Final Report: EPE520 - Developmental Learning and Pedagogy Complete the assessment rubric and ASPT and ACECQA assessment below and submit this final report following the completion of the 20-day placement. The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the pre-service teacher can demonstrate and can contribute to the development of the PoE* that is submitted at the end of the course. Note: Students in EC stream complete: 10 days 0-2 year old and 10 days 2-4 year old Pre-Service Teacher: Student No.: Unit Code EPE520 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: Assessment rubric Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects a detailed discussion with mentor prior to delivery. Activities are sequential and interesting and relevant to age and ability level. Timings are realistic. Assessment of learning links with curriculum outcome. Lesson plan reflects a discussion of details with mentor prior to delivery. Lesson template completed in detail, including: description of pupil prior knowledge related to curriculum outcome, learning sequence, timings, and assessment included. Some detail provided in lesson plan template. Curriculum outcome identified, with links to assessment. Student cohort described in of learning goal. More detail required on lesson plan template. Curriculum outcomes and assessment are 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 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 Discussion of students learning loosely based on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of the lesson plan. Few links to appropriate pedagogy are The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes.
justified. students apparent. Professional Engagement PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the APST. PST is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. PST does not have clear 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 readiness in terms of meeting ethical requirements DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability Standard 2 Know the content and how to teach it 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Organise content into an effective learning and teaching sequence. 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) Standard 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process 4.1 Support student participation
Standard 4 Create and maintain supportive and safe learning environments 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on learning 5.3 Make consistent and comparable judgement 5.4 Interpret student data 5.5 Report on student achievement Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative & organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 10 sequenced lessons planned & taught 20 days of placement completed ECStudents: 10 days 0-2 year old and 10 days 2-4 year old