This assessment task has two parts.  You must complete both Part A and Part B as outlined below.

Part A: The Religious Life of the school is oganised into four interrelated components which complement the classroom teaching and learning of Religion.

Propose how classroom and school practices could embed each of the four components of the Religious Life of the school within a Catholic primary school setting.

(Maximum length for this section: 500 words.)

Part B:  Reflect on the responsibilities that teachers in the Catholic Education system have for facilitating, teaching and building learners' understandings of the Religious Life of the School.  (Length: 750 words)

Evidence of engagement with the unit learning materials must be apparent in your submission.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment.

Knowledge and understanding of the role of the Religious Life of Catholic schools

Critical synthesis and reflection of the responsibilities of teachers in the Catholic system in relation to the Religious Life of the School

Accurate use of relevant sources to support synthesis and reflection

Accurate use of APA referencing conventions and written expression

Using unit materials, create a resource that would be suitable for an information session for adults (e.g. parents and carers) about the structure and purpose of, and engagement with, the Religious Life of the School.  The resource can be created in a form of your choice, such as a PowerPoint presentation with notes pages, a video, information booklet or article.  This resource should consider the diversity of adults' religious affiliation and understanding of contemporary Catholic schooling and invite engagement while conveying key points.  (Note that word limits do not apply to this section of the assessment task due to the variety of modes suitable for creation of the resource.)

The resource should be accompanied by a brief written reflection of approximately 250 words on the understandings you have gained through the design process about strategies for working effectively, sensitively and professionally with parents and carers and broader school communities in Catholic Education.

Evidence of engagement with the unit learning materials must be apparent in your submission.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment.

Knowledge and understanding of the structure and purpose of, and engagement with, the Religious Life of the School. 

Synthesis of concepts and implementation processes related to the facilitation of the Religious Life of the School.   

Consideration of the diverse composition of the audience and appropriate communication methods in the design of the resource

Reflection on strategies for working sensitively and professionally with parents and carers and the broader school community in Catholic Education

This task has 2 parts.  Please read the information carefully and complete Part A by the due date of November 21, 2025.

Part A: Mandatory Pre-placement Requirement

The university’s Work Integrated Learning Policy and Procedure requires all students to complete a Student Placement Declaration and Confidentiality Agreement on an annual basis. The Agreement outlines expectations for your participation in this unit and for the appropriate conduct of students when representing the university in professional workplaces.  The form requires your acknowledgement of these expectations.

You are required to complete the 2026 Agreement prior to Census Date for this unit. You will access the electronic agreement called “Student Placement Declaration and Confidentiality Agreement” from the drop-down menu under the Forms tab in Sonia.  Click add to commence your response to the form.  You should respond to all statements and submit the form by the due date (Friday, 21st November, 2025).  Failure to submit the form by this date may result in cancellation of your enrolment in this unit.

You will be able to save a copy of the completed form to your desktop by clicking on the printer icon at the top of the form and selecting “Save as pdf”.  A copy of the completed form should be uploaded to the Moodle site for EDFE12044 Professional Practice 3 through the link for submission of Assessment Task 3.

Part B:  Placement (Assessable Block)

You are required to undertake a 4-week (20-day) supervised block placement in a school setting as detailed below.

During your placement, you will complete all tasks outlined in the Professional Practice 3 Information and Guidelines Booklet. These tasks include the development of a class profile to be used for modifying lessons and learning sequences (units of work) to cater for the identified needs of all learners in the class group and the design and application of assessment strategies for monitoring student learning and making judgements on the quality of learners' work.

Application of your curriculum, pedagogical and technological knowledge across a range of learning areas will also be key features of the professional experience block where you will be expected to engage in observation, team teaching and some continuous teaching as the placement progresses.

The placement is scheduled as per the 2026 Professional Practice calendar.

An up-to-date working portfolio must be maintained throughout the placement. The working portfolio should document your practice throughout the placement and include all observation, planning and teaching tasks, assessment instruments and records, a full class profile and evaluation and reflection on teaching and classroom practice. Refer to the Professional Practice 3 Information and Guidelines Booklet (Table of PP3 tasks and activities) for further detail regarding the records to be maintained in the working portfolio.

Assessment for the placement will be completed by the Supervising Teacher using the electronic final summative report. The electronic report uses the same standards and descriptors as the sample report included in the Professional Practice 3 Information and Guidelines Booklet.  Your WILL NOT be required to upload a copy of your report through Moodle.  Your grade for the placement will be extracted from Sonia.  

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 
•  No Gen AI use at any point during this assessment. 

Assessment criteria are outlined in detail in the Professional Practice 3 Information and Guidelines Booklet.  Assessment criteria are drawn from the Australian Professional Standards for Teachers (Graduate Career Stage).

To complete this task, you will select artefacts (samples of evidence) from the working portfolio that you maintained throughout your professional experience placement to describe and explain your teaching practice and pedagogical decision-making in one learning sequence.  You will reflect on the evidence to analyse the impact of your practice on student learning.

The artefacts that you select should focus on a sequence of learning/unit on a specific topic/concept/curriculum descriptor leading to a culminating point (summative assessment) where a judgement could be made on student learning.  The artefacts should be annotated to identify the ways in which they exemplify each stage of the teaching and learning cycle outlined below.  The selected examples should be embedded within a commentary of no more than 250 words for each practice that responds to the self-reflection prompts provided and that evaluates the effectiveness of your enacted practice and its impact on student learning.

Practice 1:  Planning

Using excerpts of your planning from a learning sequence (e.g. unit overview or lesson plans) implemented during your placement (and other artefacts such as class profiles, diagnostic assessment, work samples, etc), explain how you:

(a)    planned for alignment between curriculum, teaching and learning, and assessment in the sequence of lessons or learning experiences

(b)    collected readiness and profiling information on students’ learning needs and prior knowledge of the content of the learning sequence to inform your planning

(c)     set learning goals and planned instructional steps throughout the lesson sequence to cater for learners with different abilities and characteristics

Practice 2:  Teaching

Using selected artefacts (e.g. excerpts or examples from lessons you planned, taught and evaluated during the chosen teaching and learning cycle), describe and explain how you:

(a)    used a range of teaching strategies to scaffold learning and support student engagement

(b)    selected and used resources and differentiated your teaching to support the diverse learning needs in your class

(c)     reflected on the impact of your planning decisions on student learning to make ‘in the moment’ adjustments to lessons or learning experiences and plan for ‘next steps’ teaching throughout the learning sequence (i.e. What changes did you make to your initial planning during teaching and why did you make these changes?  How did you use information from one or more lessons in the sequence to adapt or modify follow-up lessons?)

Practice 3:  Assessing and recording learning

Using selected artefacts (e.g. samples of student work, examples of formative assessment or checks for learning in lessons, lesson reflections, records of student responses to questioning, etc), analyse the impact of your planning and teaching on student learning outcomes by explaining how you:

(a)    embedded checks for learning or formative assessment strategies into your planning and teaching to monitor student learning

(b)    interpreted data and assessment information to adjust or modify lessons to improve learning outcomes for students of different abilities and characteristics

(c)     provided feedback to students on their progress and achievement of learning goals. (Where possible, link your commentary for this practice to evidence of achievement in both formative and summative assessment.) 

AI Tool Scale Level: Level 2 - You may use AI for planning, idea development, and research.  Your final submission should show how you have developed and refined these ideas.  Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity.

Word count - The commentary/written response - 750 words.  The evidence from placement used in your assesssment response should be screenshot, annotated and inserted as a picture, therefore will not impact your word count.

Word count for written assignments: The word count is considered from the first to the last word of the written response.  It excludes the covre epage, abstratct, contents page, reference page and appendices (where relevant).

Demonstrated ability to profile learners and interpret data to develop differentiated teaching and learning (APST 1.5, 5.2, 5.4)

Demonstrated capacity to plan for and implement teaching and assessment strategies that are responsive to students' learning needs (APST 2.1, 3.1, 3.2, 3.4, 5.1)

Demonstrated ability to interpret formative assessment data and provide valid and appropriate feedback to learners (APST 5.2, 5.4)

Demonstrated knowledge and understanding of how students learn (APST 1.2)

Personal competence in written academic communication using evidence from placement and unit materials