FACULTY OF EDUCATION AND ARTS

School of Education, QLD

2015
PROFESSIONAL EXPERIENCE PROGRAM (PEP)

EDFX413 PEP UNIT BOOKLET

PEP Co-ordinator
Carmel Turner

Phone:
Email:

07 3623 7264
carmel.turner@acu.edu.au

Phone:
Fax:
Email

07 3623 7151
07 3623 7247
FEA.PlacementsQLD@acu.edu.au

PEP Administrative Officer

Rebecca Kersten

BACHELOR OF EDUCATION (PRIMARY)

Year Level

Semester 1

Semester 2

Fourth Year

EDFX413
Professional Experience 4
Extended Reflective Practice
Block Practicum: Six weeks
11 May 19June

EDFX413/EDFX415
Professional Experience 4
(Internship)
Block: Six weeks
5 October 13 November

Briefing and de-briefing sessions:

Students will be advised via LEO

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 facilitate
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.

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 3rd June
- Final Report by 26th June
- Attendance Sheet 26th June
Please note that no grade will be awarded until all paperwork is submitted.

OVERVIEW OF TEACHING (Years Prep to 6)

SCHEDULE

TASKS

WEEK 1

Classroom observation and active participation in the classroom context.

Monday
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 activities and
transitions and (2) two full detailed lesson plans for two of the lessons in the sequence).
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
transitions and (2) two full detailed lesson plans for two of the lessons in the sequence).
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.
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 2015 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 26 June
2014 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 Wednesday 1st April at 9am in IB:15 in
the EDFD452 lecture.
5

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)
Carry out an assessment task in one KLA or equivalent, noting individual and class
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)
Carry out an assessment task in one KLA or equivalent, noting individual and class
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 2015 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 27 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 Wednesday 1st April at 9am in IB:15 in
the EDFD452 lecture.
6

This Report must be submitted to ACU by Tuesday 3 June 2015 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

This Report must be submitted to ACU by Friday 26 June 2015 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

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 following 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.

10

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.

Semester 2

Semester 1

Year 1: Learning and self as learner

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

EDLA108
Childrens
for Literacy
(Childrens
Literacy)

EDFD133
Understanding Learning

EDLA107
Linguistics for Literacy

Literature
Lit

for

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

EDAB111
Indigenous Cultures and
People

EDMA103
Exploring Mathematics

UNCC100
Our World:
Vulnerability

Community

(Linked to EDFX110)

EDFX110
Professional Experience
Primary 1
(Prerequisite EDFD127,
Co-requisite EDFD133)
(WWCC/Police Check
required Blue Card)

Year 2: Social implications of teaching and learning

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

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

EDLA204
Literacy Education 1

(Linked to EDFX212)

(Linked to EDFX212)

Semester 1

(Linked to EDFX212)

Semester 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
(Sci&Tech for EC&Pri
Teach 2)

EDPH306
Personal Development,
Health and Physical
Education 1
(Personal Dev Health&
Phs Ed 1)

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
Professional Experience
Primary 2A

Select one elective:

THCT100
What Christians Believe
(Catholic
accreditation)
OR
THL315
Anglican Foundations
(Anglican accreditation)
OR
BCT1002L
The
Christian
Faith
(Lutheran accreditation)
(Unit available Semester
2 & Summer Term B)
OR
PHIL104
Introduction
to
Ethics
(Non-RE strand students)

EDFX213
Professional Experience
Primary 2B
(Prerequisite EDFX212,
EDFD218, Co-requisite
EDFD220)
(5 individual days & 3
week block in TLC
school totalling 20 days)

(Students placed in TLC

school 10 days)
(Prerequisites
EDFX110, EDFD133
Co-requisite EDFD218)
(Must
enrol
in
EDFD218
and
EDFX212 concurrently)

(Students must enrol

into
EDFD220
and
EDFX213 concurrently)

11

Year 3: Making connections

Sum
B

EDRS3XXHonours 1 (Honours students only)

Semester 1

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

EDMA309
Exploring Mathematics
2

EDAR308
Creative Arts Education
1

(Linked to EDFX207)

Select one elective

from the Faculties of
Education, Theology
& Philosophy or Arts
& Sciences

Semester 2

EDLA309
Literacy Education 2

EDMA310
Mathematics: Learning
and Teaching 2
(Maths:
Learning
&
Teaching 2)

Select one elective:

EDRE101
Religious Education 1
(Catholic and Anglican
accreditation)
(Unit available Semester
1 & Summer Tem B)
OR
BDE3012L
The Practice of Lutheran
Education
(Lutheran accreditation)
OR
One elective from The
Faculties of Education,
Theology & Philosophy
or Arts & Sciences
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)

EDFX207
Community Engagement
(Co-requisite EDFD221)
(10 days)
(Students must enrol
into
EDFD221
and
EDFX207 concurrently)

EDFX310
Professional Experience
Primary 3
(Prequisites EDFX220,
EDFX213)
(4 week block + 3
informal days)

Year 4: Transition to the profession and professional identity

Semester 2

Semester 1

Sum
B

EDRS4XX Honours 2 (Honours students only)

EDFD452
Transition
Profession

into

the

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
OR
EDRS4XX
Honours 3 & 4
20 cps)
(Honours students only)

EDST201
Science
and
Technology Education
(Science
&
Tech
Education)

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

EDAR422
Creative
Education 2

Select one elective:

EDRE102
Religious Education 2
(Catholic and Anglican
accreditation)
(Unit
available
Semester 2 & Winter
Term)
OR
BDE2007L
Principles & Context of
Lutheran Schooling
(Lutheran accreditation)
OR
One elective from The
Schools of Education,
Theology, Philosophy
or Arts & Sciences

Arts

Select one elective from

The
Faculties
of
Education, Theology &
Philosophy or Arts &
Sciences

EDFX413
Professional Experience
Primary 4: Extended
Reflective Practice
(Prof Exp Prim 4:Ext
Reflec Pra)
(Prerequisite EDFX310,
Pre
or
Co-requisite
EDFD452)
(6 week block) 30 days
EDFX415
Professional Experience
Primary 4: Internship 1
(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
12

Program Map - Bachelor of Education (Primary) 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 enrolled prior to 2013.
Note: All units are delivered in on campus mode unless otherwise indicated.
Year 1: Learning and self as learner
EDFD127
Contexts for Learning
and Development
(Contexts for Learng
& Dev)

EDLA108
Childrens
for Literacy
(Childrens
Literacy)

EDFD133
Understanding
Learning

EDLA107
Linguistics for Literacy

Literature
for

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)

EDMA103
Exploring Mathematics 1

Select one elective:

THCT100
What Christians Believe
(Catholic
accreditation)
OR
THL315
Anglican Foundations
(Anglican accreditation)
OR
BCT1002L
The
Christian
Faith
(Lutheran accreditation)
(Unit available Semester
2 & Summer Term B)
OR
PHIL104
Introduction
to
Ethics
(Non-RE strand students)

EDFX110
Professional Experience
Primary1
(Prerequisite EDFD127,
Co-requisite EDFD133)

Select one elective:

THCT202
Christian Symbol Ritual
and Sacrament
(For students seeking to
teach in Catholic schools)
OR
THBS100
Introduction to the Bible
(Anglican accreditation)
OR
One elective from The
Faculties of Education,
Theology & Philosophy
or Arts & Sciences*
*Lutheran Strand students
are to select an elective

EDFX212
Professional Experience
Primary 2A
Prerequisites EDFX110,
EDFD133, Co-requisite
EDFD218)
(Students placed in TLC
school 10 days)

Semester 1

Lit

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

Semester 2

(Linked to EDFX110)

(WWCC/Police Check
required Blue Card)

Semester 1

Year 2: Social implications of teaching and learning

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)

EDLA204
Literacy Education 1

(Linked to EDFX212)

(Linked to EDFX212)

(Must
enrol
into
EDFD218
and
EDFX212 concurrently)

13

Semester 2

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

EDST204
Science
and
Technology for Early
Childhood and Primary
Teachers 2
(Sci&Tech for EC&Pri
Teach 2)

EDAB111
Indigenous Cultures and
Peoples

(Linked to EDFX213)

from the Faculty of Arts

and Sciences or the
Faculty of Education
Select one elective from
The
Faculties
of
Education, Theology &
Philosophy or Arts &
Sciences
OR
THCP203
Christian
Theological
Ethics
(Catholic Studies Minor)
OR
BDE2007L
Principles & Context of
Lutheran Schooling
(Lutheran accreditation)

EDFX213
Professional Experience
Primary 2B
(Prerequisites
EDFX212,
EDFD218,
Co-requisite EDFD220
(5 individual days & 3
week block in TLC
schools totaling 20 days)
(Students must enrol
into
EDFD220
and
EDFX213 concurrently)

Year 3: Making connections

Semester 2

Semester 1

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

EDMA309
Exploring Mathematics
2

EDAR308
Creative Arts Education 1

(Linked to EDFX207)

EDLA309
Literacy Education 2

EDPH306
Personal Development
Health and Physical
Education 1
(Personal Dev Health&
Phs Ed 1)

EDMA310
Mathematics:
Learning
and Teaching 2
(Maths:
Learning
&
Teaching 2)

Select one elective:

EDRE101
Religious Education 1
(Catholic and Anglican
accreditation)
(Unit available Semester
1 & Summer Tem B)
OR
BDE3012L
The Practice of Lutheran
Education
(Lutheran accreditation)
OR
One elective from The
Faculties of Education,
Theology & Philosophy
or Arts & Sciences
Select one elective from
The
Faculties
of
Education, Theology &
Philosophy or Arts &
Sciences

EDFX207
Community Engagement
(Co-requisite EDFD221)
(10 days)
(Students must enrol
into
EDFD221
and
EDFX207 concurrently)

EDFX310
Professional Experience
Primary 3
(4 week block
informal days)

Semester 2

Semester 1

Year 4: Transition to the profession and professional identity

EDFD452
Transition
Profession

into

the

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)

EDST201
Science
and
Technology Education
(Science
&
Tech
Education)

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

EDAR422
Creative
Education 2

EDRE102
Religious Education 2
(Catholic and Anglican
accreditation)
(Unit available Semester
2 & Winter Term)
OR
One elective from The
Faculties of Education,
Theology & Philosophy
or Arts & Sciences

Arts

Select one elective from

The
Faculties
of
Education, Theology &
Philosophy or Arts &
Sciences

EDFX413
Professional Experience
Primary 4: Extended
Reflective Practice
(Prof Exp Prim 4:Ext
Reflec Pra)
(Prerequisite EDFX310,
Co-requisite EDFD452)
(6 week block) 30 days
EDFX415
Professional Experience
Primary 4: Internship 1
(Prof
Exp
Prim
4:Internship 1)
(Prereqisite EDFX310,
Co-requisite EDFD457)
(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
14

Program Map - Bachelor of Education (Early Childhood and Primary) 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.
Note: All units are delivered in on campus mode unless otherwise indicated

Semester 2

Semester 1

Year 1
EDFD167
Contexts
Learning
Development
(Contexts
Learng&Dev)

for
and
for

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

EDLA168
Childrens
for Literacy
(Childrens
Literacy)

Literature
Lit

for

EDMA163
Exploring
Mathematics 1

EDST167
Science
and
Technology for Early
Childhood
and
Primary Teachers 1
(Sci&Tech for EC&Pri
Teach 1)

EDFD227
Early Childhood Education
3:
Partnerships for
Learning
(Early Chld 3:Partnshp for
Learn)

EDCU101
Early
Childhood
Education:
Early
Childhood Pedagogy
and Curriculum 1
(Early
Chld
1:Pedagogy & Curric)

EDLA167
Linguistics for Literacy

EDFX111
Professional
Experience
Early Childhood 1 (0-2)

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

(Linked to EDFX111)
(Linked to EDFX111)

(WWCC/Police Check
required Blue Card)

Year 2

Semester 2

Semester 1

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

EDAR368
Creative
Education 1

Arts

EDAC225
Family Studies
Disability

and

(Linked to EDFX267)

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)

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

EDLA264
Literacy Education 1

EDMA262
Mathematics: Learning
and Teaching 1
(Maths: Learning &
Teaching 1)

(Linked to EDFX315)

(Linked to EDFX315)

EDRE161
Religious Education 1
(Catholic and Anglican
accreditation)
(Unit available Semester
1 & Summer Tem B)
OR
BDE3012L
The Practice of Lutheran
Education
(Lutheran accreditation)
OR
One elective from The
Faculty of Education or
Arts & Sciences to
support their future role*
*Unit to be approved by
Course Coordinator

EDFX267
Community Engagement
Program

EDAB161
Indigenous
Peoples

EDFX215
Professional Experience
Early Childhood 2 (3-5)
(Prof
Exp
Early
Childhood 2)

Cultures

&

(Students must enrol

into
EDFD261
and
EDFX267 concurrently)

Semester 1

Year 3

(Linked to EDFX315)

EDMA369
Exploring Mathematics 2

EDFX315
Professional Experience
Early Childhood 3A (5-8)
(Prof
Exp
Early
Childhood 3A)
(Recommended to be
enrolled
into
in
conjunction
with
EDFD268,
EDLA264,
EDMA262)

15

Semester 2

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

EDLA369
Literacy Education 2

EDST264
Science
and
Technology for Early
Childhood
and
Primary Teachers 2
(Sci&Tech for Ec&Pri
Teach 2)

EDAC314
Positive
Approaches

Behaviour

EDFX316
Professional Experience
Early Childhood 3B (912)
(Prof
ExpEarly
Childhood 3B)
(Students must enrol
into
EDFD260
and
EDFX316 concurrently)

(Linked to EDFX316)

Year 4
and

EDFD462
Transition
Profession

into

the

Tech

EDSS468
Connecting
Society
and Environment
(Connect Society &
Environment)

THBS100
Introduction to the Bible
(Catholic and 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)

EDRE162
Religious Education 2
(Catholic and Anglican
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
(Catholic accreditation)
OR
THL315
Anglican
Foundations
(Anglican accreditation)
OR
BDE2007L
Principles & Context of
Lutheran Schooling
(Lutheran accreditation)
OR
PHIL104
Introduction to Ethics
(Non-RE strand students)

Semester 1

EDST261
Science
Technology
Education
(Science &
Education)

Semester 2

EDFD468
Catering for Diversity
in the Classroom

EDMA360
Mathematics: Learning
and Teaching 2
(Maths: Learning &
Teaching 2)

EDFX413
Professional Experience
Primary 4: Extended
Reflective Practice (5-8)
(Prof Exp Prim 4:Ext
Reflec Pra)

Please see Section 3 for Elective Units and Additional Offerings 2014

16

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

17

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:

18

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:

19

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)
(ii)
(iii)

establish a positive working relationship

discuss the teachers curriculum and practice
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)

20

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:

21

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: ______________________________________

22

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.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

23

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):

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 sup plied in this application form
will only be used for administrative and educational purposes of the institution. Personal information collected by the Univ ersity 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/451562

24

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
Period of Cover
31/10/2012 to 31/10/2013
3. Professional Indemnity Insurance (Australia & New Zealand)
Policy Number :
02.PRS. 012603
Period of Cover
31/10/2012 to 31/10/2013
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

25