Edfx413 Pep Unit Booklet

1
FACULTY OF EDUCATION AND ARTS

School of Education, QLD

2014

PROFESSIONAL EXPERIENCE PROGRAM (PEP)

EDFX413 PEP UNIT BOOKLET

PEP Co-ordinator

Carmel Turner Phone: 07 3623 7264
Email: carmel.turner@acu.edu.au

PEP Administrative Officer

Rebecca Kersten Phone: 07 3623 7151
Fax: 07 3623 7247
Email pep.qld@acu.edu.au

2

BACHELOR OF EDUCATION (PRIMARY)

Year Level Semester 1 Semester 2

Fourth Year

EDFX413
Professional Experience 4
Extended Reflective Practice
Block Practicum: Six weeks
12 May 20 June

Briefing and de-briefing sessions:
Students will be advised via LEO

EDFX415
Professional Experience 4
(Internship)
Block: Six weeks
6 October 14 November

3

EDFX413 PROFESSIONAL EXPERIENCE 4 (EXTENDED REFLECTIVE PRACTICE)

UNIT OUTLINE DESCRIPTION
The final professional experience is a 6 week supervised school-based professional experience that
facilitates the induction of pre-service teachers into the profession. This practicum focuses on the
identification of the professional role of the teacher as one of reflector, thinker, learner, and investigator
within a particular classroom context and as an integral member of a school community. Pre-service
teachers may complete their year 4 professional experience in a local, rural, remote or international
educational setting.
The fourth professional experience is undertaken by pre-service teachers in the final year of their degree
and provides an excellent preparation for pre-service teachers about to graduate and seek employment in
the teaching profession.
The fourth professional experience allows Principals, School PEP Coordinators, Associate Teachers and
pre-service teachers to work collaboratively with the University to assess, challenge, develop and extend
the abilities of pre-service teachers. It also provides opportunities for school-based study and the
development of closer links between theoretical considerations and the teaching and learning experiences
encountered in schools.

LEARNING OUTCOMES
This component of the PEP aims to:
Provide pre-service teachers with a substantial block of professional experience that more closely
approximates the realities of everyday teaching;
Extend pre-service teachers repertoire of pedagogical skills in the planning and delivery of appropriate
teaching and learning programs; and
Develop pre-service teachers appreciation of the teachers role within the school and broader
educational community.

At completion of this unit pre-service teachers will be able to:
Synthesise teaching and learning theory with current approaches to classroom practice
Make effective decisions regarding classroom teaching and management approaches that f acilitate
effective learning
Utilise self-evaluation critiques and reflection to refine professional practice
Implement a variety of classroom organisational procedures
Demonstrate a sound knowledge of and ability to plan, implement and evaluate the key learning areas
that comprise the primary school curricula
Demonstrate an ability to communicate effectively with members of the school community and ,where
appropriate, with the broader educational community
Reflect on formal and informal aspects of school management and leadership and the impact of these
on school effectiveness and culture

PRIOR PLANNING FOR THE BLOCK
Pre-service teachers must have 6 full lesson plans to be implemented in Week 1 of the block teaching
experience prepared and approved by the Associate Teacher (Refer to overview of teaching tasks).

Pre-service teachers are required to attend the school for 3 days or equivalent to prepare for the block
Professional Experience. These days need to be arranged with the relevant Principal and Associate
Teacher and may include the 2 visit days listed below.
The pre-service teacher needs to negotiate a suitable time with the Associate Teacher to discuss lesson
ideas (Visit 1) and to have the planning checked and approved (Visit 2).
Both visits need to be verified on the ACU Planning for Block Experience (Primary) form. The form is to
signed by both the teacher and the pre-service teacher and a copy placed in the Assignment Box
marked PEP Planning Sheets outside the Faculty of Education Qld office by the due date and time
indicated on the PEP LEO site.

4

The compulsory Briefing session will occur on date and time indicated on the PEP LEO site. Pre-service
teachers whose work is not of a sound standard or who have not submitted a planning form may not fulfil
requirements to progress to the block Professional Experience.

Lesson plans may be drawn from any of the KLAs. A sequence of lesson plans that develop some concept
or subject matter and/ or individual lessons may be planned.

The pre-service teacher is required to be flexible and implement lesson plans that align with the
Associate Teachers curriculum program and approaches and the needs of the students in ways
that are appropriate to the context. However, the pre-service teacher is encouraged to discuss
various teaching and learning strategies that reflect new and diverse approaches to curriculum
design and practice.

Paperwork to be submitted:
- Planning Sheet
- Interim Report by 3
rd
June, 2014
- Final Report by 27
th
June, 2014
- Attendance Sheet
Please note that no grade will be awarded until all paperwork is submitted.
5

OVERVIEW OF TEACHING (Years Prep to 7)

SCHEDULE TASKS
WEEK 1
Monday
Classroom observation and active participation in the classroom context.
Tuesday -
Wednesday
Implement (3) three lesson plans (Detailed full lesson planning)
Thursday -
Friday
Continuous teaching of one block session (morning, between morning tea and lunch,
afternoon) or equivalent. (Sequential detailed plan with teaching notes for activities and
transitions and (2) two full detailed lesson plans for two of the lessons in the sequence).
WEEK 2 Continuous teaching of two block sessions (morning, between morning tea and lunch,
afternoon) or equivalent. (Sequential detailed plan with teaching notes for activiti es and
Teaching of different block sessions is encouraged. Evidence of planning for the
individual needs of students.
Carry out an assessment task in one KLA or equivalent, noting individual and class
performance.
WEEK 3 Continuous teaching of two block sessions (morning, between morning tea and lunch,
afternoon) or equivalent. (Sequential detailed plan with teaching notes for activities and
Teaching of different block sessions is encouraged. Evidence of planning for the
individual needs of students.
performance.
Implementation an evaluation of an assessment task.
Associate Teacher discusses the Interim Report with the pre-service teacher.
Signed interim report with school stamp must be submitted to ACU by Tuesday 3
June 2013 by email, fax, post or in person.
Unsatisfactory progress is to be documented and reported to the PEP Coordinator.
WEEK 4 Continuous teaching of two to three full days or equivalent.
Evidence of catering to individual needs of students e.g. planning, learning experiences,
anticipated evidence of achievement.
WEEK 5 Pre-service teacher assumes most of the planning and teaching and management of the
class (0.8 load)
WEEK 6 Pre-service teacher assumes most of the planning and teaching and management of the
class (0.8 load)
Associate Teacher discusses the Final Report with the pre-service teacher.
Signed final report with school stamp must be submitted to ACU by Friday 27 June
2013 by email, fax, post or in person. A pass will not be awarded until all paperwork
is handed in. This is the responsibility of the pre-service teacher.
A debriefing session will be in the form of two compulsory posts on LEO. This will
be explained at the compulsory briefing on Monday 17
th
March at 9am in IB:15 in
the EDFD452 lecture.
6

OVERVIEW OF TEACHING
(Early Childhood Specialisation Students Prep Placement)

SCHEDULE TASKS
WEEK 1
Monday Classroom observation and active participation in the classroom context.
Tuesday -
Wednesday

Plan and implement (3) three indoor learning experiences or activities (whole or small
group) (Detailed full learning plan)
Observation and active participation in the program
Thursday -
Friday
Plan and implement one block session or activities including transitions (whole or small
group) (Detailed full learning plans)
Observation and active participation in the program
WEEK 2 Plan and implement two continuous block sessions (morning, between morning tea and
lunch, afternoon). (Sequential detailed plan with time allocations, detailed notes for
activities & transitions & cross referencing to observations when appropriate) & 1 full
detailed learning plan for one of the learning experiences in the sequence)
performance.
WEEK 3 Plan and implement two continuous block sessions (morning, between morning tea and
lunch, afternoon). (Sequential detailed plan with time allocations, detailed notes for
activities & transitions & cross referencing to observations when appropriate) & 1 full
detailed learning plan for one of the learning experiences in the sequence)
performance. Implementation an evaluation of an assessment task.
Associate Teacher discusses the Interim Report with the pre-service teacher.
Signed interim report with school stamp must be submitted to ACU by Tuesday 3
June 2013 by email, fax, post or in person.
Unsatisfactory progress is to be documented and reported to the PEP
Coordinator.
WEEKS 4 & 5 Continuous teaching of two to three full days or equivalent.
(Sequential detailed plan with time allocations, detailed notes for activities & transitions &
cross referencing to observations when appropriate) & 1 full detailed learning plan for
one of the learning experiences in the daily program.
Evidence of catering to individual needs of students e.g. planning, learning experiences,
anticipated evidence of achievement.
WEEK 6 Plan and implement a daily program. (Sequential detailed plan with time allocations, detailed
notes for activities & transitions & cross referencing to observations when appropriate) & 1 full
detailed learning plan for one of the learning experiences in the daily program.
Associate Teacher discusses the final report with the pre-service teacher.
Signed final report with school stamp must be submitted to ACU by Friday 28 June
by email, fax, post or in person. A pass will not be awarded until all paperwork is
handed in. This is the responsibility of the pre-service teacher.
A debriefing session will be in the form of two compulsory posts on LEO. This will
be explained at the compulsory briefing on Monday 17
th
March at 9am in IB:15 in
the EDFD452 lecture.
7

This Report must be submitted to ACU by Tuesday 3 J une 2013 by email, fax, post or in person.
This paperwork is part of the pre-service teachers responsibility and if not submitted a pass grade
will not be awarded.

This form can be completed online
at www.acu.edu.au/PEPQLD
8

This Report must be submitted to ACU by Friday 28 J une 2013 by email, fax, post or in person.
This paperwork is part of the pre-service teachers responsibility and if not submitted a pass grade
will not be awarded.

9

This form can be completed online
at www.acu.edu.au/PEPQLD
10

REPORT FORMS
Two report forms are required, the Interim Report and the Final Report. The Interim Report is exactly the
same as the final report. The purpose of the Interim Report is to inform the pre-service teacher about their
progress half way through the PEP so as to provide opportunities for improvement prior to the Final Report
being issued. The pre-service teacher is to save a copy of their Interim Report to their PEP folder. At the
conclusion of the PEP, please complete the online forms available from the ACU Faculty of Education (Qld)
website at: www.acu.edu.au/PEPQLD

The Interim Report and Final Report can be completed online then printed for stamping and signing.
Alternatively the blank form can be saved to your local PC, then completed and printed for signing. A
sample of the relevant report form is available on following page.

PRIMARY PAYMENT CLAIM FORM

Teacher Pay Claim Invoice

Teacher pay claim invoices and Bank/Tax details forms are available from the f ollowing link online:
www.acu.edu.au/PEPQLD. These forms are to be printed from the web, completed then mailed or faxed to
the Professional Experience Officer, at ACU, Banyo Campus.
11

Program Map - Bachelor of Education (Primary) and Bachelor of Education (Primary) with
Honours Brisbane (excerpt from Course Enrollment Guide)
Students enrolling in units which do not follow the sequence recommended in their Program Map cannot be
guaranteed a clash free timetable or completion within 4 years. Please note that unit titles in red are the
short version of the unit title.
This Program Map is suitable for Bachelor of Education (Primary) students commencing from 2013.
Note: All units are delivered in on campus mode unless otherwise indicated.

Year 1: Learning and self as learner
S
e
m
e
s
t
e
r

1

EDFD127
Contexts for Learning
and Development
(Contexts for Learng &
Dev)

EDLA108
Childrens Literature
for Literacy
(Childrens Lit for
Literacy)

EDST107
Science and Technology
for Early Childhood and
Primary Teachers 1
(Sci&Tech for EC&Pri
Teach 1)

EDAB111
Indigenous Cultures and
People

S
e
m
e
s
t
e
r

2

EDFD133
Understanding Learning

(Linked to EDFX110)
EDLA107
Linguistics for Literacy
EDMA103
Exploring Mathematics
UNCC100
Our World: Community
Vulnerability

EDFX110
Professional Experience
Primary 1
(Prerequisite EDFD127,
Co-requisite EDFD133)
(WWCC/Police Check
required Blue Card)
Year 2: Social implications of teaching and learning
S
e
m
e
s
t
e
r

1

EDFD218
Teaching and Learning:
Preparing for the
Contexts of the Field
(Prep for Contexts of
Field)

(Linked to EDFX212)

EDMA202
Mathematics: Learning
and Teaching 1
(Maths: Learning &
Teaching 1)

(Linked to EDFX212)
EDLA204
Literacy Education 1

(Linked to EDFX212)
Select one elective:
THBS100
Introduction to the Bible
(Catholic accreditation)
OR
THL111
Introduction to Christian
Theology
(Anglican accreditation)
OR
BBS1003L
Exploring the Bible
(Lutheran accreditation)
(Unit available Semester
1 & Winter Term)
OR
PHIL100

Introduction to
Philosophical Enquiry
(Non-RE strand students)
EDFX212
Primary 2A

(Students placed in TLC
school 10 days)
(Prerequisites
EDFX110, EDFD133

(Must enrol in
EDFD218 and
EDFX212 concurrently)

S
e
m
e
s
t
e
r

2

EDFD220
Teaching and Managing
Learning Environments
(Teachg & Mang
Learng Envir)

(Linked to EDFX213)
EDST204
Science and
Technology for Early
Childhood and
Primary Teachers 2
Teach 2)

EDPH306
Personal Development,
Health and Physical
Education 1
(Personal Dev Health&
Phs Ed 1)
THCT100
What Christians Believe
OR
THL315
Anglican Foundations
OR
BCT1002L
The Christian Faith
2 & Summer Term B)
OR
PHIL104
Introduction to Ethics
EDFX213
Primary 2B
(Prerequisite EDFX212,
EDFD218, Co-requisite
EDFD220)
(5 individual days & 3
week block in TLC
school totalling 20 days)

(Students must enrol
into EDFD220 and

12

Year 3: Making connections
Sum
B
EDRS3XXHonours 1 (Honours students only)
S
e
m
e
s
t
e
r

1

EDFD221
Creating Inclusive, Safe
and Supportive Schools
(Creatg Inc Safe &
Supp Schls)

(Linked to EDFX207)
EDMA309
2
EDAR308
Creative Arts Education
1
EDRE101
Religious Education 1
(Catholic and Anglican
accreditation)
1 & Summer Tem B)
OR
BDE3012L
The Practice of Lutheran
Education
OR
One elective from The
Faculties of Education,
Theology & Philosophy
or Arts & Sciences
EDFX207
Community Engagement
(Co-requisite EDFD221)
(10 days)

into EDFD221 and
S
e
m
e
s
t
e
r

2

EDLA309
Select one elective
from the Faculties of
Education, Theology
& Philosophy or Arts
& Sciences
EDMA310
and Teaching 2
(Maths: Learning &
Teaching 2)
UNCC300
Understanding Self and
Society: Contemporary
Perspectives
(for students not seeking
to teach in a Catholic
setting)
OR
THCT202
Christian Symbol, Ritual
and Sacrament
(For students seeking to
teach in Catholic schools)
EDFX310
Primary 3
(Prequisites EDFX220,
EDFX213)
(4 week block + 3
informal days)
Year 4: Transition to the profession and professional identity
Sum
B
EDRS4XX Honours 2 (Honours students only)
S
e
m
e
s
t
e
r

1

EDFD452
Transition into the
Profession
EDST201
Science and
Technology Education
(Science & Tech
Education)
EDSS428
Connecting Society and
Environment: Curriculum
for Learning
(Connect Society &
Environ)
Select one elective from
The Faculties of
Education, Theology &
Philosophy or Arts &
Sciences

EDFX413
Primary 4: Extended
Reflective Practice
(Prof Exp Prim 4:Ext
Reflec Pra)
Pre or Co-requisite
EDFD452)
(6 week block) 30 days
S
e
m
e
s
t
e
r

2

EDFD457
Action Research as a
Reflective Practice
(Action Res as
Reflective Prac)
AND
EDFD458
Catering for Diversity in
the Classroom
(Cater for Diversity in
Classrm)
OR
EDFX415
Primary 4: Internship 1
OR
EDRS4XX
Honours 3 & 4
20 cps)
(Honours students only)
EDAR422
Creative Arts
Education 2

EDRE102

accreditation)
(Unit available
Semester 2 & Winter
Term)
OR
BDE2007L
Principles & Context of
Lutheran Schooling
OR
Schools of Education,
Theology, Philosophy
or Arts & Sciences
EDFX415
(Prof Exp Prim
4:Internship 1)
(Prerequisite EDFX310)
(30 days). (20 cp)

(Students who take
this unit do not study.
EDFD457 and
EDFD458)
Please see Section 3 for Elective Units and Additional Offerings 2014

13

Program Map - Bachelor of Education (Primary) Brisbane
(excerpt from Course Enrollment Guide)

guaranteed a clash free timetable or completion within 4 years. Please note that unit titles in red are the
short version of the unit title.

This Program Map is suitable for Bachelor of Education (Primary) students enrolled prior to 2013.
Note: All units are delivered in on campus mode unless otherwise indicated.

Year 1: Learning and self as learner
S
e
m
e
s
t
e
r

1

EDFD127
Contexts for Learning
and Development
(Contexts for Learng
& Dev)

EDLA108
for Literacy
(Childrens Lit for
Literacy)

EDST107
Science and Technology
for Early Childhood and
Primary Teachers 1
Teach 1)

THBS100
OR
THL111
Introduction to Christian
Theology
OR
BBS1003L
Exploring the Bible
1 & Winter Term)
OR
PHIL100

Introduction to

S
e
m
e
s
t
e
r

2

EDFD133
Understanding
Learning

(Linked to EDFX110)

EDLA107

EDMA103
Exploring Mathematics 1

THCT100
What Christians Believe
OR
THL315
OR
BCT1002L
The Christian Faith
2 & Summer Term B)
OR
PHIL104
EDFX110
Primary1
(Prerequisite EDFD127,

(WWCC/Police Check
required Blue Card)

Year 2: Social implications of teaching and learning
S
e
m
e
s
t
e
r

1

EDFD218
Teaching and
Learning: Preparing
for the Contexts of the
Field
Field)

(Linked to EDFX212)
EDMA202
and Teaching 1
(Maths: Learning &
Teaching 1)

(Linked to EDFX212)
EDLA204

(Linked to EDFX212)
THCT202
Christian Symbol Ritual
and Sacrament
(For students seeking to
teach in Catholic schools)
OR
THBS100

OR
or Arts & Sciences*
*Lutheran Strand students
are to select an elective
EDFX212
Primary 2A
Prerequisites EDFX110,
EDFD133, Co-requisite
EDFD218)
(Students placed in TLC
school 10 days)

(Must enrol into
EDFD218 and

14

from the Faculty of Arts
and Sciences or the
Faculty of Education
S
e
m
e
s
t
e
r

2

EDFD220
Teaching and
Managing Learning
Environments
(Teachg & Mang
Learng Envir)

(Linked to EDFX213)
EDST204
Science and
Childhood and Primary
Teachers 2
Teach 2)

EDAB111
Indigenous Cultures and
Peoples

The Faculties of
Sciences
OR
THCP203
Christian Theological
Ethics
(Catholic Studies Minor)
OR
BDE2007L
Lutheran Schooling
EDFX213
Primary 2B
(Prerequisites
EDFX212, EDFD218,
Co-requisite EDFD220

(5 individual days & 3
week block in TLC
schools totaling 20 days)

into EDFD220 and

Year 3: Making connections
S
e
m
e
s
t
e
r

1

EDFD221
Creating Inclusive,
Safe and Supportive
Schools
(Creatg Inc Safe &
Supp Schls)

(Linked to EDFX207)
EDMA309
2

EDAR308
Creative Arts Education 1

EDRE101
accreditation)
1 & Summer Tem B)
OR
BDE3012L
Education
OR
or Arts & Sciences
EDFX207
(Co-requisite EDFD221)
(10 days)

into EDFD221 and
S
e
m
e
s
t
e
r

2
EDLA309

EDPH306
Personal Development
Health and Physical
Education 1
(Personal Dev Health&
Phs Ed 1)
EDMA310
and Teaching 2
(Maths: Learning &
Teaching 2)

The Faculties of
Sciences
EDFX310
Primary 3

(4 week block + 3
informal days)
Year 4: Transition to the profession and professional identity
S
e
m
e
s
t
e
r

1

EDFD452
Transition into the
Profession

EDST201
Science and
Technology Education
(Science & Tech
Education)

EDSS428
Connecting Society and
Environment: Curriculum
for Learning
(Connect Society &
Environ)

The Faculties of
Sciences
EDFX413
Primary 4: Extended
Reflective Practice
Reflec Pra)
(6 week block) 30 days
S
e
m
e
s
t
e
r

2

EDFD457
Action Research as a
Reflective Practice
(Action Res as
Reflective Prac)
AND
EDFD458
Catering for Diversity
in the Classroom
(Cater for Diversity in
Classrm)
OR
EDFX415
Professional
Experience Primary 4:
Internship 1 (30 days).
(20cp)
EDAR422
Creative Arts
Education 2

EDRE102

accreditation)
2 & Winter Term)
OR
or Arts & Sciences

EDFX415
(Prof Exp Prim
4:Internship 1)
(Prereqisite EDFX310,
(30 days). (20 cp)

(Students who take
this unit do not study
EDFD457 and
EDFD458)
15

Program Map - Bachelor of Education (Early Childhood and Primary) Brisbane
(excerpt from Course Enrollment Guide)

guaranteed a clash free timetable or completion within 4 years.

Note: All units are delivered in on campus mode unless otherwise indicated

Year 1
S
e
m
e
s
t
e
r

1

EDFD167
Contexts for
Learning and
Development
(Contexts for
Learng&Dev)
EDLA168
for Literacy
(Childrens Lit for
Literacy)
EDST167
Science and
Childhood and
Primary Teachers 1
Teach 1)
EDFD227
Early Childhood Education
3: Partnerships for
Learning
(Early Chld 3:Partnshp for
Learn)

S
e
m
e
s
t
e
r

2

EDFD136
Early Childhood
Education 2: The
Ecology of Childhood
(Early Chld 2:Ecol of
Childhood)

(Linked to EDFX111)
EDMA163
Exploring
Mathematics 1
EDCU101
Early Childhood
Education: Early
Childhood Pedagogy
and Curriculum 1
(Early Chld
1:Pedagogy & Curric)

(Linked to EDFX111)
EDLA167
EDFX111
Early Childhood 1 (0-2)

(Recommended to be
enrolled into in
conjunction with
EDFD136 and
EDCU101)

(WWCC/Police Check
required Blue Card)
Year 2
S
e
m
e
s
t
e
r

1

EDFD261
Creating Inclusive,
Safe and Supportive
Schools
(Creatg Inc Safe &
Supp Schls)

(Linked to EDFX267)
EDAR368
Creative Arts
Education 1
EDAC225
Family Studies and
Disability
EDRE161
accreditation)
1 & Summer Tem B)
OR
BDE3012L
Education
OR
Faculty of Education or
Arts & Sciences to
support their future role*
*Unit to be approved by
Course Coordinator
EDFX267
Program

into EDFD261 and
S
e
m
e
s
t
e
r

2

EDFD314
Early Childhood
Studies 5: Early
Childhood
Leadership
(Early Child
Ed5:Early Child Le)
EDCU202
Early Childhood
Education 4: Building
Curriculum
Connections and
Continuities
(Early Chld 4:Bld
Connect&Cont)
EDPH366
Personal
Development, Health
and Physical
Education 1
(Personal Dev
Health&Phys Ed 1)
EDAB161
Indigenous Cultures &
Peoples
EDFX215
Early Childhood 2 (3-5)
(Prof Exp Early
Childhood 2)
Year 3
S
e
m
e
s
t
e
r

1

EDFD268
Teaching and
Learning: Preparing
for the Contexts of
the Field
Field)

(Linked to EDFX315)
EDLA264

(Linked to EDFX315)
EDMA262
and Teaching 1
(Maths: Learning &
Teaching 1)

(Linked to EDFX315)
EDMA369
Exploring Mathematics 2
EDFX315
Early Childhood 3A (5-8)
(Prof Exp Early
Childhood 3A)

(Recommended to be
enrolled into in
conjunction with
EDFD268, EDLA264,
EDMA262)
16

S
e
m
e
s
t
e
r

2

EDFD260
Teaching and
Managing Learning
Environments
(Teachg & Mang
Learng Envir)

(Linked to EDFX316)
EDLA369
EDST264
Science and
Childhood and
Primary Teachers 2
(Sci&Tech for Ec&Pri
Teach 2)
EDAC314
Positive Behaviour
Approaches

EDFX316
Early Childhood 3B (9-
12)
(Prof ExpEarly
Childhood 3B)

into EDFD260 and

Year 4
S
e
m
e
s
t
e
r

1

EDST261
Science and
Technology
Education
(Science & Tech
Education)
EDFD462
Transition into the
Profession
EDSS468
Connecting Society
and Environment
(Connect Society &
Environment)
THBS100
accreditation)
OR
BBS1003L
Exploring the Bible
1 & Winter Term)
OR
PHIL100
Introduction to

EDFX413
Primary 4: Extended
Reflective Practice (5-8)
Reflec Pra)
S
e
m
e
s
t
e
r

2

EDFD468
Catering for Diversity
in the Classroom
EDMA360
and Teaching 2
(Maths: Learning &
Teaching 2)
EDRE162
accreditation)
(Unit available
Semester 2 & Winter
Term)
OR
BCT1002L
The Christian Faith
(Lutheran
accreditation)
(Unit available
Semester 2 &
Summer Term B)
OR
EDAR462
Creative Arts 2
THEO228
The Christian Life:
Worship and Ethics
OR
THL315
OR
BDE2007L
Lutheran Schooling
OR
PHIL104


17

AT RISK FORM

Australian Catholic University

Pre-service Teacher: _____________________ Unit Code: EDFX ____________________
Semester: _____________________________ Date: ______________________________
School: ______________________________________________________________________
Associate Teacher/Coordinator: __________________________________________________
Pre-service teacher progress: At Risk
(Please provide details below and notify the ACU PEP Administrative Officer immediately)

Concerns: ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________

Strategies for Improvement: ____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

ACU Visitor: _______________________________________ Date: ____________
Associate Teacher: _______________________________________ Date: ____________
Pre-service teacher: _______________________________________ Date: ____________
Please return a copy of this report to the ACU PEP Administrative Officer
Australian Catholic University Limited
1100 Nudgee Road, Banyo Qld 4014 PO Box 456, Virginia Qld 4014
Telephone 07 3623 7100 Facsimile 07 3623 7247 ABN 15 050 192 660
CRICOS Registration: 0004G, 00112C, 00873F, 00885B
18

LESSON PLAN PROFORMA
Lesson Plan format for Individual Lessons during the Block Practicum
LESSON ___________________ DATE ________________
TIME: ______________________ YEAR: _______________
UNIT OUTCOMES/ESSENTIAL LEARNINGS:

LEARNING OBJECTIVES:
At the end of this lesson students will have the opportunity to demonstrate their ability to:

1.

2.

3.

RESOURCES:

STUDENTS PRIOR KNOWLEDGE:

LESSON PROCEDURE:
Motivation and Lesson Introduction:

Lesson Content:

Lesson Conclusion:

19

ASSESSMENT/EVALUTION OF STUDENT LEARNING:

LESSON MODIFICATION TO ACCOMMODATE INDIVIDUAL STUDENTS:

EXTENDED ACTIVITIES FOR FAST FINISHERS:

EVALUATION LEARNING OBJECTIVES:
1.

2.

3.

EVALUATION SELF AS TEACHER:

ASSOCIATE TEACHERS COMMENTS:

20

PRE-SERVICE TEACHER PLANNING PROFORMA
Unit: EDFX413
Pre-service teacher Name: ...
Pre-service teachers ID Number: .

PLANNING FOR THE PEP (PRIMARY)

You are to meet with your Associate Teacher before the Professional Experience Program in order to:

(i) establish a positive working relationship
(ii) discuss the teachers curriculum and practice
(iii) negotiate a mutually satisfactory program that aligns with the teachers planning and practice and
meets the needs of the students.

(Failure to prepare for the Professional Experience Program as specified may be reason to terminate the
pre-service teachers placement.)

PLANNING SESSION (Please record the specifics of your dialogue.)

Date: __________________ Time spent at the school: ______________________________

Pre-service teacher's signature: ____________________ Date: ______________

............................................................................................................................................................

APPROVAL OF PLANNING

Date: __________________ Time spent at the school: ______________________________

Pre-service teacher's signature: ____________________ Date: ______________

............................................................................................................................................................

I have met with the pre-service teacher to discuss his/her PEP requirements. I confirm that I am
satisfied with the standard of preparation by the pre-service teacher.

Lesson plans for the first week of Professional Experience Yes/No

Associate Teachers signature: ________________________ Date: ____________

Associate Teachers are encouraged to contact the relevant PEP Coordinator if the pre-service teachers
planning and preparation is not satisfactory.
This form is to be placed in Assignment Box outside the Faculty of Education Qld office by the due date. It
may also be faxed to the PEP office (07 3623 7247)
21

REGISTER OF ATTENDANCE

Student Name: ______________________________________ PEP Unit: EDFX413
School Name: _______________________________________
Weekly Visits
Day/s of visit Whole day Whole day Whole day Whole day Whole day

Please indicate dates attended

Block Professional Experience
Commencing Volunteer Days Week 1 Week 2 Week 3 Days in Lieu
Monday
Tuesday
Wednesday
Thursday
Friday

Commencing Week 4 Week 5 Week 6 Days in Lieu
Monday
Tuesday
Wednesday
Thursday
Friday
Please indicate if pre-service teacher is absent for part of day.

Signed: ______________________________
Pre-Service teacher

_______________________________
Associate Teacher

_______________________________
Principal

Please attach (staple) a doctors certificate to this page for any full days absence.

Please place School Stamp here:
22

WEEKLY REVIEW OF TEACHING

Associate Teachers are kindly requested to review the pre-service teachers teaching on a weekly basis.
Constructive and specific comments on the pre-service teachers teaching and progress are essential to the
pre-service teachers confidence and development. These weekly reviews will assist Associate Teachers in
their compilation of the final report at the conclusion of the Professional Experience.

PRE-SERVICE TEACHER NAME: _________________________________ DATE: ______________
SCHOOL: _____________________________________________________ YEAR LEVEL ________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

AREAS FOR DEVELOPING: (Please identify specific areas to enable pre-service teachers to understand
exactly what is required and address areas for improvement)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Associate Teacher Signature: ______________________________________
23

PRE-SERVICE TEACHERS WEEKLY PLANNING/REFLECTIVE REPORT

Comment briefly on an area of your teaching where you would appreciate some guidance

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Comment briefly on two teaching experiences you engaged in during the week, highlighting the successes
and any concerns from a teacher perspective.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

During the week you would have encountered some aspects of classroom behaviour/management and
some aspects of assessment of students achievement. Comment briefly on each aspect.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
24

FIELD EXPERIENCE EMERGENCY CONTACT FORM

Pre-Service Teachers Name: ...................................................................................................

Pre-Service Teachers are requested to complete this form, place it in a sealed envelope marked with (Insert Name),
ACU Pre-Service Teacher, Emergency Contact Details, Confidential then, on the first day of the professional
experience, leave it with the School/Centre administration for the duration of the practicum. Pre-Service Teachers can
collect the form on the last day of the practicum.

In case of an emergency, the School will contact the designated person(s).
Contact
Person(s):
Name:
Relationship:
E.g. Mother
Phone Number(s):

1

2

3

In case of an emergency, I, ..........give the School where I am
placed for professional experience, permission to seek medical assistance or call an ambulance if
deemed necessary.

Pre-Service Teachers Signature: ........ Date: ............

Medicare Number: ...................................
Ambulance Subscription: ....................

Name of Doctor: ...................................

Doctor Phone No: .................................

Please list any allergies or important medical information (e.g. asthma, diabetes)
..................
..................
.....
.....
.

Privacy Statement
Australian Catholic University is committed to ensuring the privacy of all information it collects. Personal information supplied in this application form
will only be used for administrative and educational purposes of the institution. Personal information collected by the University will only be
disclosed to third parties with the written consent of the person concerned, unless otherwise prescribed by law. For further information, please see
the Universitys Statement on Privacy, which is available at http://www.acu.edu.au/177889
25

INDUSTRY PLACEMENT INSURANCE

27 August 2012

To Whom It May Concern:

Employers who provide industry experience for students of Australian Catholic University

The purpose of this letter is to advise organisations who provide unpaid industry experience to students
of Australian Catholic University in relation to course requirements, that the following insurance covers
have been arranged by the University with Catholic Church Insurances Limited at Level 1, 45 Clarence
Street, Sydney NSW 2000, Australia:

1. Public Liability Insurance (worldwide Except for US & Canada)
Policy Number: 02.PLG. 0102913
Period of Cover 31/10/2012 to 31/10/2013
2. Students Work Experience Personal Accident Insurance (Worldwide)
Policy Number: 02.PAE. 110727
3. Professional Indemnity Insurance (Australia & New Zealand)
Policy Number : 02.PRS. 012603

The University and its students have cover for claims subject to The
Personal Injuries Proceedings Act 2002 (Qld) and this is in the form of
public liability and professional indemnity insurance.

I can be contacted on (02) 9739 2945, if you require further
information.

Rajan Wijey
Insurance Manager

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FACULTY OF EDUCATION AND ARTS

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