Final Report: EPE110 (EC) - Education in context: preparation for practice and assessment Complete the assessment rubric below and submit this final report following the completion of the 10-day placement. Pre-Service Teacher: Student No.: Unit Code EPE110 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum Date: Practicum End Date: INSCHOOL OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects a detailed discussion with mentor to delivery. Activities are sequential and relevant to age and ability level. Timings are realistic. Assessment of learning links with outcome. Lesson plan reflects a discussion with mentor prior to delivery. Lesson template completed in detail, including: pupil prior knowledge, learning outcome, learning sequence, timings, and assessment Some detail provided in lesson plan template. Curriculum outcome identified, with links to assessment. More detail required on lesson plan template. Curriculum outcomes and assessment are vague and/or unrelated. Student cohort described insufficiently in terms of learning goal.
Reflection on planning Lesson reflection includes sections on what can be done better or different, less or more and reflection describes areas for success and improvement in detail. Lesson adaptions are justified. Reflection considers the extent of learners’ achievements. Discussion of lesson identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of students’ learning loosely based on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of planning. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Few links to appropriate pedagogy are apparent. Professional Engagement PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the graduate standards for teaching PST is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. PST does not have ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom PST has vague or inappropriate aspirations for teaching and is yet to demonstrate a readiness in terms of meeting ethical requirements and graduate standards for teaching. DOMAIN STANDARDS PERFORMANCE RATING Family and community contexts: Developing family and community partnerships Aboriginal and Torres Strait Islander perspectives Culture, diversity and inclusion Education and curriculum studies Early Years Learning Framework The Australian curriculum Curriculum planning, programming and evaluation Psychology and child development: Learning, development and care Language development Social and emotional development Child health, wellbeing and safety Early intervention
Diversity, difference and inclusivity Learners with special needs Transitions and continuity of learning (incl transition to school) Teaching pedagogies: Play pedagogies Guiding behaviour / engaging young learners Children with diverse needs and backgrounds Working with children who speak languages other than English Contemporary society and pedagogy Early childhood professional practice: Advocacy History and philosophy of early childhood: Contemporary theories and practice Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 10 lessons planned & taught 10 days of placement completed Concern process initiated (If yes provide dates, initial and completion, in comments) Final Grade Overall Rating