeing and safety (Example: curriculum risk assessment)
APST 4.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate an awareness of assessment strategies used to identify that learning that has or has not occurred (Examples: formative - formal and informal observations)
APST 5.1
Uses oral communication to provide feedback in time to whole class (Example: “Great job everybody, you are correct 1 +1 is 2”)
APST 5.2
Demonstrate an ability to interpret existing assessment data (student work samples; observations) to evaluate student learning and discuss implications for modifying teaching practices.
APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner and acts upon it. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Applies school/system organisational processes and polices to own conduct and practice. APST 7.2
Demonstrates a willingness to participate with staff in a range of activities. APST 7.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 45
Overall Comment
46 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 47
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Early ChildhoodBachelor of Education
Early Childhood15
3rd YearECF3100 Contemporary
Approaches to Infant and Toddler Curriculum and Pedagogy
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
ECF3100 Professional Experience Final Report
48 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrate and seek an understanding of children’s characteristics (familial, cultural, religious, social) through observation, discussion and reflection.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the diverse backgrounds of all children including their family (Example: discuss and identify teaching strategies that have been modelled by the early childhood educator).
APST 1.3
Demonstrate knowledge of strategies that are responsive to all children’s learning and development needs (Example: discuss, identify and record strategies that have been modelled by the early childhood educator e.g. Child A needs to go to bed at 11:30am).
APST 1.5
Organise the content of the learning experiences into a logical sequence. APST 2.2
Uses curriculum and focused observation to design learning experience. APST 2.3
Demonstrate a knowledge of literacy and numeracy teaching strategies within play-based learning experiences (Example: identify strategies within learning experience plan e.g. using finger rhymes)
APST 2.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates knowledge of the role of curriculum in planning a learning experience APST 2.1
Writes clear learning goals for each planned learning experiences APST 3.1
Implements teaching strategies to support children’s learning. APST 3.3
Uses voice, facial expression, gestures, physical movement and visual cues to engage children in learning.
APST 3.5
Developing a knowledge of strategies that can be used to evaluate learning experience plans through reflective conversations with supervising educator.
APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Managing effectively – create safe and supportive learning environments APST D A E
Identify strategies to support inclusive student participation and engagement in classroom activities.
APST 4.1
Demonstrates an ability to organise activities and provide clear directions (Example: use both verbal and non-verbal techniques)
APST 4.2
Observes and records strategies to manage challenging behaviour APST 4.3
Identify and work within system, curriculum and legislative requirements that support children’s wellbeing and safety (Example: Sun safety, wearing hats outside)
APST 4.4
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 49
Managing effectively – create safe and supportive learning environments continued.
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate an understanding of informal and informal formative (observations) to assess student learning.
APST 5.1
Demonstrate an ability to interpret informal and informal formative (observations) to evaluate student learning (Example: a child was observed being frightened of cellophane paper. Therefore, cellophane will not be used in the next learning experience)
APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Seeks constructive feedback in a positive and professional manner and acts upon it. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with children.
APST 7.1
Applies and understands centre/system organisational processes and polices to own conduct and practice and understands mandatory reporting requirements.
APST 7.2
Demonstrates a willingness to participate with staff in a range of activities. APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
50 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 51
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Early ChildhoodBachelor of Education
Early Childhood15
3rd YearECL2200 Curriculum and
Pedagogy in Early Primary 2
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
ECL2200 Professional Experience Final Report
52 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning (example: develop a class profile using existing data e.g. Running Records and Phonemic Awareness test).
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds (Example: using class profile data, Student A, B and C identify as English as a Second Language and require visual supports).
APST 1.3
Demonstrate knowledge of differentiation strategies that are responsive to the learning strengths and needs of students (Example: using running record data, Student A, B and C require intensive teaching).
APST 1.5
Organise content into a learning and teaching sequence. APST 2.2
Uses relevant curriculum documents and assessment to develop a sequence of lessons/learning experiences. (Example: lesson sequence develops knowledge required for summative task).
APST 2.3
Know and understand literacy and numeracy teaching strategies and their application in English.
APST 2.5
Write learning goals that provide challenges for students of varying abilities and characteristics.
APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates knowledge and understanding of the key concepts with the teaching area through lesson planning (Example: linking lesson goals to relevant curriculum).
APST 2.1
Trials teaching strategies for using ICT’s. APST 2.6
Implement a range of teaching strategies identified within lesson plans. APST 3.3
Demonstrate a knowledge of and use a range of resources, including ICT, to engage students in their learning.
APST 3.4
Uses effective questioning, and scanning skills together with a range of vocal, facial expression and gestures to support student engagement.
APST 3.5
Demonstrating knowledge of strategies that can be used to evaluate lesson plans. (Example: uses student assessment data and reflection on lessons taught to inform future planning).
APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 53
Managing effectively – create safe and supportive learning environments APST D A E
Identify and records strategies used to ensure all students can participate and actively engage in activities.
APST 4.1
Demonstrates an ability to organise activities and provide clear directions (Example: establishing rules, expectations and routines to support transitions and activities).
APST 4.2
Demonstrates knowledge of use of practical approaches to manage challenging behaviour (Example: support on-task behaviour and prevent and correct off-task behaviours).
APST 4.3
Implements school-based strategies that demonstrate an understanding of requirements related to students’ wellbeing.
APST 4.4
Understand strategies which promote safe, responsible and ethical use of ICT’s. APST 4.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate an understanding of assessment strategies used to identify that learning that has or has not occurred (running records, formal observations and summative assessment).
APST 5.1
Uses oral and written communication to provide feedback about learning (Example: Use of corrective and affirmative feedback that corrects misconceptions; marking homework).
APST 5.2
Show an understanding through observation notes and reflections of how assessment is moderated to ensure consistent and comparable judgements.
APST 5.3
Demonstrate an ability to interpret existing assessment data (student work samples; observations, running records) to evaluate student learning and modify teaching practices.
APST 5.4
Demonstrates an understanding of the school’s reporting procedures and policies and discusses student achievement with the supervising teacher.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
54 usq.edu.au
Professional conduct APST D A E
Seeks constructive feedback in a positive and professional manner and acts upon it to improve teaching practices.
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Applies and understands school/system organisational processes and polices to own conduct and practice and understands mandatory reporting requirements.
APST 7.2
Demonstrates a willingness to participate with school staff in a range of activities. APST 7.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 55
56 usq.edu.au
The externally required Queensland Professional Experience Reporting Framework (QPERF) Report and implementation recommendations are utilised for this final supervised placement. Go to page 151.
EDU4100 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 57
58 usq.edu.au
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Early Childhood 20
4th YearEDC4000 Preparing for
the Profession
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
EDC4000 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 59
Planning effectively - preparation for teaching APST D A
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
APST 1.5
Organise content into an effective learning and teaching sequence. APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
APST 2.3
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
APST 2.5
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST 6.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
60 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A
Identify strategies to support inclusive student participation and engagement in classroom activities.
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour. APST 4.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
APST 5.3
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 61
Overall Comment
62 usq.edu.au
Professional Experience Primary
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 63
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
5 da
y Le
sson
pla
n fo
cus
10 d
ay
Sequ
ence
of
mat
hem
atic
s
less
on p
lans
Fo
rmat
ass
essm
ent t
asks
10 d
ay
Div
ersi
ty o
f Lea
rner
s Cl
assr
oom
man
agem
ent
Less
on S
eque
nces
ED
P222
2 in
mai
nstr
eam
SP
E300
5 in
Spe
cial
Ed
ucat
ion
Sett
ing
15 d
ay
Esta
blis
hmen
t pha
se
Uni
t pla
n an
d as
sess
men
t in
one
lear
ning
are
a
15 d
ay
Uni
t pla
nnin
g ac
ross
m
ulti
ple
lear
ning
are
as
EPP3
200
& S
PE30
06 in
m
ains
trea
m w
ith
dive
rse
lear
ners
25 d
ay fi
nal s
uper
vise
d pl
acem
ent
GTP
A w
ith
QPE
RF r
epor
t
20 d
ay fi
nal p
lace
men
t A
ll St
anda
rds
to b
e as
sess
ed d
urin
g su
perv
ised
com
pone
nt
of IN
TERN
SHIP
1.1
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
Not
ass
esse
d D
emon
stra
tes
an
awar
enes
s of
stu
dent
s’ ne
eds
incl
udin
g th
e ra
nge
of w
ays
stud
ents
lear
n as
ev
iden
ced
in a
ppro
ache
s to
less
on p
lann
ing.
Dem
onst
rate
s kn
owle
dge
of th
e re
leva
nce
of
resp
ondi
ng to
stu
dent
s’ in
divi
dual
cha
ract
eris
tics
and
deve
lopm
enta
l st
age
thro
ugh
the
use
of
mod
ifica
tions
in le
sson
s an
d fo
rmat
ive
asse
ssm
ents
(e
xam
ple
use
of U
nive
rsal
D
esig
n fo
r Lea
rnin
g: U
DL
prin
cipl
es a
nd le
arni
ng
theo
ries)
.
Dem
onst
rate
kno
wle
dge
of p
hysi
cal,
soci
al a
nd
inte
llect
ual d
evel
opm
ent
and
char
acte
ristic
s of
st
uden
ts a
nd h
ow th
ese
may
affe
ct le
arni
ng
(exa
mpl
e: d
iscu
ssin
g st
uden
t pro
files
for f
utur
e le
arni
ng n
eeds
).
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
phy
sica
l, so
cial
and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teris
tics
of
stud
ents
and
how
thes
e m
ay a
ffect
lear
ning
(e
xam
ple:
dev
elop
a c
lass
pr
ofile
usi
ng e
xist
ing
and
need
s ba
sed
data
).
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t an
d ch
arac
teri
stic
s of
st
uden
ts a
nd h
ow th
ese
may
aff
ect l
earn
ing.
1.2
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
1.3
Dem
onst
rate
kn
owle
dge
of te
achi
ng
stra
tegi
es th
at a
re
resp
onsi
ve to
the
lear
ning
str
engt
hs
and
need
s of
stu
dent
s fr
om d
iver
se li
ngui
stic
, cu
ltur
al, r
elig
ious
an
d so
cioe
cono
mic
ba
ckgr
ound
s.
Not
ass
esse
d N
o As
sess
ed
Dem
onst
rate
an
awar
enes
s of
di
ffere
ntia
ted
teac
hing
pr
actic
e (re
cord
ing
obse
rvat
ions
) and
re
flect
ive
thin
king
that
sh
ow a
pro
fess
iona
l and
th
eore
tical
kno
wle
dge
of
the
impo
rtan
ce o
f cat
erin
g fo
r div
erse
lear
ners
.
Dem
onst
ratin
g kn
owle
dge
of te
achi
ng s
trat
egie
s th
roug
h th
e Pl
anni
ng
for a
nd re
spec
ting
the
dive
rsity
of a
ll st
uden
ts in
th
e cl
assr
oom
(exa
mpl
e:
conn
ectin
g be
twee
n as
pect
s of
a le
sson
and
in
divi
dual
stu
dent
pro
file)
.
Dem
onst
rate
s kn
owle
dge
of te
achi
ng s
trat
egie
s th
at a
re re
spon
sive
to th
e le
arni
ng s
tren
gths
and
ne
eds
of s
tude
nts
from
di
vers
e ba
ckgr
ound
s.
(exa
mpl
e: d
iffer
entia
tion
stra
tegi
es a
re e
vide
nt in
un
it/le
sson
pla
ns)
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
th
e le
arni
ng s
tren
gths
an
d ne
eds
of s
tude
nts
from
div
erse
ling
uist
ic,
cult
ural
, rel
igio
us
and
soci
oeco
nom
ic
back
grou
nds.
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
th
e le
arni
ng s
tren
gths
an
d ne
eds
of s
tude
nts
from
div
erse
ling
uist
ic,
cult
ural
, rel
igio
us
and
soci
oeco
nom
ic
back
grou
nds.
1.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
1.5
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
Not
ass
esse
dD
emon
stra
te a
n aw
aren
ess
of th
e ne
ed
to d
iffer
entia
te te
achi
ng
prac
tice
(reco
rdin
g ob
serv
atio
ns) a
nd
refle
ctiv
e th
inki
ng to
mee
t th
e di
ffere
nt le
arni
ng
need
s of
all
stud
ents
.
Dem
onst
rate
s kn
owle
dge
of a
ppro
pria
te
diffe
rent
iatio
n of
con
tent
an
d/or
teac
hing
and
le
arni
ng s
trat
egie
s an
d/or
reso
urce
s th
at c
ater
fo
r diff
erin
g ab
ility
leve
ls.
(Exa
mpl
e: d
iffer
entia
ted
stra
tegi
es id
entifi
ed in
le
sson
s pl
ans
for i
ndiv
idua
l st
uden
ts e
.g. S
tude
nt X
re
quire
s la
rger
prin
t)
Dem
onst
rate
s kn
owle
dge
of a
ppro
pria
te
diffe
rent
iatio
n of
con
tent
an
d/or
teac
hing
and
le
arni
ng s
trat
egie
s an
d/or
reso
urce
s th
at c
ater
fo
r diff
erin
g ab
ility
leve
ls.
(Exa
mpl
e: d
iffer
entia
ted
stra
tegi
es id
entifi
ed in
le
sson
s pl
ans
for i
ndiv
idua
l st
uden
ts e
.g. S
tude
nt X
re
quire
s la
rger
prin
t)
Dem
onst
rate
s kn
owle
dge
of s
trat
egie
s fo
r di
ffere
ntia
ting
teac
hing
to
mee
t the
spe
cific
lear
ning
ne
eds
of s
tude
nts
acro
ss
the
full
rang
e of
abi
litie
s (e
xam
ple:
str
ateg
ies
evid
ent i
n pl
anni
ng a
nd
teac
hing
)
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
str
ateg
ies
for
diff
eren
tiat
ing
teac
hing
to
mee
t the
spe
cific
le
arni
ng n
eeds
of
stud
ents
acr
oss
the
full
rang
e of
abi
litie
s
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m
Prog
ress
ion
64 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m P
rogr
essi
on c
ontin
ued.
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
1.6
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
2.1
Dem
onst
rate
kn
owle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
s aw
aren
ess
of th
e ro
le o
f cur
ricul
um in
le
sson
pla
nnin
g.
Dem
onst
rate
s kn
owle
dge
of th
e co
rrec
t mat
hs
conc
epts
and
con
tent
. (as
ev
iden
t in
less
on p
lann
ing)
Dem
onst
rate
s ac
cura
te
know
ledg
e th
roug
h an
ar
ticul
atio
n an
d eff
ectiv
e ex
plan
atio
n of
the
less
on
cont
ent e
ffect
ivel
y to
st
uden
ts a
nd c
an a
nsw
er
cont
ent-r
elat
ed q
uest
ions
fr
om s
tude
nts.
Dem
onst
rate
s ap
prop
riat
e kn
owle
dge
of th
e ce
ntra
l con
cept
s of
sub
ject
mat
ter
thro
ugh
less
on p
lann
ing,
ex
plan
atio
n an
d lin
king
of
cont
ent a
nd o
utco
mes
to
sylla
bus
docu
men
ts
Dem
onst
rate
s ap
prop
riat
e kn
owle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of
the
teac
hing
are
a.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent
and
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
2.2
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
Wri
tes
plan
s fo
r an
in
divi
dual
less
on/
lear
ning
exp
erie
nce
that
dem
onst
rate
s an
ea
rly
unde
rsta
ndin
g of
ho
w c
onte
nt s
houl
d be
be
st o
rgan
ised
to a
id
opti
mal
stu
dent
lear
ning
(e
xam
ple
who
le c
lass
le
arni
ng e
xper
ienc
e or
sm
all g
roup
lear
ning
ex
peri
ence
s).
Org
anis
es le
sson
con
tent
an
d te
achi
ng a
nd le
arni
ng
stra
tegi
es in
to a
logi
cal
sequ
ence
ove
r a s
erie
s of
mat
hs le
sson
s th
at
dem
onst
rate
s an
un
ders
tand
ing
of th
e ne
ed fo
r sca
ffold
ing
lear
ning
.
Org
anis
es le
sson
co
nten
t and
teac
hing
an
d le
arni
ng s
trat
egie
s in
to a
logi
cal s
eque
nce
over
a s
erie
s of
less
ons
that
dem
onst
rate
s an
un
ders
tand
ing
of th
e ne
ed fo
r sca
ffold
ing
lear
ning
.
Show
s an
abi
lity
to
link
to s
tude
nts’
prio
r kn
owle
dge.
Has
effe
ctiv
e tim
ing
and
paci
ng o
f le
sson
s du
ring
deliv
ery
and
dem
onst
rate
s an
ap
prop
riate
seq
uenc
e (e
xam
ple:
orie
ntat
ing,
en
hanc
ing
and
synt
hesi
sing
pha
ses,
in
trod
uctio
n, b
ody
and
clos
ing
phas
es).
Org
anis
es c
onte
nt in
to
an e
ffect
ive
lear
ning
and
te
achi
ng s
eque
nce.
Org
anis
es c
onte
nt in
to
an e
ffec
tive
lear
ning
and
te
achi
ng s
eque
nce.
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
2.3
Use
cur
ricu
lum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces
and
less
on
plan
s.
Not
ass
esse
dU
ses
rele
vant
m
athe
mat
ics
curr
icul
um
docu
men
ts in
des
igni
ng
to d
evel
op a
seq
uenc
e of
less
ons/
lear
ning
ex
perie
nces
.
Use
s re
leva
nt c
urri
culu
m
docu
men
ts in
des
igni
ng
to d
evel
op a
seq
uenc
e of
less
ons/
lear
ning
ex
perie
nces
.
Use
s re
leva
nt c
urri
culu
m
and
asse
ssm
ent
docu
men
ts to
dev
elop
a
sequ
ence
of l
esso
ns/
lear
ning
exp
erie
nces
(e
xam
ple
use
of A
CARA
En
glis
h an
d Fo
rmat
ive
PM
benc
hmar
ks to
info
rm
guid
ed re
adin
g le
sson
s).
Use
s re
leva
nt c
urri
culu
m
and
asse
ssm
ent
docu
men
ts a
nd
know
ledg
e to
des
ign
a se
quen
ce o
f les
sons
/le
arni
ng e
xper
ienc
es.
Use
s cu
rric
ulum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces.
Use
cur
ricu
lum
, as
sess
men
t and
re
port
ing
know
ledg
e to
des
ign
lear
ning
se
quen
ces
and
less
on
plan
s
2.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
2.5
Know
and
un
ders
tand
lite
racy
an
d nu
mer
acy
teac
hing
st
rate
gies
and
thei
r ap
plic
atio
n in
teac
hing
ar
eas.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dId
enti
fies
liter
acy
and
num
erac
y te
achi
ng
stra
tegi
es a
nd th
eir
appl
icat
ion
in le
sson
/uni
t pl
ans
Iden
tifie
s lit
erac
y an
d nu
mer
acy
teac
hing
st
rate
gies
and
thei
r ap
plic
atio
n in
less
on/u
nit
plan
s
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in
teac
hing
are
as.
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in
teac
hing
are
as.
2.6
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
exp
and
curr
icul
um
lear
ning
opp
ortu
niti
es
for
stud
ents
.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dId
enti
fies
ICT
teac
hing
st
rate
gies
to s
uppo
rt
lear
ning
opp
ortu
nitie
s fo
r st
uden
ts.
Iden
tifie
s IC
T te
achi
ng
stra
tegi
es to
sup
port
le
arni
ng o
ppor
tuni
ties
for
stud
ents
.
Impl
emen
ts te
achi
ng
stra
tegi
es fo
r us
ing
ICT
to e
xpan
d cu
rric
ulum
le
arni
ng o
ppor
tuni
ties
fo
r st
uden
ts.
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
exp
and
curr
icul
um
lear
ning
opp
ortu
niti
es
for
stud
ents
.
3.1
Set l
earn
ing
goal
s th
at p
rovi
de a
chie
vabl
e ch
alle
nges
for
stud
ents
of
var
ying
abi
litie
s an
d ch
arac
teri
stic
s.
Writ
es c
lear
lear
ning
ob
ject
ives
for e
ach
lear
ning
exp
erie
nce/
le
sson
usi
ng th
e Au
stra
lian
Curr
icul
um.
Sets
lear
ning
goa
ls fo
r in
divi
dual
s an
d cl
asse
s ba
sed
on m
athe
mat
ics
curr
icul
um d
ocum
ents
an
d an
und
erst
andi
ng o
f in
divi
dual
stu
dent
s.
Sets
lear
ning
goa
ls
that
cat
er fo
r ind
ivid
ual
stud
ents
of v
aryi
ng a
bilit
ies
and
char
acte
ristic
s
Dev
elop
s a
sequ
ence
of
less
ons
with
exp
licit,
ch
alle
ngin
g an
d ac
hiev
able
le
arni
ng g
oals
.
Sets
lear
ning
goa
ls fo
r st
uden
ts o
f var
ying
abi
litie
s an
d ch
arac
teris
tics.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 65
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
3.2
Plan
less
on
sequ
ence
s us
ing
know
ledg
e of
stu
dent
le
arni
ng, c
onte
nt a
nd
effec
tive
teac
hing
st
rate
gies
.
Not
ass
esse
dPl
ans
a m
aths
le
sson
seq
uenc
e th
at
inco
rpor
ates
a ra
nge
of
teac
hing
and
lear
ning
st
rate
gies
that
dev
elop
le
arne
rs’ u
nder
stan
ding
s an
d/or
ski
ll de
velo
pmen
t, in
con
sulta
tion
with
the
supe
rvis
ing
teac
her.
Plan
s a
less
on s
eque
nce
that
inco
rpor
ates
a ra
nge
of te
achi
ng a
nd le
arni
ng
stra
tegi
es th
at d
evel
op
lear
ners
’ und
erst
andi
ngs
and/
or s
kill
deve
lopm
ent,
in c
onsu
ltatio
n w
ith th
e su
perv
isin
g te
ache
r.
Plan
s le
sson
seq
uenc
es
that
inco
rpor
ate
a ra
nge
of te
achi
ng a
nd le
arni
ng
stra
tegi
es th
at d
ispl
ay
cont
ent a
nd p
edag
ogic
al
cont
ent k
now
ledg
e an
d eff
ectiv
e se
quen
cing
.
Plan
s le
sson
seq
uenc
es
that
inco
rpor
ate
a ra
nge
of te
achi
ng a
nd le
arni
ng
stra
tegi
es th
at d
ispl
ay
cont
ent a
nd p
edag
ogic
al
cont
ent k
now
ledg
e an
d eff
ectiv
e se
quen
cing
.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of
stud
ent l
earn
ing,
con
tent
an
d eff
ecti
ve te
achi
ng
stra
tegi
es.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of
stud
ent l
earn
ing,
con
tent
an
d eff
ecti
ve te
achi
ng
stra
tegi
es.
3.3
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
Tria
ls th
e us
e of
a
smal
l ran
ge o
f tea
chin
g st
rate
gies
that
sup
port
st
uden
t lea
rnin
g an
d sk
ill
deve
lopm
ent (
exam
ple
grad
ual r
elea
se o
f re
spon
sibi
lity
mod
el).
Tria
ls a
sm
all r
ange
of
teac
hing
str
ateg
ies
to
prom
ote
stud
ent l
earn
ing
and
dem
onst
rate
s re
flect
ion
on h
ow to
im
prov
e in
thes
e.
Tria
ls a
ran
ge o
f tea
chin
g st
rate
gies
to p
rom
ote
stud
ent l
earn
ing
and
dem
onst
rate
s re
flect
ion
and
impr
ovem
ent i
n th
ese.
Use
s a
rang
e of
teac
hing
st
rate
gies
to p
rom
ote
stud
ent l
earn
ing
and
dem
onst
rate
s re
flect
ion
and
impr
ovem
ent i
n th
ese.
Incl
ude
a va
riet
y of
st
rate
gies
that
are
ap
prop
riate
to th
e co
nten
t ta
ught
and
/or s
kills
de
velo
ped.
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
3.4
Dem
onst
rate
kn
owle
dge
of a
ran
ge o
f re
sour
ces,
incl
udin
g IC
T,
that
eng
age
stud
ents
in
thei
r le
arni
ng.
Dem
onst
rate
s an
aw
aren
ess
of re
sour
ces
that
sup
port
stu
dent
le
arni
ng (e
xam
ple
iden
tifies
re
sour
ces
to s
uppo
rt
lear
ning
goa
ls w
ithin
a
less
on p
lan)
.
Tria
ls th
e us
e of
som
e le
arni
ng r
esou
rces
aim
ed
at e
ngag
ing
stud
ents
in
thei
r mat
hs le
arni
ng.
Tria
ls th
e us
e of
som
e le
arni
ng r
esou
rces
, in
clud
ing
ICT,
aim
ed a
t en
gagi
ng s
tude
nts
in th
eir
lear
ning
.
Use
s a
rang
e of
res
ourc
es
and
ICTs
that
targ
et
stud
ents
’ inte
rest
s an
d le
arni
ng n
eeds
.
Use
s a
rang
e of
res
ourc
es
and
ICTs
that
targ
et
stud
ents
’ inte
rest
s an
d le
arni
ng n
eeds
.
Dem
onst
rate
s kn
owle
dge
of a
ran
ge o
f re
sour
ces,
incl
udin
g IC
T,
that
eng
age
stud
ents
in
thei
r le
arni
ng.
Dem
onst
rate
kno
wle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at
enga
ge s
tude
nts
in th
eir
lear
ning
.
3.5
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t.
Tria
ls th
e us
e of
som
e ve
rbal
and
non
-ver
bal
com
mun
icat
ion
stra
tegi
es (e
xam
ple
ques
tioni
ng fo
r hig
her
orde
r thi
nkin
g)
Use
s fa
cial
exp
ress
ion,
ge
stur
es, e
ye c
onta
ct
and
phys
ical
mov
emen
t as
wel
l as
a va
riety
of v
ocal
ex
pres
sion
s th
at e
ngag
e st
uden
ts in
thei
r lea
rnin
g.
Use
s fa
cial
exp
ress
ion,
ge
stur
es, e
ye c
onta
ct a
nd
phys
ical
mov
emen
t as
wel
l as
a va
riety
of v
ocal
ex
pres
sion
s th
at e
ngag
e st
uden
ts in
thei
r lea
rnin
g.
Tria
ls q
uest
ioni
ng a
nd
scan
ning
ski
lls to
geth
er
with
an
effec
tive
use
of
voca
l, fa
cial
exp
ress
ion
and
gest
ures
to s
uppo
rt
stud
ent e
ngag
emen
t.
Use
s eff
ecti
ve
ques
tion
ing,
and
sc
anni
ng s
kills
toge
ther
w
ith a
rang
e of
voc
al, f
acia
l ex
pres
sion
and
ges
ture
s to
sup
port
stu
dent
en
gage
men
t.
Dem
onst
rate
s a
rang
e of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-
verb
al c
omm
unic
atio
n st
rate
gies
to s
uppo
rt
stud
ent e
ngag
emen
t
3.6
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
teac
hing
pr
ogra
ms
that
can
be
used
to im
prov
e st
uden
t le
arni
ng.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dEv
alua
tes
own
less
ons
and
teac
hing
seq
uenc
es to
pr
omot
e st
uden
t lea
rnin
g.
Use
s st
uden
t ass
essm
ent
data
and
refl
ecti
on o
n le
sson
s ta
ught
to in
form
fu
ture
pla
nnin
g.
Dem
onst
rate
s br
oad
know
ledg
e of
str
ateg
ies
that
may
be
used
to
eval
uate
teac
hing
pr
ogra
ms
to im
prov
e st
uden
t lea
rnin
g.
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
that
can
be
used
to
eval
uate
teac
hing
pr
ogra
ms
that
can
be
used
to im
prov
e st
uden
t le
arni
ng.
3.7
Plan
for
appr
opri
ate
and
cont
extu
ally
re
leva
nt o
ppor
tuni
ties
fo
r pa
rent
s/ca
rers
to
be in
volv
ed in
thei
r ch
ildre
n’s
lear
ning
.
In n
egot
iati
on w
ith
the
Supe
rvis
ing
Teac
her.
4.1
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
an
d en
gage
men
t in
clas
sroo
m a
ctiv
itie
s
Obs
erve
s ot
hers
’ te
achi
ng p
ract
ices
and
re
cord
s st
rate
gies
use
d to
ac
tivel
y en
gage
stu
dent
s in
thei
r lea
rnin
g (e
xam
ple
iden
tifyi
ng v
ario
us
met
hods
of g
roup
ing
to
supp
ort l
earn
ing
need
s)
Dis
cuss
es s
trat
egie
s w
ith
the
supe
rvis
ing
teac
her
and
tria
ls s
ome
of th
ese.
Dis
cuss
es s
trat
egie
s w
ith
the
supe
rvis
ing
teac
her
and
tria
ls s
ome
of th
ese.
Iden
tifie
s a
rang
e of
st
rate
gies
to p
rom
ote
the
part
icip
atio
n of
all
stud
ents
in a
less
on/
lear
ning
act
ivity
.
Iden
tifie
s a
rang
e of
st
rate
gies
to p
rom
ote
the
part
icip
atio
n of
all
stud
ents
.
Iden
tifie
s st
rate
gies
to
sup
port
incl
usiv
e st
uden
t par
tici
pati
on
and
enga
gem
ent i
n cl
assr
oom
act
ivit
ies.
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
an
d en
gage
men
t in
clas
sroo
m a
ctiv
itie
s.
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m P
rogr
essi
on c
ontin
ued.
66 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m P
rogr
essi
on c
ontin
ued.
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
4.2
Dem
onst
rate
the
capa
city
to o
rgan
ise
clas
sroo
m a
ctiv
itie
s an
d pr
ovid
e cl
ear
dire
ctio
ns.
Tria
ls th
e us
e of
var
ious
gr
oupi
ng m
etho
ds a
nd
clea
r ins
truc
tions
and
ex
plan
atio
ns w
ithin
sho
rt
lear
ning
exp
erie
nces
/tr
ansi
tions
.
Use
s cl
ear
inst
ruct
ions
an
d ex
plan
atio
ns
with
in s
hort
lear
ning
ex
perie
nces
/less
ons.
Rein
forc
es e
stab
lishe
d cl
assr
oom
rul
es, r
outi
nes
and
expe
ctat
ions
, th
roug
h th
e us
e of
cle
ar
dire
ctio
ns, t
o eff
ectiv
ely
man
age
the
lear
ning
en
viro
nmen
t.
Rein
forc
es e
stab
lishe
d cl
assr
oom
rul
es, r
outi
nes
and
expe
ctat
ions
, th
roug
h th
e us
e of
cl
ear d
irect
ions
and
or
gani
satio
n, to
effe
ctiv
ely
man
age
the
lear
ning
en
viro
nmen
t.
Use
s cl
ear
inst
ruct
ions
, es
tabl
ishe
d ru
les,
ex
pect
atio
ns a
nd
orga
nise
d ro
utin
es
to s
uppo
rt tr
ansi
tions
an
d ac
tiviti
es, i
nclu
ding
eff
ectiv
e tim
e sc
hedu
ling.
Dem
onst
rate
s th
e ca
paci
ty to
org
anis
e cl
assr
oom
act
ivit
ies
and
prov
ide
clea
r di
rect
ions
.
Dem
onst
rate
the
capa
city
to o
rgan
ise
clas
sroo
m a
ctiv
itie
s an
d pr
ovid
e cl
ear
dire
ctio
ns.
4.3
Dem
onst
rate
kn
owle
dge
of p
ract
ical
ap
proa
ches
to m
anag
e ch
alle
ngin
g be
havi
our.
Not
ass
esse
dId
enti
fies
prev
enta
tive
, su
ppor
tive
and
co
rrec
tive
str
ateg
ies
to
supp
ort a
pos
itive
lear
ning
en
viro
nmen
t (ex
ampl
e us
e of
ess
entia
l ski
lls fo
r cl
assr
oom
man
agem
ent)
Iden
tifie
s an
d us
es
appr
oach
es to
sup
port
ap
prop
riat
e be
havi
ours
. (E
xam
ple,
sup
port
ive
and
corr
ectiv
e st
rate
gies
)
Dem
onst
rate
s kn
owle
dge
of e
ssen
tial
sk
ills
and
othe
r pra
ctic
al
appr
oach
es to
sup
port
on
-tas
k be
havi
our a
nd
prev
ent a
nd c
orre
ct o
ff-ta
sk b
ehav
iour
s.
Dem
onst
rate
kno
wle
dge
of e
ssen
tial
ski
lls a
nd
othe
r pra
ctic
al a
ppro
ache
s to
sup
port
on-
task
be
havi
our a
nd p
reve
nt
and
corr
ect o
ff-ta
sk
beha
viou
rs.
Dem
onst
rate
s kn
owle
dge
of p
ract
ical
ap
proa
ches
to m
anag
e ch
alle
ngin
g be
havi
our.
Dem
onst
rate
kno
wle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
4.4
Des
crib
e st
rate
gies
th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
Not
ass
esse
dN
ot a
sses
sed
Wri
tes
obse
rvat
ions
an
d re
flect
ions
that
de
mon
stra
te th
eore
tical
kn
owle
dge
abou
t sch
ool/
syst
em, c
urric
ulum
and
le
gisl
ativ
e re
quire
men
ts
rela
ted
to s
tude
nts’
wel
lbei
ng.
Reco
rds
stud
ent
atte
ndan
ce, a
bsen
ce
and
safe
ty c
once
rns
as
requ
ired.
Impl
emen
ts s
choo
l-ba
sed
stra
tegi
es
that
dem
onst
rate
an
und
erst
andi
ng o
f re
quire
men
ts re
late
d to
st
uden
ts’ w
ellb
eing
.
Des
crib
es s
trat
egie
s th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
Des
crib
e st
rate
gies
th
at s
uppo
rt s
tude
nts’
w
ellb
eing
and
saf
ety
wor
king
wit
hin
scho
ol
and/
or
syst
em,
curr
icul
um a
nd
legi
slat
ive
requ
irem
ents
.
4.5
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
sup
port
the
safe
, re
spon
sibl
e an
d et
hica
l us
e of
ICT
in le
arni
ng a
nd
teac
hing
.
Not
ass
esse
d.
Not
ass
esse
dN
ot a
sses
sed
Und
erst
and
stra
tegi
es
whi
ch p
rom
ote
safe
, re
spon
sibl
e an
d et
hica
l use
of
ICT’
s.
Impl
emen
ts ti
mel
y an
d ap
prop
riat
e st
rate
gies
to
prom
ote
safe
, res
pons
ible
an
d et
hica
l use
of I
CT’
s.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e re
leva
nt is
sues
and
the
stra
tegi
es a
vaila
ble
to s
uppo
rt th
e sa
fe,
resp
onsi
ble
and
ethi
cal
use
of IC
T in
lear
ning
and
te
achi
ng.
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
sup
port
the
safe
, re
spon
sibl
e an
d et
hica
l us
e of
ICT
in le
arni
ng a
nd
teac
hing
.
5.1
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
Not
ass
esse
dPl
ans
less
ons
and
lear
ning
exp
erie
nces
w
hich
incl
ude
form
ativ
e as
sess
men
t str
ateg
ies
in o
rder
to id
entif
y th
e le
arni
ng th
at h
as o
r has
not
oc
curr
ed.
Plan
s le
sson
s an
d le
arni
ng e
xper
ienc
es
whi
ch in
clud
e fo
rmat
ive
asse
ssm
ent s
trat
egie
s in
ord
er to
iden
tify
the
lear
ning
that
has
or h
as n
ot
occu
rred
.
Plan
s le
sson
s an
d le
sson
ex
peri
ence
s w
hich
incl
ude
a va
riety
of a
sses
smen
t ap
proa
ched
to a
sses
s st
uden
t lea
rnin
g.
Plan
s an
ass
essm
ent
appr
oach
to c
olle
ct
info
rmat
ion
on s
tude
nt
lear
ning
pro
gres
sion
. U
nder
stan
ds h
ow to
in
terp
ret t
his
data
co
llect
ion
to in
form
futu
re
plan
ning
Dem
onst
rate
s un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent
lear
ning
.
5.2
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
ti
mel
y an
d ap
prop
riat
e fe
edba
ck to
stu
dent
s ab
out t
heir
lear
ning
.
Not
ass
esse
dU
ses
oral
com
mun
icat
ion
to p
rovi
de fe
edba
ck
in ti
me
to w
hole
cla
ss
stud
ents
feed
back
to
stud
ent.
(Exa
mpl
e, w
ell
done
, the
ans
wer
is 4
)
Use
s or
al a
nd w
ritt
en
com
mun
icat
ion
to
prov
ide
feed
back
to
stud
ents
abo
ut th
eir
lear
ning
.
Use
s or
al a
nd w
ritt
en
com
mun
icat
ion
to
prov
ide
feed
back
to
stud
ents
abo
ut th
eir
lear
ning
.
Use
s co
rrec
tive
and
affi
rmat
ive
feed
back
that
co
rrec
ts m
isco
ncep
tions
an
d ex
tend
s st
uden
ts’
prog
ress
ion
tow
ards
m
eetin
g th
e de
sire
d le
arni
ng g
oals
.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e pu
rpos
e of
pro
vidi
ng
tim
ely
and
appr
opri
ate
feed
back
to s
tude
nts
abou
t the
ir le
arni
ng
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
ti
mel
y an
d ap
prop
riat
e fe
edba
ck to
stu
dent
s ab
out t
heir
lear
ning
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 67
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
5.3
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dN
ot a
sses
sed
Dem
onst
rate
s an
un
ders
tand
ing
thro
ugh
obse
rvat
ion
note
s an
d re
flect
ions
of h
ow
asse
ssm
ent i
s m
oder
ated
to
ens
ure
cons
iste
nt a
nd
com
para
ble
judg
emen
ts.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
su
ppor
t con
sist
ent a
nd
com
para
ble
judg
emen
ts
of s
tude
nt le
arni
ng.
5.4
Dem
onst
rate
the
capa
city
to in
terp
ret
stud
ent a
sses
smen
t da
ta to
eva
luat
e st
uden
t le
arni
ng a
nd m
odif
y te
achi
ng p
ract
ice.
Dem
onst
rate
s an
aw
aren
ess
of a
sses
smen
t pr
actic
es to
iden
tify
lear
ning
nee
ds.
Not
ass
esse
dCo
nsid
ers
the
type
s of
ev
iden
ce re
quire
d to
eff
ectiv
ely
eval
uate
stu
dent
le
arni
ng.
Use
of p
lann
ed
ques
tion
s/ac
tivi
ties
that
al
low
for a
che
ck o
f stu
dent
un
ders
tand
ing
in o
rder
to
resp
ond
to th
eir l
earn
ing
need
s.
Use
s pl
anne
d qu
esti
ons/
acti
viti
es/a
sses
smen
t ta
sks
that
allo
w fo
r a c
heck
of
stu
dent
und
erst
andi
ng
in o
rder
to p
lan
furt
her f
or
stud
ent l
earn
ing
need
s.
Dem
onst
rate
s th
e ca
paci
ty to
inte
rpre
t st
uden
t ass
essm
ent
data
to e
valu
ate
stud
ent
lear
ning
and
mod
ify
teac
hing
pra
ctic
e.
Dem
onst
rate
the
capa
city
to in
terp
ret
stud
ent a
sses
smen
t da
ta to
eva
luat
e st
uden
t le
arni
ng a
nd m
odif
y te
achi
ng p
ract
ice.
5.5
Dem
onst
rate
un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
d D
iscu
sses
stu
dent
ac
hiev
emen
t with
the
supe
rvis
ing
teac
her a
nd is
fa
mili
ar w
ith th
e sc
hool
’s re
port
ing
proc
edur
es a
nd
polic
ies.
Dis
cuss
es s
tude
nt
achi
evem
ent w
ith th
e su
perv
isin
g te
ache
r and
is
fam
iliar
with
the
scho
ol’s
repo
rtin
g pr
oced
ures
and
po
licie
s.
Dem
onst
rate
s un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
Dem
onst
rate
un
ders
tand
ing
of a
ra
nge
of s
trat
egie
s fo
r re
port
ing
to s
tude
nts
and
pare
nts/
car
ers
and
the
purp
ose
of k
eepi
ng
accu
rate
and
rel
iabl
e re
cord
s of
stu
dent
ac
hiev
emen
t.
6.1
No
form
al a
sses
smen
t with
in P
rofe
ssio
nal E
xper
ienc
e Pl
acem
ents
– a
sses
sed
in n
egot
iatio
n w
ith s
uper
visi
ng te
ache
r whe
re o
ppor
tuni
ties
exis
t to
dem
onst
rate
the
stan
dard
.
6.2
No
form
al a
sses
smen
t with
in P
rofe
ssio
nal E
xper
ienc
e Pl
acem
ents
– a
sses
sed
in n
egot
iatio
n w
ith s
uper
visi
ng te
ache
r whe
re o
ppor
tuni
ties
exis
t to
dem
onst
rate
the
stan
dard
.
6.3
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it
prom
ptly
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd
acts
upo
n it
prom
ptly
.
Use
s fe
edba
ck fr
om
supe
rvis
ing
teac
her/
s an
d ot
her o
bser
vers
to re
flect
on
lear
ning
pro
gres
sion
an
d id
entif
y st
reng
ths
and
wea
knes
ses
and
impl
emen
t str
ateg
ies
to a
id
prog
ress
.
Use
s fe
edba
ck fr
om
supe
rvis
ing
teac
her/
s an
d ot
her o
bser
vers
to
refle
ct o
n st
uden
t le
arni
ng p
rogr
essi
on a
nd
iden
tify
own
stre
ngth
s an
d w
eakn
esse
s an
d im
plem
ent s
trat
egie
s to
ai
d pe
rson
al p
rofe
ssio
nal
prog
ress
.
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
Seek
and
app
ly
cons
truc
tive
feed
back
fr
om s
uper
viso
rs a
nd
teac
hers
to im
prov
e te
achi
ng p
ract
ices
.
6.4
No
form
al a
sses
smen
t with
in P
rofe
ssio
nal E
xper
ienc
e Pl
acem
ents
– a
sses
sed
in n
egot
iatio
n w
ith s
uper
visi
ng te
ache
r whe
re o
ppor
tuni
ties
exis
t to
dem
onst
rate
the
stan
dard
.
7.1
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
aw
aren
ess
of
duty
of c
are.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
App
lies
key
prin
cipl
es
of c
odes
of c
ondu
ct a
nd
ethi
cs fo
r tea
cher
s th
roug
h a
high
leve
l of p
erso
nal
pres
enta
tion,
pro
fess
iona
l co
mm
unic
atio
n an
d co
nduc
t and
app
ropr
iate
in
tera
ctio
ns w
ith s
tude
nts.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
de
scri
bed
in c
odes
of
ethi
cs a
nd c
ondu
ct fo
r th
e te
achi
ng p
rofe
ssio
n.
7.2
Und
erst
and
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
Acts
app
ropr
iate
ly
acco
rdin
g to
sch
ool/s
yste
m
orga
nisa
tiona
l pol
icie
s an
d pr
oces
ses.
Acts
app
ropr
iate
ly
acco
rdin
g to
sch
ool/s
yste
m
orga
nisa
tiona
l pol
icie
s an
d pr
oces
ses.
Can
desc
ribe
how
sch
ool/
syst
em o
rgan
isat
iona
l pr
oces
ses
and
polic
es
appl
ies
to o
wn
cond
uct
and
prac
tice
App
lies
scho
ol/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t and
pra
ctic
e an
d un
ders
tand
s m
anda
tory
re
port
ing
requ
irem
ents
.
App
lies
scho
ol/s
yste
m
orga
nisa
tiona
l pro
cess
es
and
polic
es to
ow
n co
nduc
t and
pra
ctic
e an
d un
ders
tand
s m
anda
tory
re
port
ing
requ
irem
ents
.
Und
erst
ands
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
Und
erst
and
the
rele
vant
legi
slat
ive,
ad
min
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
fo
r te
ache
rs a
ccor
ding
to
scho
ol s
tage
.
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m P
rogr
essi
on c
ontin
ued.
68 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
APS
TED
C140
0ED
P211
1ED
P222
2/SP
E300
5EP
P310
0EP
P320
0/SP
E300
6ED
U41
00ED
C400
0
7. 3
No
form
al a
sses
smen
t with
in P
rofe
ssio
nal E
xper
ienc
e Pl
acem
ents
– a
sses
sed
in n
egot
iatio
n w
ith s
uper
visi
ng te
ache
r whe
re o
ppor
tuni
ties
exis
t to
dem
onst
rate
the
stan
dard
.
7.4
Und
erst
and
the
role
of
ext
erna
l pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dD
emon
stra
tes
a w
illin
gnes
s to
par
ticip
ate
with
sch
ool s
taff
in a
rang
e of
act
iviti
es.
Dem
onst
rate
s a
will
ingn
ess
to p
artic
ipat
e w
ith s
choo
l sta
ff in
a ra
nge
of a
ctiv
ities
.
Und
erst
ands
the
role
of
exte
rnal
pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls
and
com
mun
ity
repr
esen
tati
ves
in
broa
deni
ng te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Bach
elor
of E
duca
tion
– Pr
imar
y Pr
ofes
sion
al E
xper
ienc
e Pr
ogra
m P
rogr
essi
on c
ontin
ued.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 69
70 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Firs
t Yea
r, 5-
day
plac
emen
t.Th
inki
ng a
nd A
ctin
g lik
e a
Teac
her 2
is th
e pr
e-se
rvic
e te
ache
r’s fi
rst o
ppor
tuni
ty to
und
erta
ke fo
rmal
teac
hing
in a
sch
ool.
This
firs
t yea
r se
cond
sem
este
r cou
rse
prov
ides
the
oppo
rtun
ity fo
r pre
-ser
vice
teac
hers
to a
tten
d co
ntex
ts a
nd d
emon
stra
te th
ey c
an a
pply
the
mic
ro-s
kills
of t
each
ing.
Pre
-ser
vice
teac
hers
will
som
e de
velo
p sk
ills
in e
ffect
ive
ques
tioni
ng, f
acili
tatin
g gr
oup
lear
ning
and
usi
ng s
tude
nt p
erfo
rman
ce to
iden
tify
focu
s ar
eas
for f
utur
e pl
anni
ng a
nd te
achi
ng.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e: m
etho
ds
of g
roup
ing,
dat
a co
llect
ion,
man
agin
g sm
all g
roup
, ext
endi
ng
ques
tioni
ng, s
elec
ting
reso
urce
s.
with
indi
vidu
al
stud
ents
and
sm
all
grou
ps
mee
tings
pla
ygro
und
duty
, sch
ool
activ
ities
, bus
dut
y, et
c.
Thes
e ar
e as
requ
ired
by y
our s
uper
visi
ng
teac
her’s
rost
er a
nd
site
requ
irem
ents
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar d
iscu
ssio
ns
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
ons
and
asso
ciat
ed re
sour
ces
mus
t be
plan
ned
and
shar
ed w
ith y
our
supe
rvis
ing
teac
her a
m
inim
um o
f 24
hour
s in
adv
ance
of t
he
teac
hing
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fee
dbac
k,
less
on p
lans
, re
sour
ces
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
Man
agin
g sm
all g
roup
sO
ppor
tuni
ties
to c
olle
ct d
ata
Teac
hing
sho
rt e
piso
de o
r les
son
to w
hole
cla
ss
Who
le c
lass
le
sson
s /S
hort
le
arni
ng e
piso
des
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
1 pe
r day
EDC1
400
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 71
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
10-d
ay p
lace
men
t.In
The
Rol
es o
f the
Tea
cher
1, p
re-s
ervi
ce e
duca
tors
des
ign
a se
quen
ce o
f les
son
plan
s an
d fo
rmat
ive
asse
ssm
ent t
asks
that
pro
vide
lear
ning
opp
ortu
nitie
s to
mee
t the
div
erse
nee
ds o
f all
lear
ners
. The
y de
velo
p an
und
erst
andi
ng o
f the
dem
ands
of t
he te
achi
ng p
rofe
ssio
n. P
re-s
ervi
ce te
ache
rs re
cogn
ise
how
the
use
of e
ffect
ive
clas
sroo
m m
anag
emen
t ena
bles
a s
uppo
rtiv
e le
arni
ng e
nviro
nmen
t.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t an
d fe
edba
ck. T
his
may
in
clud
e di
scus
sing
how
to:
• Pl
an a
seq
uenc
e of
m
aths
less
ons
• D
iffer
entia
te s
tude
nt
lear
ning
nee
ds u
sing
pr
oduc
t, pr
oces
s an
d en
viro
nmen
t•
Appl
ying
ass
essm
ent f
or
and
as le
arni
ng•
Goa
l set
ting
• M
anag
ing
who
le c
lass
ac
tiviti
es
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
mee
tings
and
du
ties
etc.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s
rost
er
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
shar
ed w
ith y
our
supe
rvis
ing
teac
her
a m
in o
f 24
hour
s be
fore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r ind
ivid
ual l
esso
ns/le
arni
ng e
piso
des
• Te
achi
ng le
sson
s/le
arni
ng e
piso
des
Who
le c
lass
le
sson
s /
Shor
t lea
rnin
g ep
isod
es
Who
le
sess
ions
(eg.
m
orni
ng,
mid
dle
or
afte
rnoo
n)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4Ta
ke o
bser
vatio
ns a
nd
enga
ge in
dis
cuss
ions
with
su
perv
isin
g te
ache
r abo
ut
teac
hing
pra
ctic
es a
cros
s th
e sc
hool
con
text
s.
Day
s 2
– 5
44
44
44
44
1 pe
r day
Day
s 6
– 10
44
44
44
44
1 pe
r day
EDP2
111
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
72 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
10-d
ay p
lace
men
t.Th
e Ro
les o
f the
Tea
cher
2 is
the
pre-
serv
ice
teac
her’s
opp
ortu
nity
to in
vest
igat
e th
e va
rianc
e in
lear
ners
and
the
sign
ifica
nce
of p
lann
ing
to p
rovi
de q
ualit
y le
arni
ng o
ppor
tuni
ties
for a
ll le
arne
rs. F
urth
erm
ore,
th
ey re
cogn
ise
that
man
agin
g an
d re
spon
ding
to c
halle
ngin
g le
arne
r beh
avio
ur is
ess
entia
l to
mai
ntai
n a
supp
ortiv
e le
arni
ng e
nviro
nmen
t.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, en
viro
nmen
t, as
sess
men
t an
d fe
edba
ck. T
his
may
in
clud
e di
scus
sing
how
to:
• Id
entif
y st
uden
t lea
rnin
g ne
eds
usin
g pr
ofilin
g da
ta (d
iffer
entia
te)
• Ap
plyi
ng a
sses
smen
t for
an
d as
lear
ning
• M
anag
ing
who
le c
lass
be
havi
ours
.
with
indi
vidu
al
stud
ent’s
sm
all
grou
ps a
nd w
hole
cl
ass
mee
tings
pl
aygr
ound
dut
y, sc
hool
act
iviti
es,
bus
duty
, etc
. as
requ
ired
by
your
sup
ervi
sing
te
ache
r’s ro
ster
and
si
te re
quire
men
ts
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar d
iscu
ssio
ns
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
shar
ed w
ith y
our
supe
rvis
ing
teac
her
a m
in o
f 24
hour
s in
adv
ance
of t
he
teac
hing
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
oc
cur:
• Pr
ofilin
g a
grou
p of
lear
ners
by
colle
ctin
g fo
rmal
and
info
rmal
da
ta•
Plan
ning
for s
eque
nce
of 3
less
ons
to in
clud
e op
port
uniti
es fo
r:•
Form
ativ
e da
ta p
ract
ices
• Co
oper
ativ
e le
arni
ng a
ppro
ache
s•
Prom
otin
g se
lf-re
gula
ted
lear
ners
• Im
plem
entin
g cl
assr
oom
man
agem
ent m
icro
ski
lls.
Who
le c
lass
/sm
all
grou
p le
sson
s/sh
ort
teac
hing
epi
sode
s
Who
le s
essi
ons
(eg.
m
orni
ng, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per
your
Sup
ervi
sing
Te
ache
r’s s
ched
ule)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
1 pe
r day
Day
s 6
– 10
44
44
44
44
Build
up
to
1 pe
r day
EDP2
222
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 73
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Thir
d Ye
ar, 1
5-da
y es
tabl
ishm
ent p
hase
pla
cem
ent.
The
begi
nnin
g of
the
scho
ol y
ear i
s a
pivo
tal t
ime
for e
duca
tors
. In
this
four
th P
ract
ice m
eets
The
ory
cour
se, p
re se
rvic
e ed
ucat
ors
will
be
requ
ired
to u
nder
take
a th
ree-
wee
k pr
ofes
sion
al e
xper
ienc
e ea
rly in
the
scho
ol y
ear.
Pre s
ervi
ce e
duca
tors
will
obs
erve
and
ass
ist t
he s
trat
egie
s us
ed b
y te
ache
rs to
est
ablis
h th
e cl
assr
oom
env
ironm
ent,
both
phy
sica
l and
rela
tiona
l, du
ring
the
esta
blis
hmen
t pha
se. T
his
cour
se w
ill
also
intr
oduc
e pr
e ser
vice
edu
cato
rs to
uni
t pla
nnin
g an
d as
sess
men
t pra
ctic
es w
hich
em
bed
the
gene
ral c
apab
ilitie
s an
d cr
oss
curr
icul
a pr
iorit
ies
with
in th
e Au
stra
lian
Curr
icul
um.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se A
sses
smen
t Ta
sks
to s
ite,
envi
ronm
ent,
indi
vidu
al
clas
s(es
).St
uden
ts to
brin
g pr
inte
d co
pies
of
cour
se:
• Pl
acem
ent
guid
elin
es•
Plac
emen
t re
port
• Pr
ogra
m P
E Ta
ble
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
: •
Set u
p cl
assr
oom
en
viro
nmen
t •
Esta
blis
h an
d m
aint
ain
earl
y cl
assr
oom
ro
utin
es•
Asse
ssm
ent p
ract
ices
to
info
rm s
tude
nt
grou
ps a
nd p
lann
ing
for a
rang
e of
lear
ning
ne
eds.
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
begi
nnin
g of
yea
r Pr
ofes
sion
al
Lear
ning
Day
s,
whe
re p
ossi
ble.
At
tend
m
eetin
gs
and
duty
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
be
fore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r seq
uenc
e of
less
ons
to in
clud
e op
port
uniti
es fo
r:•
Diff
eren
tiatin
g fo
r stu
dent
lear
ning
nee
ds•
Asse
ssm
ent a
nd fe
edba
ck to
stu
dent
s•
Use
lear
ning
dat
a an
d in
quir
y m
odel
to in
form
st
uden
t cen
tere
d pl
anni
ng
For
Ass
ignm
ent 1
:•
Obs
erve
and
impl
emen
t Es
tabl
ishm
ent P
hase
str
ateg
ies
and
activ
ities
• Co
llect
Est
ablis
hmen
t Pha
se
arte
fact
s.•
Refle
ct o
n Es
tabl
ishm
ent P
hase
st
rate
gies
/act
iviti
es (a
s pe
r M
ATRI
X pr
ovid
ed to
PST
)
Ass
ignm
ent 2
:•
Colle
ct a
nd re
cord
sim
ple
stud
ent d
ata
for:
liter
acy,
num
erac
y, pe
rson
al a
nd s
ocia
l, an
d IC
T ge
nera
l cap
abili
ties
(as
per t
empl
ate
prov
ided
to P
ST)
Who
le c
lass
le
sson
s /
Shor
t lea
rnin
g ep
isod
es
Who
le
sess
ions
(eg.
m
orni
ng,
mid
dle
or
afte
rnoo
n)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
PLD
s4
44
44
4
• O
bser
ve a
nd im
plem
ent
Esta
blis
hmen
t Pha
se s
trat
egie
s an
d ac
tiviti
es•
Colle
ct a
nd re
cord
sim
ple
stud
ent d
ata
Day
14
44
44
44
4As
app
licab
le to
Es
tabl
ishm
ent P
hase
act
iviti
es
Day
s 2
– 5
44
44
44
44
1 pe
r day
Day
s 6
– 10
44
44
44
44
1 pe
r day
Day
s 11
– 1
54
44
44
44
4Bu
ild u
p to
1
per d
ay
EPP3
100
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
74 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Thir
d Ye
ar, 1
5-da
y pl
acem
ent.
Prac
tisin
g as
a P
rofe
ssio
nal T
each
er 2
will
ext
end
pres
ervi
ce e
duca
tors
’ kno
wle
dge
of u
nit p
lann
ing
to in
clud
e pl
anni
ng a
cros
s m
ultip
le le
arni
ng a
reas
to c
reat
e ho
listic
and
con
nect
ed le
arni
ng e
xper
ienc
es. P
re-
serv
ice
educ
ator
s w
ill fu
rthe
r dev
elop
thei
r und
erst
andi
ng o
f ass
essm
ent,
mod
erat
ion
and
repo
rtin
g pr
actic
es. T
he P
rofe
ssio
nal E
xper
ienc
e co
mpo
nent
wit
hin
this
cou
rse
requ
ires
pre
serv
ice
educ
ator
s to
col
lect
and
ana
lyse
lear
ner
data
and
dev
elop
a c
lass
pro
file
whi
ch w
ill in
form
thei
r te
achi
ng p
ract
ice
durin
g th
e 15
-day
pla
cem
ent.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite,
envi
ronm
ent,
indi
vidu
al
clas
s(es
).St
uden
ts to
brin
g pr
inte
d co
pies
of
cour
se:
• Pl
acem
ent
guid
elin
es•
Plac
emen
t re
port
• Pr
ogra
m P
E Ta
ble
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t an
d fe
edba
ck. T
his
may
in
clud
e di
scus
sing
how
to:
• D
iffer
entia
te s
tude
nt
lear
ning
nee
ds•
Appl
ying
ass
essm
ent
prac
tices
to in
form
te
achi
ng a
nd le
arni
ng•
Who
le c
lass
beh
avio
urs
• Fe
edba
ck to
stu
dent
s
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
begi
nnin
g of
yea
r Pr
ofes
sion
al
Lear
ning
Day
s,
whe
re p
ossi
ble.
At
tend
m
eetin
gs
and
duty
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
a s
hort
ser
ies
of le
sson
s (u
nit o
f wor
k).
Neg
otia
te w
ith y
our S
uper
visi
ng T
each
er w
hen
the
follo
win
g w
ill o
ccur
:•
Profi
ling
a gr
oup
of le
arne
rs b
y co
llect
ing
form
al a
nd
info
rmal
dat
a•
Plan
ning
for s
eque
nce
of le
sson
s to
incl
ude
oppo
rtun
ities
for:
• In
quir
y m
odel
s•
Diff
eren
tiatin
g fo
r stu
dent
lear
ning
nee
ds u
sing
UD
L.•
Asse
ssm
ent p
ract
ices
and
feed
back
to s
tude
nts.
to b
e co
mpl
eted
dur
ing
plac
emen
t.D
urin
g pl
acem
ent
stud
ents
gat
her e
vide
nce
requ
ired
to a
ddre
ss th
eir
first
ass
ignm
ent f
or
this
cou
rse
and
brin
g th
ose
expe
rienc
es to
the
desi
gn o
f the
sec
ond
assi
gnm
ent.
Who
le c
lass
le
sson
s /
Shor
t tea
chin
g ep
isod
es
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
Build
up
to
1 pe
r day
Dev
elop
a c
lass
pro
file
Plan
a s
hort
uni
t (se
ries
of
less
ons)
for w
hole
cla
ss.
Day
s 6
– 10
44
44
44
44
Build
up
to
2 pe
r day
Teac
h a
shor
t uni
t di
ffere
ntia
ting
appr
opria
tely
Day
s 11
– 1
54
44
44
44
4Bu
ild u
p to
1
per d
ay En
act a
nd m
odify
uni
t as
you
eval
uate
stu
dent
dat
a
EPP3
200
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 75
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
25-d
ay fi
nal s
uper
vise
d pl
acem
ent.
Dur
ing
this
fina
l sup
ervi
sed
Prof
essi
onal
Exp
erie
nce
plac
emen
t, st
uden
ts w
ill b
e co
mpl
etin
g cr
itica
l wor
k fo
r the
Gra
duat
e Te
ache
r Per
form
ance
Ass
essm
ent (
GTP
A). T
he G
TPA
is a
cul
min
atin
g su
mm
ativ
e ta
sk
unde
rtak
en b
y in
itial
teac
her e
duca
tion
stud
ents
that
requ
ires
them
to p
lan
and
impl
emen
t a d
ata
driv
en c
ycle
of i
nstr
uctio
n an
d ev
iden
ce th
eir p
ract
ice
agai
nst t
he A
ustr
alia
n Pe
rfor
man
ce S
tand
ards
for
Teac
hers
(APS
Ts).
Plea
se n
ote
that
stu
dent
s’ sa
tisfa
ctor
y co
mpl
etio
n of
the
GTP
A is
a re
quire
men
t for
gra
duat
ion
from
the
BED
U p
rogr
am a
nd th
eref
ore
the
wor
k th
ey c
ompl
ete
on th
is p
lace
men
t is
sign
ifica
nt
for t
hem
. Fur
ther
info
rmat
ion
abou
t the
GTP
A ca
n be
foun
d at
ww
w.g
radu
atet
pa.c
om a
nd U
SQ’s
Reso
urce
s fo
r Sch
ools
at w
ww
.usq
.edu
.au/
curr
ent-
stud
ents
/aca
dem
ic/e
duca
tion
-pla
cem
ents
/re
sour
ces-
for-
scho
ols.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
GTP
A A
ssoc
iate
d Ta
sks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f cou
rse:
•
Plac
emen
t gui
delin
es•
Plac
emen
t rep
ort
• Pr
ogra
m P
E Ta
ble
rout
ines
, te
achi
ng
and
lear
ning
pr
actic
es,
lear
ning
en
viro
nmen
t, as
sess
men
t and
fe
edba
ck
with
in
divi
dual
st
uden
ts,
smal
l gro
ups
and
who
le
clas
s
mee
tings
pl
aygr
ound
du
ties,
etc
. as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
conv
ersa
tions
w
ith y
our
Supe
rvis
ing
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
m
ust b
e sh
ared
w
ith y
our
supe
rvis
ing
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur.
Neg
otia
te w
ith y
our S
uper
visi
ng T
each
er
whe
n th
e fo
llow
ing
will
occ
ur:
Who
le c
lass
le
sson
s /
Shor
t tea
chin
g ep
isod
es
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4G
athe
r stu
dent
dat
a to
bui
ld a
cla
ss
profi
le th
at id
entifi
es s
tude
nt le
arni
ng
need
s an
d st
reng
ths
for w
hole
cla
ss,
smal
l gro
ups
and
indi
vidu
als
Day
s 2
– 5
44
44
44
44
4
Day
s 6
– 10
44
44
44
44
4Bu
ild u
p to
1
per d
ay
• Pl
an a
seq
uenc
e of
less
ons
alig
ned
to
stud
ent d
ata
and
Aust
ralia
n Cu
rric
ulum
• D
evel
op s
umm
ativ
e ta
sk a
nd m
arki
ng
crite
ria fo
r les
son
sequ
ence
• D
iffer
entia
te fo
r stu
dent
s•
Impl
emen
t ass
essm
ent p
ract
ices
and
fe
edba
ck to
stu
dent
s
Day
s 11
– 1
54
44
44
44
44
2 pe
r day
• Te
ach
the
plan
ned
sequ
ence
of l
esso
ns
to w
hole
cla
ss•
Mon
itor s
tude
nt le
arni
ng a
nd m
ake
plan
ning
adj
ustm
ents
Day
s 16
– 2
04
44
44
44
44
Build
up
to
1 fu
ll da
y
Day
s 21
– 2
54
44
44
44
44
2 fu
ll da
ys
• Im
plem
ent s
umm
ativ
e ta
sk•
Mar
k an
d m
oder
ate
task
with
su
perv
isin
g te
ache
r•
Refle
ct a
nd p
rovi
de fe
edba
ck to
st
uden
ts•
Repo
rt o
f stu
dent
lear
ning
EDU
4100
Pro
fess
iona
l Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
76 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
20-d
ay fi
nal I
nter
nshi
p pl
acem
ent 5
0% u
nsup
ervi
sed.
EDC4
000
is a
cap
ston
e co
urse
affo
rdin
g pr
e-se
rvic
e te
ache
rs th
e op
port
unity
to a
uton
omou
sly
conn
ect t
o re
al w
orld
teac
hing
con
text
s an
d de
mon
stra
te th
eir c
apab
ilitie
s as
gra
duat
e te
ache
rs. I
n th
e fin
al
sem
este
r of t
heir
final
yea
r, Pr
epar
ing
for t
he P
rofe
ssio
n tr
ansi
tions
pre
-ser
vice
teac
hers
to b
egin
ning
teac
hers
, as
evid
ence
d by
thei
r cap
abili
ties
mea
sure
d ag
ains
t the
Aus
tral
ian
Prof
essi
onal
Sta
ndar
ds fo
r Te
ache
rs –
Gra
duat
e Ca
reer
Sta
ge.
The
unsu
perv
ised
pla
cem
ent i
s 20
day
s in
dur
atio
n an
d re
quire
s th
e gr
adua
ting
teac
her t
o ta
ke re
spon
sibi
lity
for p
lann
ing
and
teac
hing
50%
of t
he s
uper
visi
ng te
ache
r’s fu
ll-tim
e te
achi
ng lo
ad. T
his
aspe
ct
of th
e pl
acem
ent i
s un
supe
rvis
ed, t
he p
re-s
ervi
ce te
ache
r hav
ing
gain
ed in
tern
ship
aut
horis
atio
n fr
om th
e Q
ueen
slan
d Co
llege
of T
each
ers.
For
the
rem
aind
er o
f the
tim
e, th
e gr
adua
ting
teac
her s
houl
d be
en
gage
d in
teac
hing
and
lear
ning
or o
ther
cla
ss re
late
d ac
tiviti
es u
nder
the
supe
rvis
ion
of th
e su
perv
isin
g te
ache
r. Th
is u
nsup
ervi
sed
plac
emen
t is
an o
ppor
tuni
ty fo
r the
gra
duat
ing
teac
her t
o un
dert
ake
all
the
dutie
s an
d re
spon
sibi
litie
s of
a te
ache
r.
The
50%
uns
uper
vise
d pl
acem
ent c
anno
t be
unde
rtak
en u
nles
s al
l man
dato
ry c
ours
es a
nd a
ssoc
iate
d as
sess
men
t tas
ks in
the
grad
uatin
g te
ache
r’s p
rogr
am h
ave
been
com
plet
ed a
nd m
arke
d.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e th
e op
port
unit
y to
com
plet
e 50
% u
nsup
ervi
sed
as d
eter
min
ed b
y th
e si
te. P
leas
e no
te,
som
e St
ate
Auth
orit
ies
do n
ot a
ppro
ve u
nsup
ervi
sed
plac
emen
ts a
nd a
s su
ch th
e un
supe
rvis
ed c
ompo
nent
is u
p to
the
disc
reti
on o
f the
Sta
te A
utho
rity
, Edu
cati
on S
yste
m a
nd s
choo
l sit
e. L
itera
cy
and
num
erac
y st
anda
rds
as w
ell a
s pr
ofes
sion
al e
thic
s an
d co
nduc
t as
requ
ired
by th
e pr
ofes
sion
are
an
inhe
rent
requ
irem
ent o
f thi
s Pr
ofes
sion
al E
xper
ienc
e pl
acem
ent.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f cou
rse:
•
Plac
emen
t gui
delin
es•
Plac
emen
t rep
ort
• Pr
imar
y Pr
ogra
m P
E Pr
ogre
ssio
n
rout
ines
, tea
chin
g an
d le
arni
ng
prac
tices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t and
fe
edba
ck w
here
ap
plic
able
with
indi
vidu
al
stud
ents
, sm
all
grou
ps a
nd w
hole
cl
ass
mee
tings
pl
aygr
ound
dut
ies,
et
c. a
s re
quire
d by
you
r site
and
su
perv
isin
g te
ache
r
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar
conv
ersa
tions
w
ith y
our s
ite a
nd
Uni
vers
ity L
iais
on
Neg
otia
te w
ith th
e si
te th
e pl
anni
ng
requ
irem
ents
and
ex
pect
atio
ns
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Site
whe
n th
e fo
llow
ing
will
occ
ur.
Stud
ents
will
neg
otia
te th
eir 5
0% u
nsup
ervi
sed
com
pone
nt
that
may
com
pris
e of
a v
arie
ty o
f the
follo
win
g te
achi
ng
oppo
rtun
ities
.
Who
le c
lass
le
sson
s /S
hort
le
arni
ng e
piso
des
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per
your
Sup
ervi
sing
Te
ache
r’s
sche
dule
)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
44
4
Day
s 6
– 10
44
44
44
44
44
4
Day
s 11
– 1
54
44
44
44
44
44
Day
s 16
– 2
04
44
44
44
44
44
EDC4
000
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 77
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
10-d
ay p
lace
men
t.D
evel
opm
enta
l Diff
eren
ces i
n Le
arni
ng in
a P
rimar
y Co
ntex
t will
exp
lore
a ra
nge
of le
arne
r dev
elop
men
tal d
iffer
ence
s (a
typi
cal d
evel
opm
ent)
that
may
or m
ay n
ot b
e as
soci
ated
with
a d
iagn
osed
dis
abili
ty b
ut d
o im
pact
upo
n th
e pr
imar
y sc
hool
lear
ner’s
acc
ess
to a
nd p
artic
ipat
ion
in, t
he c
urric
ulum
. Are
as in
clud
ing
but n
ot li
mite
d to
att
entio
n, m
otor
ski
lls, c
omm
unic
atio
n, s
enso
ry p
roce
ssin
g, a
nd e
xecu
tive
func
tioni
ng,
will
be
defin
ed a
nd th
eir i
mpa
ct o
n le
arni
ng il
lust
rate
d th
roug
h ex
ampl
es fo
und
with
in a
prim
ary
scho
ol e
nviro
nmen
t. Ev
iden
ce-b
ased
teac
hing
str
ateg
ies
spec
ific
to a
prim
ary
scho
ol e
nviro
nmen
t and
rele
vant
to
thes
e de
velo
pmen
tal d
iffer
ence
s w
ill b
e ex
plor
ed a
s w
ell a
s da
ta c
olle
ctio
n m
etho
ds to
iden
tify
thes
e di
vers
e ne
eds,
and
info
rm a
ppro
pria
te e
duca
tiona
l pra
ctic
es. A
dditi
onal
ly, t
he ro
le o
f mot
ivat
ion
and
self-
regu
latio
n in
lear
ning
will
be
cons
ider
ed.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f: •
Plac
emen
t gui
delin
es•
Plac
emen
t rep
ort
• Pr
ogra
m P
E Ta
ble
rout
ines
, tea
chin
g an
d le
arni
ng
prac
tices
, en
viro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
:•
Iden
tify
stud
ent
lear
ning
nee
ds
usin
g pr
ofilin
g da
ta
(diff
eren
tiate
)•
Appl
ying
as
sess
men
t for
and
as
lear
ning
• M
anag
ing
who
le
clas
s be
havi
ours
.
with
indi
vidu
al
stud
ent’s
sm
all
grou
ps a
nd w
hole
cl
ass.
mee
tings
pla
ygro
und
duty
, sch
ool
activ
ities
, bus
dut
y, et
c. a
s re
quire
d by
yo
ur s
uper
visi
ng
teac
her’s
rost
er a
nd
site
requ
irem
ents
on o
bser
vatio
ns,
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar d
iscu
ssio
ns
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
Less
on p
lans
and
as
soci
ated
reso
urce
s m
ust b
e sh
ared
with
yo
ur s
uper
visi
ng
teac
her a
min
of 2
4 ho
urs
in a
dvan
ce o
f th
e te
achi
ng
Shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fee
dbac
k,
less
on p
lans
, re
sour
ces
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Id
entif
y a
case
stu
dy s
tude
nt w
ho e
xper
ienc
es
chal
leng
ing
beha
viou
r and
com
plet
e a
func
tiona
l be
havi
oura
l ass
essm
ent
• Co
nduc
t an
FBA
teac
her i
nter
view
• Co
nduc
t and
reco
rd a
t lea
st 2
ABC
obs
erva
tions
Dur
ing
Day
s 2
– 5
stud
ents
are
to:
• Be
com
e fa
mili
ar w
ith th
e Re
spon
sibl
e Be
havi
our P
lan
• Be
com
e fa
mili
ar w
ith th
e cl
assr
oom
beh
avio
ur
man
agem
ent p
lan
• Fo
cus
on p
lann
ing,
teac
hing
, rei
nfor
cing
and
as
sess
ing
appr
opria
te b
ehav
iour
with
in c
onte
nt
less
ons.
Who
le c
lass
/sm
all g
roup
le
sson
s/sh
ort t
each
ing
epis
odes
Who
le s
essi
ons
(eg.
mid
dle)
Who
le d
ays
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
1 pe
r day
Day
s 6
– 10
44
44
44
44
Build
up
to
1 pe
r day
SPE3
005
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
78 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Thir
d Ye
ar, 1
5-da
y pl
acem
ent.
Spe
cial
Edu
catio
n se
ttin
g or
Spe
cial
Edu
catio
n Pr
ogra
m
in a
Mai
nstr
eam
sch
ool
Chal
leng
ing
Beha
viou
r: A
Func
tiona
l App
roac
h in
Prim
ary
Cont
ext w
ill fo
cus
upon
evi
denc
ed-b
ased
pra
ctic
es to
incr
ease
the
prep
ared
ness
of p
re-s
ervi
ce te
ache
rs to
man
age
chal
leng
ing
lear
ner b
ehav
iour
with
in
the
cont
ext o
f the
prim
ary
year
s of
sch
oolin
g. F
rom
the
theo
retic
al u
nder
pinn
ings
of a
pplie
d be
havi
our a
naly
sis,
pre
-ser
vice
teac
hers
will
be
intr
oduc
ed to
a s
et o
f adv
ance
d st
rate
gies
and
pro
cedu
res
for t
he
man
agem
ent o
f lea
rner
s w
ith a
nd w
ithou
t dis
abili
ties
who
exh
ibit
sign
ifica
nt b
ehav
iour
al, e
mot
iona
l, an
d so
cial
adj
ustm
ent p
robl
ems.
Thi
s co
urse
will
hel
p pr
e-se
rvic
e te
ache
rs to
dev
elop
thei
r kno
wle
dge
and
skill
s of
the
func
tiona
l beh
avio
ur a
sses
smen
t (FB
A) p
roce
ss, a
nd e
ffect
ive
indi
vidu
alis
ed b
ehav
iour
inte
rven
tion
plan
s fo
r stu
dent
s in
the
prim
ary
year
s w
ho d
emon
stra
te c
halle
ngin
g be
havi
our.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se A
sses
smen
t Ta
sks
to b
e co
mpl
eted
dur
ing
plac
emen
t.
to s
ite.
Stud
ents
to b
ring
prin
ted
copi
es o
f cou
rse:
• Pl
acem
ent g
uide
lines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
:•
Diff
eren
tiate
stu
dent
le
arni
ng n
eeds
• Ap
plyi
ng
asse
ssm
ent
prac
tices
to in
form
te
achi
ng a
nd
lear
ning
.•
who
le c
lass
be
havi
ours
.•
feed
back
to
stud
ents
.
with
indi
vidu
al
stud
ents
, sm
all
grou
ps a
nd
who
le c
lass
mee
tings
and
du
ties.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s ro
ster
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
refle
ctio
ns w
ith
your
Sup
ervi
sing
Te
ache
r and
U
nive
rsity
Li
aiso
n
Less
on p
lans
m
ust b
e sh
ared
w
ith y
our
supe
rvis
ing
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
Shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck,
less
on p
lans
, re
sour
ces
and
plan
ning
a s
hort
ser
ies
of le
sson
s (u
nit
of w
ork)
.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pr
ofilin
g a
grou
p of
lear
ners
by
colle
ctin
g fo
rmal
and
info
rmal
dat
a•
Plan
ning
for s
eque
nce
of le
sson
s to
incl
ude
oppo
rtun
ities
for:
-In
quir
y m
odel
s -
Diff
eren
tiatin
g us
ing
UD
L. -
Asse
ssm
ent p
ract
ices
and
feed
back
to
stu
dent
s.
Iden
tify
case
stu
dy s
tude
nt w
ith a
de
velo
pmen
t diff
eren
ceId
entif
y &
des
crib
e th
e de
velo
pmen
tal d
iffer
ence
Colle
ct re
leva
nt d
ata
abou
t the
id
entifi
ed s
tude
nt s
uch
as:
• Cu
rric
ulum
bas
ed a
sses
smen
t•
Stud
ent p
rofil
e•
Anec
dota
l obs
erva
tions
. Con
side
r us
e of
che
cklis
ts in
trod
uced
in
cour
se m
ater
ial
• D
iscu
ssio
n w
ith C
lass
room
te
ache
r and
or o
ther
pr
ofes
sion
als
as is
app
ropr
iate
for
deve
lopm
enta
l diff
eren
ce.
Who
le c
lass
le
sson
sW
hole
se
ssio
ns
(eg.
mid
dle)
Who
le d
ays
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
4Bu
ild u
p to
1
per d
ay
Day
s 6
– 10
44
44
44
44
4Bu
ild u
p to
2
per d
ay
Day
s 11
– 1
54
44
44
44
44
Build
up
to
1 pe
r day
SPE3
006
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
serv
ice
teac
her a
ctiv
ity re
quire
d du
ring
the
Prof
essio
nal E
xper
ienc
e pl
acem
ent s
ched
uled
for t
he y
ear
and
alig
ns th
ese
expe
ctat
ions
with
the
Aust
ralia
n Pr
ofes
sion
al S
tand
ards
for G
radu
ate
Teac
hers
.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 79
80 usq.edu.au
EDC1400 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 51st Year
EDC1400 Thinking and Acting like a Teacher 2
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 81
Planning effectively - preparation for teaching APST D A E
Writes plans for an individual lesson/learning experience that demonstrates an early understanding of how content should be best organised to aid optimal student learning (example whole class learning experience or small group learning experiences).
APST 2.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates awareness of the role of curriculum in lesson planning. APST 2.1
Writes clear learning objectives for each learning experience/ lesson using the Australian Curriculum.
APST 3.1
Trials the use of a small range of teaching strategies that support student learning and skill development (example gradual release of responsibility model).
APST 3.3
Demonstrates an awareness of resources that support student learning (example identifies resources to support learning goals within a lesson plan).
APST 3.4
Trials the use of some verbal and non-verbal communication strategies (example questioning for higher order thinking)
APST 3.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Managing effectively – create safe and supportive learning environments APST D A E
Observes others’ teaching practices and records strategies used to actively engage students in their learning (example identifying various methods of grouping to support learning needs)
APST 4.1
Trials the use of various grouping methods and clear instructions and explanations within short learning experiences/transitions..
APST 4.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
82 usq.edu.au
Assessing and recording learning APST D A E
Demonstrates an awareness of assessment practices to identify learning needs. APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and awareness of duty of care.
APST 7.1
Acts appropriately according to school/system organisational policies and processes. APST 7.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 83
84 usq.edu.au
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 102nd Year
EDP2111 The Roles of the Teacher 1
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
EDP2111 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 85
Planning effectively - preparation for teaching APST D A E
Demonstrates an awareness of students’ needs including the range of ways students learn as evidenced in approaches to lesson planning.
APST 1.1
Demonstrates an awareness of the need to differentiate teaching practice (recording observations) and reflective thinking to meet the different learning needs of all students.
APST 1.5
Organises lesson content and teaching and learning strategies into a logical sequence over a series of maths lessons that demonstrates an understanding of the need for scaffolding learning.
APST 2.2
Uses relevant curriculum documents in designing to develop a sequence of lessons/learning experiences.
APST 2.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates knowledge of the correct maths concepts and content. (as evident in lesson planning)
APST 2.1
Sets learning goals for individuals and classes based on mathematics curriculum documents and an understanding of individual students.
APST 3.1
Plans a lesson sequence that incorporates a range of teaching and learning strategies that develop learners’ understandings and/or skill development, in consultation with the supervising teacher.
APST 3.2
Trials a small range of teaching strategies to promote student learning and demonstrates reflection on how to improve in these.
APST 3.3
Trials the use of some learning resources aimed at engaging students in their maths learning.
APST 3.4
Uses facial expression, gestures, eye contact and physical movement as well as a variety of vocal expressions that engage students in their learning.
APST 3.5
Discusses strategies with the supervising teacher and trials some of these. APST 4.1
Uses clear instructions and explanations within short learning experiences/lessons. APST 4.2
Identifies preventative, supportive and corrective strategies to support a positive learning environment (example use of essential skills for classroom management)
APST 4.3
Plans lessons and learning experiences which include formative assessment strategies in order to identify the learning that has or has not occurred.
APST 5.1
Uses oral communication to provide feedback in time to whole class students feedback to student. (Example, well done, the answer is 4)
APST 5.1
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
86 usq.edu.au
Professional engagement APST D A E
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and awareness of duty of care.
APST 7.1
Acts appropriately according to school/system organisational policies and processes. APST 7.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Managing effectively – create safe and supportive learning environments APST D A E
Identify strategies to support inclusive student participation and engagement in classroom activities.
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 87
Professional conduct APST D A E
Please leave blank if unable to assess in the school context
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
APST 7.3
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
88 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 89
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 102nd Year
EDP2222 The Roles of the Teacher 2
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
EDP2222 Professional Experience Final Report
90 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrates knowledge of the relevance of responding to students’ individual characteristics and developmental stage through the use of modifications in lessons and formative assessments (example use of Universal Design for Learning: UDL principles and learning theories).
APST 1.1
Demonstrates an awareness of differentiated teaching practice (recording observations) and reflective thinking that show a professional and theoretical knowledge of the importance of catering for diverse learners.
APST 1.3
Demonstrates knowledge of appropriate differentiation of content and/or teaching and learning strategies and/or resources that cater for differing ability levels. (Example: differentiated strategies identified in lessons plans for individual students e.g. Student X requires larger print)
APST 1.5
Demonstrates accurate knowledge through an articulation and effective explanation of the lesson content effectively to students and can answer content-related questions from students.
APST 2.1
Organises lesson content and teaching and learning strategies into a logical sequence over a series of lessons that demonstrates an understanding of the need for scaffolding learning.
APST 2.2
Uses relevant curriculum documents in designing to develop a sequence of lessons/learning experiences
APST 2.3
Sets learning goals that cater for individual students of varying abilities and characteristics APST 3.1
Plans a lesson sequence that incorporates a range of teaching and learning strategies that develop learners’ understandings and/or skill development, in consultation with the supervising teacher.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Trials a range of teaching strategies to promote student learning and demonstrates reflection and improvement in these.
APST 3.3
Trials the use of some learning resources, including ICT, aimed at engaging students in their learning.
APST 3.4
Uses facial expression, gestures, eye contact and physical movement as well as a variety of vocal expressions that engage students in their learning.
APST 3.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 91
Managing effectively – create safe and supportive learning environments APST D A E
Discusses strategies with the supervising teacher and trials some of these. APST 4.1
Reinforces established classroom rules, routines and expectations, through the use of clear directions, to effectively manage the learning environment.
APST 4.2
Identifies and uses approaches to support appropriate behaviours. (Example, supportive and corrective strategies)
APST 4.3
Writes observations and reflections that demonstrate theoretical knowledge about school/system, curriculum and legislative requirements related to students’ wellbeing.
APST 4.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Plans lessons and learning experiences which include formative assessment strategies in order to identify the learning that has or has not occurred.
APST 5.1
Uses oral and written communication to provide feedback to students about their learning. APST 5.2
Considers the types of evidence required to effectively evaluate student learning. APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and awareness of duty of care.
APST 7.1
Acts appropriately according to school/system organisational policies and processes. APST 7.1
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
92 usq.edu.au
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 93
94 usq.edu.au
EPP3100 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 153rd Year
EPP3100 Practising as a Professional Teacher 1
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 95
Planning effectively - preparation for teaching APST D A E
Demonstrate knowledge of physical, social and intellectual development and characteristics of students and how these may affect learning (example: discussing student profiles for future learning needs).and characteristics of students and how these may affect learning.
APST 1.1
Demonstrates knowledge of teaching strategies through the Planning for and respecting the diversity of all students in the classroom (example: connecting between aspects of a lesson and individual student profile).
APST 1.3
Demonstrates knowledge of appropriate differentiation of content and/or teaching and learning strategies and/or resources that cater for differing ability levels. (Example: differentiated strategies identified in lessons plans for individual students e.g. Student X requires larger print)
APST 1.5
Demonstrates appropriate knowledge of the central concepts of subject matter through lesson planning, explanation and linking of content and outcomes to syllabus documents
APST 2.1
Shows an ability to link to students’ prior knowledge. Has effective timing and pacing of lessons during delivery and demonstrates an appropriate sequence (example: orientating, enhancing and synthesising phases, introduction, body and closing phases).
APST 2.2
Uses relevant curriculum and assessment documents to develop a sequence of lessons/learning experiences (example use of ACARA English and Formative PM benchmarks to inform guided reading lessons).
APST 2.3
Identifies literacy and numeracy teaching strategies and their application in lesson/unit plans
APST 2.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Identifies ICT teaching strategies to support learning opportunities for students. APST 2.6
Develops a sequence of lessons with explicit, challenging and achievable learning goals. APST 3.1
Plans lesson sequences that incorporate a range of teaching and learning strategies that display content and pedagogical content knowledge and effective sequencing.
APST 3.2
Uses a range of teaching strategies to promote student learning and demonstrates reflection and improvement in these.
APST 3.3
Uses a range of resources and ICTs that target students’ interests and learning needs. APST 3.4
Trials questioning and scanning skills together with an effective use of vocal, facial expression and gestures to support student engagement.
APST 3.5
Evaluates own lessons and teaching sequences to promote student learning. APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
96 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Identifies a range of strategies to promote the participation of all students in a lesson/learning activity.
APST 4.1
Reinforces established classroom rules, routines and expectations, through the use of clear directions and organisation, to effectively manage the learning environment.
APST 4.2
Demonstrates knowledge of essential skills and other practical approaches to support on-task behaviour and prevent and correct off-task behaviours.
APST 4.3
Records student attendance, absence and safety concerns as required. APST 4.4
Understand strategies which promote safe, responsible and ethical use of ICT’s. APST 4.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Uses a variety of assessment strategies within a lesson sequence to collect information on student’s learning progression.
APST 5.1
Uses oral and written communication to provide feedback to students about their learning. APST 5.2
Demonstrate an ability to interpret existing assessment data (student work samples; questioning) to evaluate student learning and discuss implications for modifying teaching practices.
APST 5.4
Discusses student achievement with the supervising teacher and is familiar with the school’s reporting procedures and policies.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 97
Professional conduct APST D A E
Uses feedback from supervising teacher/s and other observers to reflect on learning progression and identify strengths and weaknesses and implement strategies to aid progress.
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Describes and applies school/system organisational processes and polices to own conduct and practice and understands mandatory reporting requirements.
APST 7.2
Demonstrates a willingness to participate with school staff in a range of activities. APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
98 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 99
EPP3200 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 153rd Year
EPP3200 Practising as a Professional Teacher 2
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
100 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning (example: develop a class profile using existing data).
APST 1.1
Demonstrates knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds. (example: differentiation strategies are evident in unit/lesson plans)
APST 1.3
Demonstrates knowledge of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities (example: strategies evident in planning and teaching)
APST 1.5
Demonstrates appropriate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Organise content into an effective learning and teaching sequence. APST 2.2
Use relevant curriculum and assessment documents and knowledge to design sequence of lessons/learning experiences.
APST 2.3
Identifies literacy and numeracy teaching strategies and their application in lesson/unit plans
APST 2.5
Plans ICT teaching strategies to support learning opportunities for students. APST 2.6
Sets learning goals for students of varying abilities and characteristics. APST 3.1
Plans lesson sequences that incorporate a range of teaching and learning strategies that display content and pedagogical content knowledge and effective sequencing.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Lessons consistently use a variety of strategies that are appropriate to the content being taught and/or skills being developed.
APST 3.3
Uses a range of resources and ICTs that target students’ interests and learning needs. APST 3.4
Uses effective questioning, and scanning skills together with a range of vocal, facial expression and gestures to support student engagement.
APST 3.5
Uses student assessment data and reflection on lessons taught to inform future planning. APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 101
Managing effectively – create safe and supportive learning environments APST D A E
Identifies a range of strategies to promote the participation of all students. APST 4.1
Uses clear instructions, established rules, expectations and organised routines to support transitions and activities, including effective time scheduling.
APST 4.2
Demonstrate knowledge of essential skills and other practical approaches to support on-task behaviour and prevent and correct off-task behaviours.
APST 4.3
Implements school-based strategies that demonstrate an understanding of requirements related to students’ wellbeing.
APST 4.4
Understand strategies which promote safe, responsible and ethical use of ICT’s. APST 4.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Uses a planned assessment strategy to collect information on student learning progression. APST 5.1
Use of corrective and affirmative feedback (oral and written) to students about their learning.
APST 5.2
Demonstrates an understanding through observation notes and reflections of how assessment is moderated to ensure consistent and comparable judgements.
APST 5.3
Demonstrates an ability to interpret planned assessment to evaluate student learning and modify teaching practices.
APST 5.4
Discusses student achievement with the supervising teacher and is familiar with the school’s reporting procedures and policies.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
102 usq.edu.au
Professional conduct APST D A E
Uses feedback from supervising teacher/s and other observers to reflect on learning progression and identify strengths and weaknesses and implement strategies to aid progress.
APST 4.4
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Describes and applies school/system organisational processes and polices to own conduct and practice and understands mandatory reporting requirements.
APST 7.2
Demonstrates a willingness to participate with school staff in a range of activities. APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 103
104 usq.edu.au
The externally required Queensland Professional Experience Reporting Framework (QPERF) Report and implementation recommendations are utilised for this final supervised placement. Go to page 151.
EDU4100 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 105
106 usq.edu.au
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 204th Year
EDC4000 Preparing for the Profession
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
EDC4000 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 107
Planning effectively - preparation for teaching APST D A E
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
APST 1.5
Organise content into an effective learning and teaching sequence. APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
APST 2.3
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
APST 2.5
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST 6.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
108 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Identify strategies to support inclusive student participation and engagement in classroom activities.
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour. APST 4.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
APST 5.3
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 109
Professional conduct APST D A E
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
110 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 111
112 usq.edu.au
Professional Experience Secondary
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 113
APS
TES
P120
0ED
S240
1ES
P310
0ES
P220
0ED
U41
00ED
C400
0
10 D
ays
Intr
oduc
es le
sson
pla
nnin
g an
d st
rate
gies
15 d
ays
Juni
or C
urri
culu
m
and
Peda
gogy
Focu
s on
Les
son
sequ
ence
sD
iver
se L
earn
ers
15 d
ayFo
cus
on s
tude
nt’s
hea
lth
and
wel
lbei
ngLe
sson
seq
uenc
es
15 d
aySe
nior
Cur
ricu
lum
an
d pe
dago
gyFo
cus
on a
ligni
ng c
urri
culu
m,
asse
ssm
ent a
nd p
edag
ogy
25 D
ay F
inal
Sup
ervi
sed
Plac
emen
tG
TPA
wit
h Q
PERF
rep
ort
20 D
ay F
inal
pla
cem
ent
All
Stan
dard
s to
be
asse
ssed
dur
ing
supe
rvis
ed
com
pone
nt o
f IN
TERN
SHIP
1.1
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t and
ch
arac
teri
stic
s of
stu
dent
s an
d ho
w th
ese
may
aff
ect
lear
ning
.
Dem
onst
rate
s an
aw
aren
ess
of s
tude
nts’
need
s in
clud
ing
the
rang
e of
way
s st
uden
ts
lear
n as
evi
denc
ed in
ap
proa
ches
to le
sson
pla
nnin
g.
Dem
onst
rate
s an
aw
aren
ess
of s
tude
nts’
need
s in
clud
ing
the
rang
e of
way
s st
uden
ts
lear
n as
evi
denc
ed in
ap
proa
ches
to le
sson
pla
nnin
g.
Dem
onst
rate
s kn
owle
dge
of th
e re
leva
nce
of
resp
ondi
ng to
stu
dent
s’ in
divi
dual
cha
ract
eris
tics
and
deve
lopm
enta
l sta
ge th
roug
h th
e us
e of
mod
ifica
tions
in
less
ons
and
form
ativ
e as
sess
men
ts (e
xam
ple
use
of
Uni
vers
al D
esig
n fo
r Lea
rnin
g:
UD
L pr
inci
ples
and
lear
ning
th
eorie
s).
Dem
onst
rate
s kn
owle
dge
of p
hysi
cal,
soci
al a
nd
inte
llect
ual d
evel
opm
ent a
nd
char
acte
ristic
s of
stu
dent
s an
d ho
w th
ese
may
affe
ct le
arni
ng
(exa
mpl
e: d
iscu
ssin
g st
uden
t pr
ofile
s fo
r fut
ure
lear
ning
ne
eds)
.
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t and
ch
arac
teri
stic
s of
stu
dent
s an
d ho
w th
ese
may
aff
ect
lear
ning
.
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
ph
ysic
al, s
ocia
l and
in
telle
ctua
l dev
elop
men
t and
ch
arac
teri
stic
s of
stu
dent
s an
d ho
w th
ese
may
aff
ect
lear
ning
.
1.2
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
1.3
Dem
onst
rate
kno
wle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
the
lear
ning
str
engt
hs a
nd
need
s of
stu
dent
s fr
om
dive
rse
lingu
isti
c, c
ultu
ral,
relig
ious
and
soc
ioec
onom
ic
back
grou
nds.
Not
ass
esse
dD
emon
stra
tes
an a
war
enes
s of
diff
eren
tiate
d te
achi
ng
prac
tice
(reco
rdin
g ob
serv
atio
ns) a
nd re
flect
ive
thin
king
that
sho
w a
pr
ofes
sion
al a
nd th
eore
tical
kn
owle
dge
of th
e im
port
ance
of
cat
erin
g fo
r div
erse
lear
ners
.
Dem
onst
rate
s an
aw
aren
ess
of d
iffer
entia
ted
teac
hing
pr
actic
e (re
cord
ing
obse
rvat
ions
) and
refle
ctiv
e th
inki
ng th
at s
how
a
prof
essi
onal
and
theo
retic
al
know
ledg
e of
the
impo
rtan
ce
of c
ater
ing
for d
iver
se le
arne
rs.
Dem
onst
ratin
g kn
owle
dge
of
teac
hing
str
ateg
ies
thro
ugh
the
Plan
ning
for a
nd re
spec
ting
the
dive
rsity
of a
ll st
uden
ts
in th
e cl
assr
oom
(exa
mpl
e:
conn
ectin
g be
twee
n as
pect
s of
a
less
on a
nd in
divi
dual
stu
dent
pr
ofile
).
Dem
onst
rate
s kn
owle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
the
lear
ning
str
engt
hs a
nd
need
s of
stu
dent
s fr
om
dive
rse
lingu
isti
c, c
ultu
ral,
relig
ious
and
soc
ioec
onom
ic
back
grou
nds.
Dem
onst
rate
s kn
owle
dge
of te
achi
ng s
trat
egie
s th
at a
re r
espo
nsiv
e to
the
lear
ning
str
engt
hs a
nd
need
s of
stu
dent
s fr
om
dive
rse
lingu
isti
c, c
ultu
ral,
relig
ious
and
soc
ioec
onom
ic
back
grou
nds.
1.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
1.5
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
st
rate
gies
for
diff
eren
tiat
ing
teac
hing
to m
eet t
he s
peci
fic
lear
ning
nee
ds o
f stu
dent
s ac
ross
the
full
rang
e of
ab
iliti
es.
Not
ass
esse
dD
emon
stra
tes
an a
war
enes
s of
the
need
to d
iffer
entia
te
teac
hing
pra
ctic
e (re
cord
ing
obse
rvat
ions
) and
refle
ctiv
e th
inki
ng to
mee
t the
diff
eren
t le
arni
ng n
eeds
of a
ll st
uden
ts.
Dem
onst
rate
s kn
owle
dge
of
appr
opria
te d
iffer
entia
tion
of c
onte
nt a
nd/o
r tea
chin
g an
d le
arni
ng s
trat
egie
s an
d/or
reso
urce
s th
at c
ater
fo
r diff
erin
g ab
ility
leve
ls.
(Exa
mpl
e: d
iffer
entia
ted
stra
tegi
es id
entifi
ed in
less
ons
plan
s fo
r ind
ivid
ual s
tude
nts
e.g.
Stu
dent
X re
quire
s la
rger
pr
int).
Dem
onst
rate
s kn
owle
dge
of
appr
opria
te d
iffer
entia
tion
of c
onte
nt a
nd/o
r tea
chin
g an
d le
arni
ng s
trat
egie
s an
d/or
reso
urce
s th
at c
ater
fo
r diff
erin
g ab
ility
leve
ls.
(Exa
mpl
e: d
iffer
entia
ted
stra
tegi
es id
entifi
ed in
less
ons
plan
s fo
r ind
ivid
ual s
tude
nts
e.g.
Stu
dent
X re
quire
s la
rger
pr
int).
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
st
rate
gies
for
diff
eren
tiat
ing
teac
hing
to m
eet t
he s
peci
fic
lear
ning
nee
ds o
f stu
dent
s ac
ross
the
full
rang
e of
ab
iliti
es.
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
st
rate
gies
for
diff
eren
tiat
ing
teac
hing
to m
eet t
he s
peci
fic
lear
ning
nee
ds o
f stu
dent
s ac
ross
the
full
rang
e of
ab
iliti
es.
1.6
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
Bach
elor
of E
duca
tion
– Se
cond
ary
Prof
essi
onal
Exp
erie
nce
Prog
ram
Pr
ogre
ssio
n
114 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Se
cond
ary
Prof
essi
onal
Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
APS
TES
P120
0ED
S240
1ES
P310
0ES
P220
0ED
U41
00ED
C400
0
2.1
Dem
onst
rate
kno
wle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent a
nd
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
s aw
aren
ess
of
the
role
of c
urric
ulum
in le
sson
pl
anni
ng.
Dem
onst
rate
s kn
owle
dge
of th
e co
rrec
t cur
ricul
um
conc
epts
and
con
tent
(as
evid
ent i
n le
sson
pla
nnin
g).
Dem
onst
rate
s ac
cura
te
know
ledg
e th
roug
h an
ar
ticul
atio
n an
d eff
ectiv
e ex
plan
atio
n of
the
less
on
cont
ent e
ffect
ivel
y to
stu
dent
s an
d ca
n an
swer
con
tent
-re
late
d qu
estio
ns fr
om
stud
ents
.
Dem
onst
rate
s ap
prop
riat
e kn
owle
dge
of th
e ce
ntra
l co
ncep
ts o
f sub
ject
mat
ter
thro
ugh
less
on p
lann
ing,
ex
plan
atio
n an
d lin
king
of
cont
ent a
nd o
utco
mes
to
sylla
bus
docu
men
ts.
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent a
nd
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
Dem
onst
rate
s kn
owle
dge
and
unde
rsta
ndin
g of
the
conc
epts
, sub
stan
ce a
nd
stru
ctur
e of
the
cont
ent a
nd
teac
hing
str
ateg
ies
of th
e te
achi
ng a
rea.
2.2
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
Writ
es p
lans
for a
n in
divi
dual
le
sson
/lear
ning
exp
erie
nce
that
dem
onst
rate
s an
ear
ly
unde
rsta
ndin
g of
how
con
tent
sh
ould
be
best
org
anis
ed to
ai
d op
timal
stu
dent
lear
ning
(e
xam
ple
who
le c
lass
lear
ning
ex
perie
nce
or s
mal
l gro
up
lear
ning
exp
erie
nces
).
Org
anis
es le
sson
con
tent
an
d te
achi
ng a
nd le
arni
ng
stra
tegi
es in
to a
logi
cal
sequ
ence
ove
r a s
erie
s of
le
sson
s th
at d
emon
stra
tes
an
unde
rsta
ndin
g of
the
need
for
scaff
oldi
ng le
arni
ng.
Org
anis
es le
sson
con
tent
an
d te
achi
ng a
nd le
arni
ng
stra
tegi
es in
to a
logi
cal
sequ
ence
ove
r a s
erie
s of
le
sson
s th
at d
emon
stra
tes
an
unde
rsta
ndin
g of
the
need
for
scaff
oldi
ng le
arni
ng.
Show
s an
abi
lity
to li
nk to
st
uden
ts’ p
rior k
now
ledg
e. H
as
effec
tive
timin
g an
d pa
cing
of
less
ons
durin
g de
liver
y an
d de
mon
stra
tes
an a
ppro
pria
te
sequ
ence
(exa
mpl
e:
orie
ntat
ing,
enh
anci
ng
and
synt
hesi
sing
pha
ses,
in
trod
uctio
n, b
ody
and
clos
ing
phas
es).
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
Org
anis
e co
nten
t int
o an
eff
ecti
ve le
arni
ng a
nd
teac
hing
seq
uenc
e.
2.3
Use
cur
ricu
lum
, as
sess
men
t and
rep
orti
ng
know
ledg
e to
des
ign
lear
ning
se
quen
ces
and
less
on p
lans
.
Not
ass
esse
dU
ses
rele
vant
juni
or
seco
ndar
y cu
rric
ulum
do
cum
ents
in d
esig
ning
to
deve
lop
a se
quen
ce o
f les
sons
/le
arni
ng e
xper
ienc
es.
Use
s re
leva
nt c
urri
culu
m
docu
men
ts in
des
igni
ng to
de
velo
p a
sequ
ence
of l
esso
ns/
lear
ning
exp
erie
nces
.
Use
s re
leva
nt c
urri
culu
m a
nd
asse
ssm
ent d
ocum
ents
to
deve
lop
a se
quen
ce o
f les
sons
/le
arni
ng e
xper
ienc
es (e
xam
ple
use
of A
CARA
Eng
lish
and
Form
ativ
e PM
ben
chm
arks
to
info
rm g
uide
d re
adin
g le
sson
s).
Use
cur
ricu
lum
, ass
essm
ent
and
repo
rtin
g kn
owle
dge
to
desi
gn le
arni
ng s
eque
nces
.
Use
cur
ricu
lum
, ass
essm
ent
and
repo
rtin
g kn
owle
dge
to
desi
gn le
arni
ng s
eque
nces
an
d le
sson
pla
ns.
2.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
2.5
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in te
achi
ng a
reas
.
Not
ass
esse
dN
ot a
sses
sed
Iden
tifie
s lit
erac
y an
d nu
mer
acy
teac
hing
str
ateg
ies
and
thei
r app
licat
ion
in le
sson
/un
it pl
ans
Iden
tifie
s an
d un
ders
tand
s lit
erac
y an
d nu
mer
acy
teac
hing
st
rate
gies
and
thei
r app
licat
ion
in le
sson
/uni
t pla
ns
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in te
achi
ng a
reas
.
Know
and
und
erst
and
liter
acy
and
num
erac
y te
achi
ng s
trat
egie
s an
d th
eir
appl
icat
ion
in te
achi
ng a
reas
.
2.6
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
ex
pand
cur
ricu
lum
lear
ning
op
port
unit
ies
for
stud
ents
.
Not
ass
esse
dId
enti
fies
(thro
ugh
obse
rvat
ions
) IC
T te
achi
ng
stra
tegi
es to
sup
port
lear
ning
op
port
uniti
es fo
r stu
dent
s.
Iden
tifie
s IC
T te
achi
ng
stra
tegi
es to
sup
port
lear
ning
op
port
uniti
es fo
r stu
dent
s.
Iden
tifie
s IC
T te
achi
ng
stra
tegi
es to
sup
port
lear
ning
op
port
uniti
es fo
r stu
dent
s.
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
ex
pand
cur
ricu
lum
lear
ning
op
port
unit
ies
for
stud
ents
.
Impl
emen
t tea
chin
g st
rate
gies
for
usin
g IC
T to
ex
pand
cur
ricu
lum
lear
ning
op
port
unit
ies
for
stud
ents
.
3.1
Set l
earn
ing
goal
s th
at p
rovi
de a
chie
vabl
e ch
alle
nges
for
stud
ents
of
var
ying
abi
litie
s an
d ch
arac
teri
stic
s.
Wri
tes
clea
r lea
rnin
g ob
ject
ives
for e
ach
lear
ning
ex
perie
nce/
less
on u
sing
the
Aust
ralia
n Cu
rric
ulum
.
Sets
lear
ning
goa
ls fo
r in
divi
dual
s an
d cl
asse
s ba
sed
on c
urric
ulum
doc
umen
ts a
nd
an u
nder
stan
ding
of i
ndiv
idua
l st
uden
ts.
Sets
lear
ning
goa
ls th
at
cate
r for
indi
vidu
al s
tude
nts
of v
aryi
ng a
bilit
ies
and
char
acte
ristic
s.
Dev
elop
s a
sequ
ence
of
less
ons
with
exp
licit
, ch
alle
ngin
g an
d ac
hiev
able
le
arni
ng g
oals
.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
Sets
lear
ning
goa
ls th
at
prov
ide
achi
evab
le
chal
leng
es fo
r st
uden
ts
of v
aryi
ng a
bilit
ies
and
char
acte
rist
ics.
3.2
Plan
less
on s
eque
nces
us
ing
know
ledg
e of
stu
dent
le
arni
ng, c
onte
nt a
nd
effec
tive
teac
hing
str
ateg
ies.
Not
ass
esse
dPl
ans
a le
sson
seq
uenc
e th
at in
corp
orat
es a
rang
e of
teac
hing
and
lear
ning
st
rate
gies
that
dev
elop
le
arne
rs’ u
nder
stan
ding
s an
d/or
ski
ll de
velo
pmen
t, in
con
sulta
tion
with
the
supe
rvis
ing
teac
her.
Plan
s a
less
on s
eque
nce
that
inco
rpor
ates
a ra
nge
of te
achi
ng a
nd le
arni
ng
stra
tegi
es th
at d
evel
op
lear
ners
’ und
erst
andi
ngs
and/
or s
kill
deve
lopm
ent,
in c
onsu
ltatio
n w
ith th
e su
perv
isin
g te
ache
r.
Plan
s le
sson
seq
uenc
es th
at
inco
rpor
ate
a ra
nge
of te
achi
ng
and
lear
ning
str
ateg
ies
that
dis
play
con
tent
and
pe
dago
gica
l con
tent
kno
wle
dge
and
effec
tive
sequ
enci
ng.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of s
tude
nt
lear
ning
, con
tent
and
eff
ecti
ve te
achi
ng s
trat
egie
s.
Plan
s le
sson
seq
uenc
es
usin
g kn
owle
dge
of s
tude
nt
lear
ning
, con
tent
and
eff
ecti
ve te
achi
ng s
trat
egie
s.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 115
APS
TES
P120
0ED
S240
1ES
P310
0ES
P220
0ED
U41
00ED
C400
0
3.3
Incl
ude
a ra
nge
of
teac
hing
str
ateg
ies.
Tria
ls th
e us
e of
a s
mal
l ra
nge
of te
achi
ng s
trat
egie
s th
at s
uppo
rt s
tude
nt le
arni
ng
and
skill
dev
elop
men
t (e
xam
ple
grad
ual r
elea
se o
f re
spon
sibi
lity
mod
el).
Tria
ls a
sm
all r
ange
of
teac
hing
str
ateg
ies
to
prom
ote
stud
ent l
earn
ing
and
dem
onst
rate
s re
flect
ion
on
how
to im
prov
e in
thes
e.
Tria
ls a
ran
ge o
f tea
chin
g st
rate
gies
to p
rom
ote
stud
ent
lear
ning
and
Dem
onst
rate
s re
flect
ion
and
impr
ovem
ent
in th
ese.
Use
s a
rang
e of
teac
hing
st
rate
gies
to p
rom
ote
stud
ent
lear
ning
and
Dem
onst
rate
s re
flect
ion
and
impr
ovem
ent
in th
ese.
Incl
ude
a ra
nge
of te
achi
ng
stra
tegi
es.
Incl
ude
a ra
nge
of te
achi
ng
stra
tegi
es.
3.4
Dem
onst
rate
kno
wle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at e
ngag
e st
uden
ts in
thei
r le
arni
ng.
Not
ass
esse
dTr
ials
the
use
of s
ome
lear
ning
res
ourc
es a
imed
at
eng
agin
g st
uden
ts in
thei
r le
arni
ng.
Tria
ls th
e us
e of
som
e le
arni
ng r
esou
rces
, inc
ludi
ng
ICT,
aim
ed a
t eng
agin
g st
uden
ts in
thei
r lea
rnin
g.
Use
s a
rang
e of
res
ourc
es
and
ICTs
that
targ
et s
tude
nts’
inte
rest
s an
d le
arni
ng n
eeds
.
Dem
onst
rate
s kn
owle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at e
ngag
e st
uden
ts in
thei
r le
arni
ng.
Dem
onst
rate
s kn
owle
dge
of a
ran
ge o
f res
ourc
es,
incl
udin
g IC
T, th
at e
ngag
e st
uden
ts in
thei
r le
arni
ng.
3.5
Dem
onst
rate
a r
ange
of
ver
bal a
nd n
on-v
erba
l co
mm
unic
atio
n st
rate
gies
to
sup
port
stu
dent
en
gage
men
t.
Tria
ls th
e us
e of
som
e ve
rbal
an
d no
n-ve
rbal
com
mun
icat
ion
stra
tegi
es (e
xam
ple
ques
tioni
ng fo
r hig
her o
rder
th
inki
ng).
Use
s fa
cial
exp
ress
ion,
ge
stur
es, e
ye c
onta
ct a
nd
phys
ical
mov
emen
t as
wel
l as
a va
riety
of v
ocal
exp
ress
ions
th
at e
ngag
e st
uden
ts in
thei
r le
arni
ng.
Use
s fa
cial
exp
ress
ion,
ge
stur
es, e
ye c
onta
ct a
nd
phys
ical
mov
emen
t as
wel
l as
a va
riety
of v
ocal
exp
ress
ions
th
at e
ngag
e st
uden
ts in
thei
r le
arni
ng.
Tria
ls q
uest
ioni
ng a
nd
scan
ning
ski
lls to
geth
er w
ith
an e
ffect
ive
use
of v
ocal
, fac
ial
expr
essi
on a
nd g
estu
res
to
supp
ort s
tude
nt e
ngag
emen
t.
Dem
onst
rate
s a
rang
e of
ver
bal a
nd n
on-v
erba
l co
mm
unic
atio
n st
rate
gies
to
sup
port
stu
dent
en
gage
men
t.
Dem
onst
rate
s a
rang
e of
ver
bal a
nd n
on-v
erba
l co
mm
unic
atio
n st
rate
gies
to
sup
port
stu
dent
en
gage
men
t.
3.6
Dem
onst
rate
bro
ad
know
ledg
e of
str
ateg
ies
th
at c
an b
e us
ed to
eva
luat
e te
achi
ng p
rogr
ams
that
can
be
use
d to
impr
ove
stud
ent
lear
ning
.
Not
ass
esse
dN
ot a
sses
sed
Eval
uate
s ow
n le
sson
s an
d te
achi
ng s
eque
nces
to p
rom
ote
stud
ent l
earn
ing.
Eval
uate
s ow
n le
sson
s an
d te
achi
ng s
eque
nces
to p
rom
ote
stud
ent l
earn
ing.
Dem
onst
rate
s br
oad
know
ledg
e of
str
ateg
ies
that
can
be
used
to e
valu
ate
teac
hing
pro
gram
s th
at c
an
be u
sed
to im
prov
e st
uden
t le
arni
ng.
Dem
onst
rate
s br
oad
know
ledg
e of
str
ateg
ies
that
can
be
used
to e
valu
ate
teac
hing
pro
gram
s th
at c
an
be u
sed
to im
prov
e st
uden
t le
arni
ng.
3.7
Plan
for
appr
opri
ate
and
cont
extu
ally
rel
evan
t op
port
unit
ies
for
pare
nts/
care
rs to
be
invo
lved
in th
eir
child
ren’
s le
arni
ng.
In n
egot
iatio
n w
ith th
e Su
perv
isin
g Te
ache
r.
4.1
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
and
en
gage
men
t in
clas
sroo
m
acti
viti
es.
Obs
erve
s ot
hers
’ tea
chin
g pr
actic
es a
nd r
ecor
ds
stra
tegi
es u
sed
to a
ctiv
ely
enga
ge s
tude
nts
in th
eir
lear
ning
(exa
mpl
e id
entif
ying
va
rious
met
hods
of g
roup
ing
to
supp
ort l
earn
ing
need
s)
Dis
cuss
es s
trat
egie
s w
ith th
e su
perv
isin
g te
ache
r and
tria
ls
som
e of
thes
e.
Dis
cuss
es s
trat
egie
s w
ith th
e su
perv
isin
g te
ache
r and
tria
ls
som
e of
thes
e.
Iden
tifie
s a
rang
e of
str
ateg
ies
to p
rom
ote
the
part
icip
atio
n of
all
stud
ents
in a
less
on/
lear
ning
act
ivity
.
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
and
en
gage
men
t in
clas
sroo
m
acti
viti
es.
Iden
tify
str
ateg
ies
to s
uppo
rt in
clus
ive
stud
ent p
arti
cipa
tion
and
en
gage
men
t in
clas
sroo
m
acti
viti
es.
4.2
Dem
onst
rate
the
capa
city
to
org
anis
e cl
assr
oom
ac
tivi
ties
and
pro
vide
cle
ar
dire
ctio
ns.
Tria
ls th
e us
e of
cle
ar
inst
ruct
ions
and
exp
lana
tions
w
ithin
sho
rt le
arni
ng
expe
rienc
es/t
rans
ition
s.
Use
s cl
ear
inst
ruct
ions
and
ex
plan
atio
ns w
ithin
sho
rt
lear
ning
exp
erie
nces
/less
ons.
Rein
forc
es e
stab
lishe
d cl
assr
oom
rul
es, r
outi
nes
and
expe
ctat
ions
, thr
ough
th
e us
e of
cle
ar d
irect
ions
, to
effec
tivel
y m
anag
e th
e le
arni
ng
envi
ronm
ent.
Rein
forc
es e
stab
lishe
d cl
assr
oom
rul
es, r
outi
nes
and
expe
ctat
ions
, thr
ough
th
e us
e of
cle
ar d
irect
ions
and
or
gani
satio
n, to
effe
ctiv
ely
man
age
the
lear
ning
en
viro
nmen
t.
Dem
onst
rate
s th
e ca
paci
ty
to o
rgan
ise
clas
sroo
m
acti
viti
es a
nd p
rovi
de c
lear
di
rect
ions
.
Dem
onst
rate
s th
e ca
paci
ty
to o
rgan
ise
clas
sroo
m
acti
viti
es a
nd p
rovi
de c
lear
di
rect
ions
.
4.3
Dem
onst
rate
kno
wle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
Not
ass
esse
dId
enti
fies
prev
enta
tive,
su
ppor
tive
and
corr
ectiv
e st
rate
gies
to s
uppo
rt a
pos
itive
le
arni
ng e
nviro
nmen
t (ex
ampl
e us
e of
ess
entia
l ski
lls fo
r cl
assr
oom
man
agem
ent)
Iden
tifie
s an
d us
es
appr
oach
es to
sup
port
ap
prop
riate
beh
avio
urs.
(e
xam
ple,
sup
port
ive
and
corr
ectiv
e st
rate
gies
)
Dem
onst
rate
s kn
owle
dge
of e
ssen
tial s
kills
and
oth
er
prac
tical
app
roac
hes
to
supp
ort o
n-ta
sk b
ehav
iour
and
pr
even
t and
cor
rect
off-
task
be
havi
ours
.
Dem
onst
rate
s kn
owle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
Dem
onst
rate
s kn
owle
dge
of p
ract
ical
app
roac
hes
to m
anag
e ch
alle
ngin
g be
havi
our.
Bach
elor
of E
duca
tion
– Se
cond
ary
Prof
essi
onal
Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
116 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: Pr
ofes
sion
al.E
xper
ienc
e@us
q.ed
u.au
| W
ebsi
te: u
sq.e
du.a
u/cu
rren
t-stu
dent
s/ac
adem
ic/e
duca
tion-
plac
emen
ts
Bach
elor
of E
duca
tion
– Se
cond
ary
Prof
essi
onal
Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
APS
TES
P120
0ED
S240
1ES
P310
0ES
P220
0ED
U41
00ED
C400
0
4.4
Des
crib
e st
rate
gies
that
su
ppor
t stu
dent
s’ w
ellb
eing
an
d sa
fety
wor
king
wit
hin
scho
ol a
nd/ o
r sy
stem
, cu
rric
ulum
and
legi
slat
ive
requ
irem
ents
.
Not
ass
esse
dN
ot a
sses
sed
Wri
tes
obse
rvat
ions
and
re
flect
ions
that
dem
onst
rate
s th
eore
tical
kno
wle
dge
abou
t sc
hool
/sys
tem
, cur
ricul
um a
nd
legi
slat
ive
requ
irem
ents
rela
ted
to s
tude
nts’
wel
lbei
ng.
Reco
rds
stud
ent a
tten
danc
e,
abse
nce
and
safe
ty c
once
rns
as re
quire
d.
Des
crib
e st
rate
gies
that
su
ppor
t stu
dent
s’ w
ellb
eing
an
d sa
fety
wor
king
wit
hin
scho
ol a
nd/ o
r sy
stem
, cu
rric
ulum
and
legi
slat
ive
requ
irem
ents
.
Des
crib
e st
rate
gies
that
su
ppor
t stu
dent
s’ w
ellb
eing
an
d sa
fety
wor
king
wit
hin
scho
ol a
nd/ o
r sy
stem
, cu
rric
ulum
and
legi
slat
ive
requ
irem
ents
.
4.5
Dem
onst
rate
an
unde
rsta
ndin
g of
the
rele
vant
issu
es a
nd th
e st
rate
gies
ava
ilabl
e to
su
ppor
t the
saf
e, r
espo
nsib
le
and
ethi
cal u
se o
f IC
T in
le
arni
ng a
nd te
achi
ng.
Not
ass
esse
d.
Not
ass
esse
dD
iscu
sses
and
iden
tifie
s st
rate
gies
whi
ch p
rom
ote
safe
, re
spon
sibl
e an
d et
hica
l use
of
ICT’
s.
Und
erst
and
stra
tegi
es w
hich
pr
omot
e sa
fe, r
espo
nsib
le a
nd
ethi
cal u
se o
f IC
T’s.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e re
leva
nt is
sues
and
the
stra
tegi
es a
vaila
ble
to
supp
ort t
he s
afe,
res
pons
ible
an
d et
hica
l use
of I
CT
in
lear
ning
and
teac
hing
.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e re
leva
nt is
sues
and
the
stra
tegi
es a
vaila
ble
to
supp
ort t
he s
afe,
res
pons
ible
an
d et
hica
l use
of I
CT
in
lear
ning
and
teac
hing
.
5.1
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent s
trat
egie
s,
incl
udin
g in
form
al a
nd
form
al, d
iagn
osti
c, fo
rmat
ive
and
sum
mat
ive
appr
oach
es
to a
sses
s st
uden
t lea
rnin
g.
Not
ass
esse
dPl
ans
less
ons
and
lear
ning
ex
perie
nces
whi
ch in
clud
e fo
rmat
ive
asse
ssm
ent
stra
tegi
es in
ord
er to
iden
tify
the
lear
ning
that
has
or h
as n
ot
occu
rred
.
Plan
s le
sson
s an
d le
arni
ng
expe
rienc
es w
hich
incl
ude
form
ativ
e as
sess
men
t st
rate
gies
in o
rder
to id
entif
y th
e le
arni
ng th
at h
as o
r has
not
oc
curr
ed.
Plan
s le
sson
s an
d le
sson
ex
perie
nces
whi
ch in
clud
e a
varie
ty o
f ass
essm
ent
appr
oach
ed to
ass
ess
stud
ent
lear
ning
.
Dem
onst
rate
s und
erst
andi
ng
of a
sses
smen
t str
ateg
ies,
in
clud
ing
info
rmal
and
fo
rmal
, dia
gnos
tic,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent l
earn
ing.
Dem
onst
rate
s und
erst
andi
ng
of a
sses
smen
t str
ateg
ies,
in
clud
ing
info
rmal
and
fo
rmal
, dia
gnos
tic,
form
ativ
e an
d su
mm
ativ
e ap
proa
ches
to
ass
ess
stud
ent l
earn
ing.
5.2
Dem
onst
rate
an
unde
rsta
ndin
g of
the
purp
ose
of p
rovi
ding
tim
ely
and
appr
opri
ate
feed
back
to
stu
dent
s ab
out t
heir
le
arni
ng.
Not
ass
esse
dU
ses
oral
com
mun
icat
ion
to
prov
ide
feed
back
in ti
me
to
who
le c
lass
stu
dent
s fe
edba
ck
to s
tude
nt. (
exam
ple,
wel
l don
e,
the
answ
er is
4)
Use
s or
al a
nd w
ritt
en
com
mun
icat
ion
to p
rovi
de
feed
back
to s
tude
nts
abou
t th
eir l
earn
ing.
Use
s or
al a
nd w
ritt
en
com
mun
icat
ion
to p
rovi
de
feed
back
to s
tude
nts
abou
t th
eir l
earn
ing.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e pu
rpos
e of
pro
vidi
ng ti
mel
y an
d ap
prop
riat
e fe
edba
ck
to s
tude
nts
abou
t the
ir
lear
ning
.
Dem
onst
rate
s an
un
ders
tand
ing
of th
e pu
rpos
e of
pro
vidi
ng ti
mel
y an
d ap
prop
riat
e fe
edba
ck
to s
tude
nts
abou
t the
ir
lear
ning
.
5.3
Dem
onst
rate
un
ders
tand
ing
of
asse
ssm
ent m
oder
atio
n an
d it
s ap
plic
atio
n to
sup
port
co
nsis
tent
and
com
para
ble
judg
emen
ts o
f stu
dent
le
arni
ng.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dD
emon
stra
tes
an
unde
rsta
ndin
g th
roug
h ob
serv
atio
n no
tes
and
refle
ctio
ns o
n ho
w a
sses
smen
t is
mod
erat
ed to
ens
ure
cons
iste
nt a
nd c
ompa
rabl
e ju
dgem
ents
.
Dem
onst
rate
s und
erst
andi
ng
of a
sses
smen
t mod
erat
ion
and
its
appl
icat
ion
to s
uppo
rt
cons
iste
nt a
nd c
ompa
rabl
e ju
dgem
ents
of s
tude
nt
lear
ning
.
Dem
onst
rate
s und
erst
andi
ng
of a
sses
smen
t mod
erat
ion
and
its
appl
icat
ion
to s
uppo
rt
cons
iste
nt a
nd c
ompa
rabl
e ju
dgem
ents
of s
tude
nt
lear
ning
.
5.4
Dem
onst
rate
the
capa
city
to in
terp
ret s
tude
nt
asse
ssm
ent d
ata
to e
valu
ate
stud
ent l
earn
ing
and
mod
ify
teac
hing
pra
ctic
e.
Not
ass
esse
dN
ot a
sses
sed
Cons
ider
s th
e ty
pes
of
evid
ence
requ
ired
to e
ffect
ivel
y ev
alua
te s
tude
nt le
arni
ng.
Use
of p
lann
ed q
uest
ions
/ac
tivi
ties
that
allo
w fo
r a c
heck
of
stu
dent
und
erst
andi
ng
in o
rder
to re
spon
d to
thei
r le
arni
ng n
eeds
.
Dem
onst
rate
s th
e ca
paci
ty
to in
terp
ret s
tude
nt
asse
ssm
ent d
ata
to e
valu
ate
stud
ent l
earn
ing
and
mod
ify
teac
hing
pra
ctic
e.
Dem
onst
rate
s th
e ca
paci
ty
to in
terp
ret s
tude
nt
asse
ssm
ent d
ata
to e
valu
ate
stud
ent l
earn
ing
and
mod
ify
teac
hing
pra
ctic
e.
5.5
Dem
onst
rate
un
ders
tand
ing
of a
ran
ge o
f st
rate
gies
for
repo
rtin
g to
st
uden
ts a
nd p
aren
ts/ c
arer
s an
d th
e pu
rpos
e of
kee
ping
ac
cura
te a
nd r
elia
ble
reco
rds
of s
tude
nt a
chie
vem
ent.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dD
iscu
sses
stu
dent
ac
hiev
emen
t with
the
supe
rvis
ing
teac
her a
nd is
fa
mili
ar w
ith th
e sc
hool
’s re
port
ing
proc
edur
es a
nd
polic
ies.
Dem
onst
rate
s un
ders
tand
ing
of a
ran
ge o
f st
rate
gies
for
repo
rtin
g to
st
uden
ts a
nd p
aren
ts/ c
arer
s an
d th
e pu
rpos
e of
kee
ping
ac
cura
te a
nd r
elia
ble
reco
rds
of s
tude
nt a
chie
vem
ent.
Dem
onst
rate
s un
ders
tand
ing
of a
ran
ge o
f st
rate
gies
for
repo
rtin
g to
st
uden
ts a
nd p
aren
ts/ c
arer
s an
d th
e pu
rpos
e of
kee
ping
ac
cura
te a
nd r
elia
ble
reco
rds
of s
tude
nt a
chie
vem
ent.
6.1
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
6.2
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 117
APS
TES
P120
0ED
S240
1ES
P310
0ES
P220
0ED
U41
00ED
C400
0
6.3
Seek
and
app
ly
cons
truc
tive
feed
back
from
su
perv
isor
s an
d te
ache
rs to
im
prov
e te
achi
ng p
ract
ices
.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner.
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd a
cts
upon
it p
rom
ptly
Rece
ives
con
stru
ctiv
e fe
edba
ck in
a p
ositi
ve a
nd
prof
essi
onal
man
ner a
nd a
cts
upon
it p
rom
ptly
.
Use
s fe
edba
ck fr
om
supe
rvis
ing
teac
her/
s an
d ot
her o
bser
vers
to re
flect
on
lear
ning
pro
gres
sion
an
d id
entif
y st
reng
ths
and
wea
knes
ses
and
impl
emen
t st
rate
gies
to a
id p
rogr
ess.
Seek
and
app
ly c
onst
ruct
ive
feed
back
from
sup
ervi
sors
an
d te
ache
rs to
impr
ove
teac
hing
pra
ctic
es.
Seek
and
app
ly c
onst
ruct
ive
feed
back
from
sup
ervi
sors
an
d te
ache
rs to
impr
ove
teac
hing
pra
ctic
es.
6.4
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
7.1
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
des
crib
ed in
co
des
of e
thic
s an
d co
nduc
t fo
r th
e te
achi
ng p
rofe
ssio
n
App
lies
key
prin
cipl
es o
f co
des
of c
ondu
ct a
nd e
thic
s fo
r tea
cher
s th
roug
h a
high
le
vel o
f per
sona
l pre
sent
atio
n,
prof
essi
onal
com
mun
icat
ion
and
cond
uct a
nd a
war
enes
s of
du
ty o
f car
e.
App
lies
key
prin
cipl
es o
f co
des
of c
ondu
ct a
nd e
thic
s fo
r tea
cher
s th
roug
h a
high
le
vel o
f per
sona
l pre
sent
atio
n,
prof
essi
onal
com
mun
icat
ion
and
cond
uct a
nd a
ppro
pria
te
inte
ract
ions
with
stu
dent
s.
App
lies
key
prin
cipl
es o
f co
des
of c
ondu
ct a
nd e
thic
s fo
r tea
cher
s th
roug
h a
high
le
vel o
f per
sona
l pre
sent
atio
n,
prof
essi
onal
com
mun
icat
ion
and
cond
uct a
nd a
ppro
pria
te
inte
ract
ions
with
stu
dent
s.
App
lies
key
prin
cipl
es o
f co
des
of c
ondu
ct a
nd e
thic
s fo
r tea
cher
s th
roug
h a
high
le
vel o
f per
sona
l pre
sent
atio
n,
prof
essi
onal
com
mun
icat
ion
and
cond
uct a
nd a
ppro
pria
te
inte
ract
ions
with
stu
dent
s.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
des
crib
ed in
co
des
of e
thic
s an
d co
nduc
t fo
r th
e te
achi
ng p
rofe
ssio
n.
Und
erst
and
and
appl
y th
e ke
y pr
inci
ples
des
crib
ed in
co
des
of e
thic
s an
d co
nduc
t fo
r th
e te
achi
ng p
rofe
ssio
n.
7.2
Und
erst
and
the
rele
vant
le
gisl
ativ
e, a
dmin
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
for
teac
hers
acc
ordi
ng to
sch
ool
stag
e.
Acts
app
ropr
iate
ly
acco
rdin
g to
sch
ool/s
yste
m
orga
nisa
tiona
l pol
icie
s an
d pr
oces
ses.
Acts
app
ropr
iate
ly
acco
rdin
g to
sch
ool/s
yste
m
orga
nisa
tiona
l pol
icie
s an
d pr
oces
ses.
Des
crib
es h
ow s
choo
l/sys
tem
or
gani
satio
nal p
roce
sses
and
po
lices
app
lies
to o
wn
cond
uct
and
prac
tice.
App
lies
scho
ol/s
yste
m
orga
nisa
tiona
l pro
cess
es a
nd
polic
es to
ow
n co
nduc
t and
pr
actic
e an
d un
ders
tand
s m
anda
tory
repo
rtin
g re
quire
men
ts.
Und
erst
and
the
rele
vant
le
gisl
ativ
e, a
dmin
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
for
teac
hers
acc
ordi
ng to
sch
ool
stag
e.
Und
erst
and
the
rele
vant
le
gisl
ativ
e, a
dmin
istr
ativ
e an
d or
gani
sati
onal
pol
icie
s an
d pr
oces
ses
requ
ired
for
teac
hers
acc
ordi
ng to
sch
ool
stag
e.
7. 3
No
form
al a
sses
smen
t wit
hin
Prof
essi
onal
Exp
erie
nce
Plac
emen
ts –
ass
esse
d in
neg
otia
tion
wit
h su
perv
isin
g te
ache
r w
here
opp
ortu
niti
es e
xist
to d
emon
stra
te th
e st
anda
rd.
7.4
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls a
nd
com
mun
ity
repr
esen
tati
ves
in b
road
enin
g te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Not
ass
esse
dN
ot a
sses
sed
Not
ass
esse
dD
emon
stra
tes
a w
illin
gnes
s to
pa
rtic
ipat
e w
ith s
choo
l sta
ff in
a
rang
e of
act
iviti
es.
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls a
nd
com
mun
ity
repr
esen
tati
ves
in b
road
enin
g te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Und
erst
and
the
role
of
exte
rnal
pro
fess
iona
ls a
nd
com
mun
ity
repr
esen
tati
ves
in b
road
enin
g te
ache
rs’
prof
essi
onal
kno
wle
dge
and
prac
tice
.
Bach
elor
of E
duca
tion
– Se
cond
ary
Prof
essi
onal
Exp
erie
nce
Prog
ram
Pro
gres
sion
con
tinue
d.
118 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 119
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Firs
t Yea
r, 10
-day
pla
cem
ent.
The
Begi
nnin
g Te
ache
r is
the
first
pro
fess
iona
l exp
erie
nce
plac
emen
t und
erta
ken
by p
re-s
ervi
ce te
ache
rs in
the
Bach
elor
of E
duca
tion
(Sec
onda
ry).
The
purp
ose
of th
is p
lace
men
t is
for t
he P
re-s
ervi
ce te
ache
r to
prac
tice
the
skill
s of
less
on p
lann
ing,
impl
emen
ting
teac
hing
str
ateg
ies
to e
ngag
e le
arne
rs, d
emon
stra
te e
xem
plar
y pr
ofes
sion
al c
ondu
ct a
nd p
ract
ice
thei
r del
iver
y te
chni
ques
.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
: •
Plan
a s
eque
nce
of
less
ons
• Ap
plyi
ng a
sses
smen
t fo
r and
as
lear
ning
• G
oal s
ettin
g•
Man
agin
g w
hole
cla
ss
activ
ities
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
mee
tings
and
du
ties
etc.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s
rost
er
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r ind
ivid
ual l
esso
ns/le
arni
ng e
piso
des
• Te
achi
ng le
sson
s/le
arni
ng e
piso
des
Who
le c
lass
le
sson
s /
shor
t tea
chin
g ep
isod
es
Who
le
sess
ions
(eg.
m
orni
ng,
mid
dle
or
afte
rnoo
n)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4•
Take
obs
erva
tions
and
eng
age
in d
iscu
ssio
ns w
ith s
uper
visi
ng
teac
her a
bout
teac
hing
pra
ctic
es
acro
ss th
e sc
hool
con
text
s.•
Wor
k w
ith s
mal
l gro
ups.
Day
s 2
– 5
44
44
44
44
2 w
hole
cla
ss
less
ons
Day
s 6
– 10
44
44
44
44
A se
quen
ce o
f 3
shor
t tea
chin
g ep
isod
es
ESP1
200
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
120 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
15-d
ay p
lace
men
t.Ju
nior
Sec
onda
ry C
urric
ulum
and
Ped
agog
y is
the
seco
nd p
rofe
ssio
nal e
xper
ienc
e pl
acem
ent u
nder
take
n by
pre
-ser
vice
teac
hers
in th
e Ba
chel
or o
f Edu
catio
n (S
econ
dary
). Th
is c
ours
e fu
rthe
r bui
lds
on
unde
rsta
ndin
gs o
f the
pro
fess
iona
l pra
ctic
e of
teac
hing
. Thi
s co
urse
is re
quire
d un
der t
he P
rofe
ssio
nal S
tand
ards
for T
each
ers
in re
latio
n to
pla
nnin
g un
its (s
erie
s of
less
ons)
and
ther
efor
e or
gani
sing
and
se
quen
cing
sub
ject
con
tent
for e
ffect
ive
lear
ning
exp
erie
nces
. A k
ey c
onsi
dera
tion
is th
at c
urric
ulum
and
ped
agog
y sh
ould
be
desi
gned
to b
e de
velo
pmen
tally
resp
onsi
ve a
nd m
eet t
he d
iver
se n
eeds
of j
unio
r se
cond
ary
lear
ners
.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
: •
Plan
a s
eque
nce
of
less
ons
• Ap
plyi
ng a
sses
smen
t fo
r and
as
lear
ning
• G
oal s
ettin
g•
Man
agin
g w
hole
cla
ss
activ
ities
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
mee
tings
and
du
ties
etc.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s
rost
er
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r ind
ivid
ual l
esso
ns/le
arni
ng e
piso
des
• Te
achi
ng le
sson
s/le
arni
ng e
piso
des
Who
le c
lass
/sm
all g
roup
le
sson
s/sh
ort t
each
ing
epis
odes
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4•
Take
obs
erva
tions
and
eng
age
in d
iscu
ssio
ns w
ith s
uper
visi
ng
teac
her a
bout
teac
hing
pra
ctic
es
acro
ss th
e sc
hool
con
text
s.
• W
ork
with
sm
all g
roup
s.•
Plan
seq
uenc
es
of 3
sho
rt le
sson
s to
be
plan
ned
and
taug
ht, b
uild
ing
to te
achi
ng
sequ
ence
s of
less
ons
with
in
3 cl
asse
s.
Day
s 2
– 5
44
44
44
44
With
in
1 cl
ass
Day
s 6
– 10
44
44
44
44
With
in
2 cl
asse
s
Day
s 11
– 1
54
44
44
44
4W
ithin
3
clas
ses
EDS2
401
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 121
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
15-d
ay p
lace
men
t.So
cial
and
Em
otio
nal W
ellb
eing
in S
econ
dary
Sch
ool c
onte
xt is
the
four
th p
rofe
ssio
nal e
xper
ienc
e pl
acem
ent u
nder
take
n by
pre
-ser
vice
teac
hers
in th
e Ba
chel
or o
f Edu
catio
n (S
econ
dary
). Th
is c
ours
e is
des
igne
d to
pre
pare
pre
-ser
vice
teac
hers
for t
each
ing
posi
tions
in s
econ
dary
sch
ools
by
help
ing
them
to d
evel
op a
n aw
aren
ess
of th
e na
ture
of r
isk
and
the
prot
ectiv
e fa
ctor
s th
at im
pact
on
stud
ents
’ soc
ial a
nd
emot
iona
l wel
lbei
ng a
nd m
enta
l hea
lth.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t an
d fe
edba
ck. T
his
may
in
clud
e di
scus
sing
how
to:
• Pl
an a
seq
uenc
e of
le
sson
s•
Appl
ying
ass
essm
ent f
or
and
as le
arni
ng•
Dev
elop
ing
less
on
obje
ctiv
es•
Man
agin
g w
hole
cla
ss
activ
ities
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
mee
tings
and
du
ties
etc.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s
rost
er
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r ind
ivid
ual l
esso
ns/le
arni
ng e
piso
des
• Te
achi
ng le
sson
s/le
arni
ng e
piso
des
A se
quen
ce o
f 3
less
ons
– 30
min
te
achi
ng e
piso
de
Who
le
sess
ions
(eg.
m
orni
ng,
mid
dle
or
afte
rnoo
n)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4•
Take
obs
erva
tions
and
eng
age
in d
iscu
ssio
ns w
ith s
uper
visi
ng
teac
her a
bout
teac
hing
pr
actic
es a
cros
s th
e sc
hool
co
ntex
ts•
Wor
k w
ith s
mal
l gro
ups
• Pl
an s
eque
nces
of 3
sho
rt
less
ons
to b
e pl
anne
d an
d ta
ught
, bui
ldin
g to
teac
hing
se
quen
ces
of le
sson
s w
ithin
3
clas
ses
Day
s 2
– 5
44
44
44
44
With
in
1 cl
ass
Day
s 6
– 10
44
44
44
44
With
in
2 cl
asse
s
Day
s 11
– 1
54
44
44
44
4W
ithin
3
clas
ses
ESP3
100
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
122 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Seco
nd Y
ear,
15-d
ay p
lace
men
t.Se
nior
Sec
onda
ry C
urric
ulum
and
Ped
agog
y is
the
third
pro
fess
iona
l exp
erie
nce
plac
emen
t und
erta
ken
by p
re-s
ervi
ce te
ache
rs in
the
Bach
elor
of E
duca
tion
(Sec
onda
ry).
This
cou
rse
ackn
owle
dges
the
seni
or
phas
e of
lear
ning
as
a si
gnifi
cant
junc
ture
in th
e sc
hool
ing
of s
tude
nts.
Thr
ough
pro
vidi
ng le
arni
ng a
bout
the
dist
inct
nee
ds o
f lea
rner
s in
the
seni
or y
ears
, it b
uild
s th
e ca
paci
ty fo
r pre
-ser
vice
teac
hers
to
unde
rsta
nd a
nd a
dopt
str
ateg
ies
that
will
str
engt
hen
year
11
and
12 s
tude
nt p
artic
ipat
ion,
eng
agem
ent a
nd a
ttai
nmen
t. It
is im
port
ant t
o no
te th
at th
e pl
acem
ent s
houl
d fo
cus
on te
achi
ng in
yea
rs 1
1 an
d 12
, al
thou
gh o
bser
vatio
ns a
nd te
achi
ng c
an o
ccur
in ju
nior
sec
onda
ry c
lass
es a
s w
ell a
s se
nior
cla
sses
.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
Ass
ocia
ted
Cour
se
Ass
essm
ent T
asks
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prog
ram
PE
Tabl
e
rout
ines
, tea
chin
g an
d le
arni
ng p
ract
ices
, le
arni
ng e
nviro
nmen
t, as
sess
men
t and
fe
edba
ck. T
his
may
in
clud
e di
scus
sing
ho
w to
: •
Plan
a s
eque
nce
of
less
ons
in s
enio
r cl
asse
s•
Appl
ying
ass
essm
ent
for a
nd a
s le
arni
ng•
Man
agin
g w
hole
cla
ss
activ
ities
with
indi
vidu
al
stud
ent’s
sm
all g
roup
s an
d w
hole
cl
ass
mee
tings
and
du
ties
etc.
as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r’s
rost
er
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
disc
ussi
ons
and
prof
essi
onal
le
arni
ng
conv
ersa
tions
with
yo
ur S
uper
visi
ng
Teac
her a
nd
Uni
vers
ity L
iais
on
less
on p
lans
an
d as
soci
ated
re
sour
ces
mus
t be
sha
red
with
yo
ur s
uper
visi
ng
teac
her a
min
of
24 h
ours
bef
ore
teac
hing
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
whe
n th
e fo
llow
ing
will
occ
ur:
• Pl
anni
ng fo
r ind
ivid
ual l
esso
ns/le
arni
ng e
piso
des
• Te
achi
ng le
sson
s/le
arni
ng e
piso
des
• Pl
ease
not
e co
urse
as
sess
men
ts s
uppo
rt
know
ledg
e fo
r th
e pl
acem
ent.
A se
quen
ce o
f 3
less
ons
(m
in 3
0 m
ins
in
leng
th)
Who
le
sess
ions
(eg.
m
orni
ng,
mid
dle
or
afte
rnoo
n)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4•
Take
obs
erva
tions
and
eng
age
in d
iscu
ssio
ns w
ith s
uper
visi
ng
teac
her a
bout
teac
hing
pra
ctic
es
acro
ss th
e sc
hool
con
text
s•
Wor
k w
ith s
mal
l gro
ups
• Pl
an s
eque
nces
of 3
sho
rt
less
ons
to b
e pl
anne
d an
d ta
ught
, bui
ldin
g to
teac
hing
se
quen
ces
of le
sson
s w
ithin
3
clas
ses
Day
s 2
– 5
44
44
44
44
With
in
1 cl
ass
Day
s 6
– 10
44
44
44
44
With
in
2 cl
asse
s
Day
s 11
– 1
54
44
44
44
4W
ithin
3
clas
ses
ESP2
200
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 123
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
25-d
ay fi
nal s
uper
vise
d pl
acem
ent.
Dur
ing
this
fina
l sup
ervi
sed
Prof
essi
onal
Exp
erie
nce
plac
emen
t, st
uden
ts w
ill b
e co
mpl
etin
g cr
itica
l wor
k fo
r the
Gra
duat
e Te
ache
r Per
form
ance
Ass
essm
ent (
GTP
A). T
he G
TPA
is a
cul
min
atin
g su
mm
ativ
e ta
sk
unde
rtak
en b
y in
itial
teac
her e
duca
tion
stud
ents
that
requ
ires
them
to p
lan
and
impl
emen
t a d
ata
driv
en c
ycle
of i
nstr
uctio
n an
d ev
iden
ce th
eir p
ract
ice
agai
nst t
he A
ustr
alia
n Pe
rfor
man
ce S
tand
ards
for
Teac
hers
(APS
Ts).
Plea
se n
ote
that
stu
dent
s’ sa
tisfa
ctor
y co
mpl
etio
n of
the
GTP
A is
a re
quire
men
t for
gra
duat
ion
from
the
BED
U p
rogr
am a
nd th
eref
ore
the
wor
k th
ey c
ompl
ete
on th
is p
lace
men
t is
sign
ifica
nt
for t
hem
. Fur
ther
info
rmat
ion
abou
t the
GTP
A ca
n be
foun
d at
ww
w.g
radu
atet
pa.c
om a
nd U
SQ’s
Reso
urce
s fo
r Sch
ools
at w
ww
.usq
.edu
.au/
curr
ent-
stud
ents
/aca
dem
ic/e
duca
tion
-pla
cem
ents
/re
sour
ces-
for-
scho
ols.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e da
ily e
xper
ienc
e in
the
follo
win
g ar
eas
(unl
ess
othe
rwis
e st
ated
). Li
tera
cy a
nd n
umer
acy
stan
dard
s as
wel
l as
prof
essi
onal
eth
ics
and
cond
uct a
s re
quire
d by
the
prof
essi
on a
re a
n in
here
nt re
quire
men
t of t
his
Prof
essi
onal
Exp
erie
nce
plac
emen
t.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
GTP
A as
soci
ated
tas
ks
to s
ite,
envi
ronm
ent,
indi
vidu
al c
lass
(es)
. St
uden
ts to
brin
g pr
inte
d co
pies
of
• Pl
acem
ent
guid
elin
es•
Plac
emen
t rep
ort
• Pr
ogra
m P
E Ta
ble
rout
ines
, te
achi
ng
and
lear
ning
pr
actic
es,
lear
ning
en
viro
nmen
t, as
sess
men
t and
fe
edba
ck
with
indi
vidu
al
stud
ents
, sm
all
grou
ps a
nd
who
le c
lass
mee
tings
pl
aygr
ound
du
ties,
etc
. as
requ
ired
by
your
site
and
su
perv
isin
g te
ache
r
on y
our
plan
ning
and
te
achi
ng a
nd
asse
ssin
g
and
enga
ging
in
regu
lar
conv
ersa
tions
w
ith y
our
Supe
rvis
ing
Teac
her a
nd
Uni
vers
ity
Liai
son
less
on p
lans
m
ust b
e sh
ared
w
ith y
our
supe
rvis
ing
teac
her a
min
. of
24
hour
s be
fore
teac
hing
shou
ld c
onta
in
obse
rvat
ions
, re
flect
ions
, fe
edba
ck, l
esso
n pl
ans,
reso
urce
s
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Sup
ervi
sing
Tea
cher
w
hen
the
follo
win
g w
ill o
ccur
.
Neg
otia
te w
ith y
our S
uper
visi
ng T
each
er w
hen
the
follo
win
g w
ill o
ccur
:
Sequ
ence
of
4 le
sson
s W
hole
se
ssio
ns
e.g.
mid
dle
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4G
athe
r stu
dent
dat
a to
bui
ld a
cla
ss p
rofil
e th
at id
entifi
es
stud
ent l
earn
ing
need
s an
d st
reng
ths
for w
hole
cla
ss,
smal
l gro
ups
and
indi
vidu
als.
Day
2 –
54
44
44
44
4W
ithin
1
clas
s
Day
6 –
104
44
44
44
4W
ithin
2
clas
ses
• Pl
an a
seq
uenc
e of
less
ons
alig
ned
to s
tude
nt d
ata
and
Aust
ralia
n Cu
rric
ulum
.•
Dev
elop
sum
mat
ive
task
and
mar
king
cri
teria
for l
esso
n se
quen
ce.
• D
iffer
entia
te fo
r stu
dent
s•
Impl
emen
t ass
essm
ent p
ract
ices
and
feed
back
to
stud
ents
.
Day
11
– 15
44
44
44
44
With
in
3 cl
asse
s•
Teac
h th
e pl
anne
d se
quen
ce o
f les
sons
to w
hole
cla
ss.
• M
onito
r stu
dent
lear
ning
and
mak
e pl
anni
ng
adju
stm
ents
.D
ay 1
6 – 2
04
44
44
44
44
Build
up
to 1
fu
ll da
y
Day
21
– 25
44
44
44
44
4Bu
ild u
p to
2
full
days
• Im
plem
ent s
umm
ativ
e ta
sk•
Mar
k an
d m
oder
ate
task
with
sup
ervi
sing
teac
her
• Re
flect
and
pro
vide
feed
back
to s
tude
nts.
• Re
port
of s
tude
nt le
arni
ng
EDU
4100
Pro
fess
iona
l Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
124 usq.edu.au
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
USQ
Edu
cati
on P
lace
men
t Offi
ce |
Pho
ne: 0
7 46
31 2
359
| E
mai
l: BE
LA.P
lace
men
ts@
usq.
edu.
au |
Web
site
: usq
.edu
.au/
curr
ent-s
tude
nts/
acad
emic
/edu
catio
n-pl
acem
ents
Prof
essi
onal
Exp
erie
nce
cont
ext:
Four
th Y
ear,
20-d
ay fi
nal I
nter
nshi
p pl
acem
ent 5
0% u
nsup
ervi
sed.
EDC4
000
is a
cap
ston
e co
urse
affo
rdin
g pr
e-se
rvic
e te
ache
rs th
e op
port
unity
to a
uton
omou
sly
conn
ect t
o re
al w
orld
teac
hing
con
text
s an
d de
mon
stra
te th
eir c
apab
ilitie
s as
gra
duat
e te
ache
rs. I
n th
e fin
al
sem
este
r of t
heir
final
yea
r, Pr
epar
ing
for t
he P
rofe
ssio
n tr
ansi
tions
pre
-ser
vice
teac
hers
to b
egin
ning
teac
hers
, as
evid
ence
d by
thei
r cap
abili
ties
mea
sure
d ag
ains
t the
Aus
tral
ian
Prof
essi
onal
Sta
ndar
ds fo
r Te
ache
rs –
Gra
duat
e Ca
reer
Sta
ge.
The
unsu
perv
ised
pla
cem
ent i
s 20
day
s in
dur
atio
n an
d re
quire
s th
e gr
adua
ting
teac
her t
o ta
ke re
spon
sibi
lity
for p
lann
ing
and
teac
hing
50%
of t
he s
uper
visi
ng te
ache
r’s fu
ll-tim
e te
achi
ng lo
ad. T
his
aspe
ct
of th
e pl
acem
ent i
s un
supe
rvis
ed, t
he p
re-s
ervi
ce te
ache
r hav
ing
gain
ed in
tern
ship
aut
horis
atio
n fr
om th
e Q
ueen
slan
d Co
llege
of T
each
ers.
For
the
rem
aind
er o
f the
tim
e, th
e gr
adua
ting
teac
her s
houl
d be
en
gage
d in
teac
hing
and
lear
ning
or o
ther
cla
ss re
late
d ac
tiviti
es u
nder
the
supe
rvis
ion
of th
e su
perv
isin
g te
ache
r. Th
is u
nsup
ervi
sed
plac
emen
t is
an o
ppor
tuni
ty fo
r the
gra
duat
ing
teac
her t
o un
dert
ake
all
the
dutie
s an
d re
spon
sibi
litie
s of
a te
ache
r.
The
50%
uns
uper
vise
d pl
acem
ent c
anno
t be
unde
rtak
en u
nles
s al
l man
dato
ry c
ours
es a
nd a
ssoc
iate
d as
sess
men
t tas
ks in
the
grad
uatin
g te
ache
r’s p
rogr
am h
ave
been
com
plet
ed a
nd m
arke
d.
Requ
ired
exp
erie
nces
:Th
roug
hout
this
Pro
fess
iona
l Exp
erie
nce
plac
emen
t, it
is e
xpec
ted
that
the
pre-
serv
ice
teac
her
will
hav
e th
e op
port
unit
y to
com
plet
e 50
% u
nsup
ervi
sed
as d
eter
min
ed b
y th
e si
te. P
leas
e no
te,
som
e St
ate
Auth
orit
ies
do n
ot a
ppro
ve u
nsup
ervi
sed
plac
emen
ts a
nd a
s su
ch th
e un
supe
rvis
ed c
ompo
nent
is u
p to
the
disc
reti
on o
f the
Sta
te A
utho
rity
, Edu
cati
on S
yste
m a
nd s
choo
l sit
e. L
itera
cy
and
num
erac
y st
anda
rds
as w
ell a
s pr
ofes
sion
al e
thic
s an
d co
nduc
t as
requ
ired
by th
e pr
ofes
sion
are
an
inhe
rent
requ
irem
ent o
f thi
s Pr
ofes
sion
al E
xper
ienc
e pl
acem
ent.
Tim
ing
in
Prof
essi
onal
Ex
peri
ence
Requ
ired
exp
erie
nces
Ori
enta
ting
Obs
ervi
ngW
orki
ngAt
tend
ing
Refle
ctin
gD
iscu
ssin
gPl
anni
ng
Colle
ctin
g
PE a
rtef
acts
in
a fo
lder
Teac
hing
to s
ite, e
nviro
nmen
t, in
divi
dual
cla
ss(e
s).
Stud
ents
to b
ring
prin
ted
copi
es o
f co
urse
: •
Plac
emen
t gu
idel
ines
• Pl
acem
ent r
epor
t•
Prim
ary
Prog
ram
PE
Pro
gres
sion
rout
ines
, tea
chin
g an
d le
arni
ng
prac
tices
, lea
rnin
g en
viro
nmen
t, as
sess
men
t and
fe
edba
ck w
here
ap
plic
able
with
indi
vidu
al
stud
ents
, sm
all
grou
ps a
nd w
hole
cl
ass
mee
tings
pla
ygro
und
dutie
s, e
tc. a
s re
quire
d by
you
r si
te a
nd s
uper
visi
ng
teac
her
on y
our p
lann
ing
and
teac
hing
and
as
sess
ing
and
enga
ging
in
regu
lar c
onve
rsat
ions
w
ith y
our s
ite a
nd
Uni
vers
ity L
iais
on
Neg
otia
te w
ith th
e si
te th
e pl
anni
ng
requ
irem
ents
and
ex
pect
atio
ns
shou
ld c
onta
in,
obse
rvat
ions
, re
flect
ions
, fee
dbac
k,
less
on p
lans
, re
sour
ces
and
plan
ning
for t
each
ing
and
asse
ssin
g.N
egot
iate
with
you
r Site
whe
n th
e fo
llow
ing
will
occ
ur.
Stud
ents
will
neg
otia
te th
eir 5
0% u
nsup
ervi
sed
com
pone
nt th
at m
ay c
ompr
ise
of a
var
iety
of t
he
follo
win
g te
achi
ng o
ppor
tuni
ties.
Who
le c
lass
le
sson
s /
Shor
t lea
rnin
g ep
isod
es
Who
le s
essi
ons
(eg.
mor
ning
, m
iddl
e or
af
tern
oon)
Who
le d
ays
(as
per y
our
Supe
rvis
ing
Teac
her’s
sc
hedu
le)
Day
14
44
44
4
Day
s 2
– 5
44
44
44
44
44
4
Day
s 6
– 10
44
44
44
44
44
4
Day
s 11
– 1
54
44
44
44
44
44
Day
s 16
– 2
04
44
44
44
44
44
EDC4
000
Prof
essi
onal
Exp
erie
nce
Plac
emen
t Gui
delin
esTh
e ex
pect
atio
ns o
f the
pro
gram
var
y fo
r eac
h ye
ar a
nd p
lace
men
t. Th
is se
ctio
n pr
ovid
es d
etai
ls of
pre
-ser
vice
teac
her a
ctiv
ity re
quire
d du
ring
the
prof
essio
nal e
xper
ienc
e sc
hedu
led.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 125
126 usq.edu.au
ESP1200 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achie ved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Secondary 101st Year
ESP1200 The Beginning Teacher
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 127
Planning effectively - preparation for teaching APST D A E
Demonstrates an awareness of students’ needs including the range of ways students learn as evidenced in approaches to lesson planning.
APST 1.1
Writes plans for an individual lesson/learning experience that demonstrates an early understanding of how content should be best organised to aid optimal student learning (example whole class learning experience or small group learning experiences).
APST 2.2
Writes clear learning objectives for each learning experience/ lesson using the Australian Curriculum.
APST 3.1
Observes others’ teaching practices and records strategies used to actively engage students in their learning (example identifying various methods of grouping to support learning needs)
APST 4.1
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates awareness of the role of curriculum in lesson planning. APST 2.1
Trials the use of a small range of teaching strategies that support student learning and skill development (example gradual release of responsibility model).
APST 3.3
Trials the use of some verbal and non-verbal communication strategies (example questioning for higher order thinking)
APST 3.5
Trials the use of clear instructions and explanations within short learning experiences/transitions.
APST 4.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner. APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and awareness of duty of care.
APST 7.1
Acts appropriately according to school/system organisational policies and processes. APST 7.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
128 usq.edu.au
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 129
130 usq.edu.au
EDS2401 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Secondary 152nd Year
EDS2401 Junior Secondary Curriculum and Pedagogy
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 131
Planning effectively - preparation for teaching APST D A E
Demonstrates an awareness of students’ needs including the range of ways students learn as evidenced in approaches to lesson planning.
APST 1.1
Demonstrates an awareness of differentiated teaching practice (recording observations) and reflective thinking that show a professional and theoretical knowledge of the importance of catering for diverse learners.
APST 1.3
Demonstrates an awareness of the need to differentiate teaching practice (recording observations) and reflective thinking to meet the different learning needs of all students.
APST 1.5
Organises lesson content and teaching and learning strategies into a logical sequence over a series of lessons that demonstrates an understanding of the need for scaffolding learning.
APST 2.2
Uses relevant junior secondary curriculum documents in designing to develop a sequence of lessons/learning experiences.
APST 2.3
Sets learning goals for individuals and classes based on curriculum documents and an understanding of individual students.
APST 3.1
Plans a lesson sequence that incorporates a range of teaching and learning strategies that develop learners’ understandings and/or skill development, in consultation with the supervising teacher.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates knowledge of the correct concepts and content (as evident in lesson planning).
APST 2.1
Identifies (through observations) ICT teaching strategies to support learning opportunities for students.
APST 2.6
Trials a small range of teaching strategies to promote student learning and Demonstrates reflection on how to improve in these.
APST 3.3
Trials the use of some learning resources aimed at engaging students in their learning. APST 3.4
Uses facial expression, gestures, eye contact and physical movement as well as a variety of vocal expressions that engage students in their learning.
APST 3.5
Discusses strategies with the supervising teacher and trials some of these. APST 4.1
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
132 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Uses clear instructions and explanations within short learning experiences/lessons. APST 4.2
Identifies preventative, supportive and corrective strategies to support a positive learning environment (example use of essential skills for classroom management)
APST 4.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Receives constructive feedback in a positive and professional manner and acts upon it promptly
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Acts appropriately according to school/system organisational policies and processes. APST 7.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 133
134 usq.edu.au
ESP3100 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Secondary 15
2nd YearESP3100 Social & Emotional Wellbeing in Contemporary Secondary School context
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 135
Planning effectively - preparation for teaching APST D A E
Demonstrates knowledge of the relevance of responding to students’ individual characteristics and developmental stage through the use of modifications in lessons and formative assessments (example use of Universal Design for Learning: UDL principles and learning theories).
APST 1.1
Demonstrates an awareness of differentiated teaching practice (recording observations) and reflective thinking that show a professional and theoretical knowledge of the importance of catering for diverse learners.
APST 1.3
Demonstrates knowledge of appropriate differentiation of content and/or teaching and learning strategies and/or resources that cater for differing ability levels. (Example: differentiated strategies identified in lessons plans for individual students e.g. Student X requires larger print)
APST 1.5
Organises lesson content and teaching and learning strategies into a logical sequence over a series of lessons that demonstrates an understanding of the need for scaffolding learning.
APST 2.2
Uses relevant curriculum documents in designing to develop a sequence of lessons/learning experiences
APST 2.3
Identifies literacy and numeracy teaching strategies and their application in lesson/unit plans
APST 2.5
Sets learning goals that cater for individual students of varying abilities and characteristics APST 3.1
Plans a lesson sequence that incorporates a range of teaching and learning strategies that develop learners’ understandings and/or skill development, in consultation with the supervising teacher.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates accurate knowledge through an articulation and effective explanation of the lesson content effectively to students and can answer content-related questions from students.
APST 2.1
Identifies ICT teaching strategies to support learning opportunities for students. APST 2.6
Trials a range of teaching strategies to promote student learning and Demonstrates reflection and improvement in these.
APST 3.3
Trials the use of some learning resources, including ICT, aimed at engaging students in their learning.
APST 3.4
Uses facial expression, gestures, eye contact and physical movement as well as a variety of vocal expressions that engage students in their learning.
APST 3.5
Evaluates own lessons and teaching sequences to promote student learning. APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
136 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Discusses strategies with the supervising teacher and trials some of these. APST 4.1
Reinforces established classroom rules, routines and expectations, through the use of clear directions, to effectively manage the learning environment.
APST 4.2
Identifies and uses approaches to support appropriate behaviours. (Example, supportive and corrective strategies)
APST 4.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Plans lessons and learning experiences which include formative assessment strategies in order to identify the learning that has or has not occurred.
APST 5.1
Uses oral and written communication to provide feedback to students about their learning.
APST 5.2
Considers the types of evidence required to effectively evaluate student learning. APST 5.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional conduct APST D A E
Writes observations and reflections that demonstrates theoretical knowledge about school/system, curriculum and legislative requirements related to students’ wellbeing.
APST 4.4
Discusses and identifies strategies which promote safe, responsible and ethical use of ICT’s.
APST 4.5
Receives constructive feedback in a positive and professional manner and acts upon it promptly.
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Describes how school/system organisational processes and polices applies to own conduct and practice
APST 7.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 137
Overall Comment
138 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 139
ESP2200 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Secondary 153rd Year
ESP2200 Senior Secondary Curriculum and Pedagogy
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
140 usq.edu.au
Planning effectively - preparation for teaching APST D A E
Demonstrates knowledge of physical, social and intellectual development and characteristics of students and how these may affect learning (example: discussing student profiles for future learning needs).
APST 1.1
Demonstrating knowledge of teaching strategies through the Planning for and respecting the diversity of all students in the classroom (example: connecting between aspects of a lesson and individual student profile).
APST 1.3
Demonstrates knowledge of appropriate differentiation of content and/or teaching and learning strategies and/or resources that cater for differing ability levels. (Example: differentiated strategies identified in lessons plans for individual students e.g. Student X requires larger print)
APST 1.5
Shows an ability to link to students’ prior knowledge. Has effective timing and pacing of lessons during delivery and demonstrates an appropriate sequence (example: orientating, enhancing and synthesising phases, introduction, body and closing phases).
APST 2.2
Uses relevant curriculum and assessment documents to develop a sequence of lessons/learning experiences (example use of ACARA English and Formative PM benchmarks to inform guided reading lessons).
APST 2.3
Identifies and understands literacy and numeracy teaching strategies and their application in lesson/unit plans
APST 2.5
Identifies ICT teaching strategies to support learning opportunities for students. APST 2.6
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Develops a sequence of lessons with explicit, challenging and achievable learning goals. APST 3.1
Plans lesson sequences that incorporate a range of teaching and learning strategies that display content and pedagogical content knowledge and effective sequencing.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrates appropriate knowledge of the central concepts of subject matter through lesson planning, explanation and linking of content and outcomes to syllabus documents
APST 2.1
Uses a range of teaching strategies to promote student learning and Demonstrates reflection and improvement in these.
APST 3.3
Uses a range of resources and ICTs that target students’ interests and learning needs. APST 3.4
Trials questioning and scanning skills together with an effective use of vocal, facial expression and gestures to support student engagement.
APST 3.5
Evaluates own lessons and teaching sequences to promote student learning. APST 3.6
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 141
Managing effectively – create safe and supportive learning environments APST D A E
Identifies a range of strategies to promote the participation of all students in a lesson/learning activity.
APST 4.1
Reinforces established classroom rules, routines and expectations, through the use of clear directions and organisation, to effectively manage the learning environment.
APST 4.2
Demonstrates knowledge of essential skills and other practical approaches to support on-task behaviour and prevent and correct off-task behaviours.
APST 4.3
Records student attendance, absence and safety concerns as required. APST 4.4
Understand strategies which promote safe, responsible and ethical use of ICT’s. APST 4.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Plans lessons and lesson experiences which include a variety of assessment approached to assess student learning.
APST 5.1
Uses oral and written communication to provide feedback to students about their learning.
APST 5.2
Demonstrates an understanding through observation notes and reflections on how assessment is moderated to ensure consistent and comparable judgements.
APST 5.3
Use of planned questions/activities that allow for a check of student understanding in order to respond to their learning needs.
APST 5.4
Discusses student achievement with the supervising teacher and is familiar with the school’s reporting procedures and policies.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
142 usq.edu.au
Professional conduct APST D A E
Uses feedback from supervising teacher/s and other observers to reflect on learning progression and identify strengths and weaknesses and implement strategies to aid progress.
APST 6.3
Applies key principles of codes of conduct and ethics for teachers through a high level of personal presentation, professional communication and conduct and appropriate interactions with students.
APST 7.1
Applies school/system organisational processes and polices to own conduct and practice and understands mandatory reporting requirements.
APST 7.2
Demonstrates a willingness to participate with school staff in a range of activities. APST 7.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 143
144 usq.edu.au
The externally required Queensland Professional Experience Reporting Framework (QPERF) Report and implementation recommendations are utilised for this final supervised placement. Go to page 151.
EDU4100 Professional Experience Final Report
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 145
146 usq.edu.au
EDC4000 Professional Experience Final Report
This report is to be completed at the end of the supervised placement. The purpose of this report is to measure the standard that has been achieved by the preservice teacher in relation to the APSTS graduate level relevant for the learning for the year and professional experience course that this placement relates.
USQ Student Name:
USQ Student Number:
USQ Student Teaching Areas Assessed:
Professional Experience Site:
Supervising Teachers Name:
USQ programs and courses Number of days Year Level/Course
Bachelor of Education Primary 204th Year
EDC4000 Preparing for the Profession
ASSESSMENT SCORES EVIDENCE FOR THE APST DESCRIPTORS
D Developing skills and knowledge
A Achieving skills and knowledge
E Exceeding skills and knowledge
Please use the expectations of skills and knowledge as a criterion to inform decision making
Signatures
Each of the signatories should retain a copy of this report for their records. Please note the preservice teacher’s signature indicates that they have sighted this completed report.
Number of Days Completed: Overall Pass/Fail:
Preservice Teacher’s name:
Signature:
Date:
Supervising Teacher’s name:
Signature:
Date:
Other Supervising Teacher’s name:
Signature:
Date:
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 147
Planning effectively - preparation for teaching APST D A E
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
APST 1.5
Organise content into an effective learning and teaching sequence. APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
APST 2.3
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
APST 2.5
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
APST 3.2
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Teaching effectively - enactment of teaching APST D A E
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST 6.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
148 usq.edu.au
Managing effectively – create safe and supportive learning environments APST D A E
Identify strategies to support inclusive student participation and engagement in classroom activities.
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour. APST 4.3
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Assessing and recording learning APST D A E
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
APST 5.3
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
APST 5.5
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 149
Professional conduct APST D A E
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
APST 7.4
Please provide comments about knowledge, practice and engagement of pre-service teacher in relation to this section.
Overall Comment
150 usq.edu.au
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 151
Final professional experience recommendations
Queensland Professional Experience Reporting Framework
152 usq.edu.au
This document is part of the suite of documents for the Queensland Professional Experience Reporting Framework which can
be found online at www.teach.qld.gov.au.
The goal of this document is to measure the standard that has been achieved by a preservice teacher at the end of an initial
teacher education program, by comparing it against the Australian Professional Standards for Teachers (APST) Graduate
Career Stage. Achieving the Graduate Career Stage illustrates readiness of the preservice teacher to enter the workplace.
This template is to be completed during the final summative professional experience required in initial teacher education
programs. It has been developed for the use of all Queensland higher education institutions and in all professional
experience settings.
Final professional experience recommendations are required by:
• higher education institutions to determine a final assessment score for the professional experience component of an
initial teacher education program, based on a school’s professional experience recommendations
• employers as a key document in a preservice teacher’s professional folio to inform recruitment and employment
decisions.
Supervising teachers are to:
• make assessment judgements using the APST Graduate Career Stage descriptors. The APST descriptor reference numbers
have been provided linking further information and Illustrations of Practice.
• complete this final professional experience recommendations document during a preservice teacher’s professional
experience
• conduct a moderation process with site coordinators and higher education institution representatives at the conclusion
of the professional experience. Moderation requires the agreement of all parties that a valid assessment of the preservice
teacher’s knowledge, practice, engagement and skills has been made.
2
Final professional experience recommendations
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 153
Supervising teachers are not required to provide an overall assessment score for the preservice teacher; this is determined
by higher education institutions as part of their assessment processes.
APST Graduate Career Stage descriptors have been grouped to assist the supervising teacher’s observation and assessment
of professional experience. All sections are weighted evenly. Some descriptors are dependent on context so may not be
assessable for all preservice teachers during the final summative professional experience. A single piece of evidence may
address multiple descriptors, including those in several sections of this form.
Higher education institutions are encouraged to use this document as a basis for non-summative professional experience
reporting templates used at earlier professional experience placements.
Assessment ratings
Exceeding graduate level (E) Consistent evidence of knowledge, practice and engagement that exceeds the
APST descriptors at the Graduate Career Stage.
Graduate level (G) Consistent evidence of knowledge, practice and engagement that demonstrate
the APST descriptors at the Graduate Career Stage.
Developing towards graduate level (D) Awareness of the descriptors at the APST Graduate Career Stage but
demonstrates inconsistent knowledge, practice and engagement at this level.
Below graduate level (B) Little or no evidence of knowledge, practice and engagement or awareness
that meet the descriptors at the APST Graduate Career Stage.
3
154 usq.edu.au
Preservice teacher’s name
Dates (Full duration of professional experience): From / / to / /
School name and address
Number of days(Including pre-placement days)
School context(where applicable)To complete this section Please refer to: www.schoolsdirectory.eq.edu.au
Metropolitan
Remote
Provincial
Low socio-economic community
Rural
Indigenous community
Other (Please indicate):
Learning phase Early childhood Primary Junior secondary Senior secondary
Curriculum specialisation
Class sizeNumber of students in professional experience class
Class 1 Class 2 Class 3
Classroom context(where applicable)
Students with a disability Indigenous students Culturally and linguistically diverse students
Summary of prior experience
Strengths identified in your previous teaching professional experience/s
Teaching professional experience/s you have completed in a rural and remote locations
Teaching professional experience/s you have completed with Aboriginal groups or Torres Strait Islander communities
Teaching professional experience/s you have completed with students with a disability
Final professional experience recommendationsThis page is to be completed by the preservice teacher.
4
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 155
Examples of evidence
Artefacts that have been modified by the preservice teacher to
suit the needs of the class such as:
• unit/lesson plans and resources
• school and system documents.
Documented feedback and evaluation of planning that reflects:
• curriculum content, sequencing, scaffolding, learning activities,
differentiation and teaching strategies
• the preservice teacher’s written reflections.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
APST 1.5
Organise content into an effective learning and teaching sequence. APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. APST 2.3
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. APST 2.5
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. APST 3.2
Please leave blank if unable to assess in the school context Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
APST 1.6
Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 1: Planning effectively — preparation for teaching
5
156 usq.edu.au
Examples of evidence
• Artefacts such as differentiated activity sheets, resources,
evidence of student learning including pre- and post-tests, and
annotated samples of student work.
• A supervising teacher’s observation notes including comments
on the range and effectiveness of demonstrated teaching
strategies, student engagement, content knowledge,
communication skills, and use of resources including ICTs.
• Documented feedback and reflections about planning including
curriculum content, sequencing, scaffolding, learning activities
and teaching strategies.
• The preservice teacher’s reflections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. APST 6.3
Please leave blank if unable to assess in the school context Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
APST 1.4
Please leave blank if unable to assess in the school context Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
APST 2.4
Please leave blank if unable to assess in the school context Describe a broad range of strategies for involving parents/carers in the educative process.
APST 3.7
Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 2: Teaching effectively – enactment of teaching
6
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 157
Examples of evidence
• Artefacts such as annotated school policies, classroom
organisation notes, classroom rules, classroom management
plans, and individual student behaviour plans.
• A supervising teacher’s observation notes including comments
on communication skills, behaviour management strategies,
inclusive participation and engagement.
• Documented reflections and records of professional
conversations.
• The preservice teacher’s written reflections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Identify strategies to support inclusive student participation and engagement in classroom activities. APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour. APST 4.3
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section. Comments are required if ‘Developing Towards Graduate Level’ or ‘Below Graduate Level’ has been identified for any of the descriptors.
Section 3: Managing effectively — create safe and supportive learning environments
7
158 usq.edu.au
Examples of evidence
• Artefacts such as assessment tasks and instructions, tests,
guides to making judgements, written feedback to students,
evidence of student learning including pre- and post-tests,
completed worksheets, completed tasks, moderation meeting
notes, annotated sample student responses or work and lesson
plans.
• A supervising teacher’s observation notes including comments
on formal and informal feedback, questioning techniques and
assessment.
• The preservice teacher’s written reflections and application of
supervising teacher feedback.
• Data gathering tools such as checklists developed or adapted by
preservice teacher.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
APST 5.3
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
APST 5.5
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 4: Assessing and recording learning
8
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 159
Examples of evidence
• Artefacts such as annotated school and system policies and
procedures, and communication with parents/carers.
• A supervising teacher’s observations including comments on
understanding and adherence to legislative requirements.
• Documentation of participation in school activities including
duties, staff meetings and professional development.
• Professionalism including punctuality, dress and interpersonal
communication.
• Demonstration of engagement with school staff and external
professionals.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Describe strategies that support students’ wellbeing and safety working within school and/or system,
curriculum and legislative requirements. APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching. APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching
profession. APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required
for teachers according to school stage. APST 7.2
Understand the role of external professionals and community representatives in broadening teachers’
professional knowledge and practice. APST 7.4
Please leave blank if unable to assess in the school context
Understand strategies for working effectively, sensitively and confidentially with parents/carers. APST 7.3
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 5: Professional conduct
9
160 usq.edu.au
All descriptors can be assessed in a professional experience setting; however to focus the final professional experience the following
four descriptors will be assessed in coursework and do not require assessment in the final professional experience.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. APST 1.2
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in Identifying professional learning needs.
APST 6.1
Understand the relevant and appropriate sources of professional learning for teachers. APST 6.2
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
APST 6.4
Section 6: Excluded descriptors
Please use this space to describe the preservice teacher’s overall strengths and areas for development.
Section 7: Overall comments
10
Professional Experience Book 2021 Bachelor of Education Undergraduate Programs 161
Please identify who has moderated the assessment of the preservice teacher.
Moderation may be completed through classroom visit/s or as a panel discussing the evidence and awareness demonstrated by the
preservice teacher.
Site coordinator’s name Signature
Date / /
Higher education institution
(HEI) representative’s name
Signature
Date / /
Name of HEI representative who
conducted school visits
Signature
Dates of school visit/s / / Date / /
Other moderator name and
position if applicable
Signature
Date / /
Each of the signatories must retain a copy of this report for their records.
The preservice teacher’s signature indicates they have sighted this completed report.
Preservice teacher’s name Signature
Date / /
Supervising teacher’s name Signature
Date / /
Other supervising teacher’s
name
Signature
Date / /
Section 8: Moderation
Section 9: Signatures
© State of Queensland (Department of Education and Training) [2015]Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images (www.education.qld.gov.au/home/copyr).
11
162 usq.edu.au
1800 269 500 • [email protected]/future-students
Last update December 2020
The information contained in this brochure is correct at time of printing. However, you should check details are still correct before enrolling. CRICOS QLD 00244B NSW 02225M • TEQSA PRV12081 • USQ OALT 19741 BEd UG