Final Report: EPE210 (ECPrim) - 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 EPE210 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum Start Date: Practicum End Date: OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects activities that are sequential, and relevant to age and ability level. Timings are realistic. Assessment of learning links with learning outcome. Lesson template completed in detail, including: development progress of child, learning outcome, learning sequence, timings, and assessment included Some detail provided in lesson plan template. Learning outcome identified, with links to assessment. More detail required on lesson plan template. Learning 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 delivery identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of children’s learning loosely based on assessment evidence. Reflection requires greater clarity. Few links to appropriate pedagogy are apparent. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Professional Engagement Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others. Focuses on the task and what needs to be done most of the time. Team members can usually count on this person. Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices.
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 based 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 childhood: Contemporary theories and practice