CQUniversity Unit Profile.

This assessment task has two parts. 

Part 1: 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  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, 20th November, 2026).  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 this task.

Grace Period Statement
The 72-Hour grace period does NOT apply to this task. This is because this task is confirmation of the University's Work Integrated Learning Policy and Procedure and is related to professional placement which has a fixed schedule. If you require an extension of time for submission without academic penalty being applied, you will need to use the normal Assessment Extension System process and apply for an extension which will be considered by the Unit Coordinator or their delegate.

Part 2: Part 2 has 2 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: 
 Level 2: AI Integration (Authentic Professional Use)
GenAI is integrated as a collaborative professional tool. Within this task, this can be used for iterative refinement of drafts, data analysis support, generating structured content for review, or workflow automation.

Student Declaration (GenAI used)
When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:
I confirm that I used Generative AI only as permitted for this assessment. I can explain how I used it, the judgements I made, and how I developed the submitted work. I confirm that any Generative AI use in this assessment was permitted, responsible, and transparent and has been appropriately acknowledged. GenAI was used for [briefly state purpose, e.g. brainstorming/ editing/ drafting/ analysis], and I accept responsibility for the accuracy, integrity, and final content of this submission.

Grace Period
The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied

Word Count 
At CQUniversity, the word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. Word count for this task is 1 200 words. 

Week 6 Friday (18 Dec 2026) 11:55 pm AEST

Feedback on this assessment task will be provided following moderation and in sufficient time to inform the submission of Assessment Task 2 for the unit. Assessment return will take account of the two week vacation period and university closure for Christmas.

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

• American Psychological Association 7th Edition (APA 7th edition)

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: 
 GenAI is integrated as a collaborative professional tool. Within this task, this can be used for iterative refinement of drafts, data analysis support, generating structured content for review, or workflow automation.

Student Declaration:
When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:
I confirm that I used Generative AI only as permitted for this assessment. I can explain how I used it, the judgements I made, and how I developed the submitted work. I confirm that any Generative AI use in this assessment was permitted, responsible, and transparent and has been appropriately acknowledged. GenAI was used for [briefly state purpose, e.g. brainstorming/ editing/ drafting/ analysis], and I accept responsibility for the accuracy, integrity, and final content of this submission.

72-hour Grace Period 
The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied.

Word Count 
At CQUniversity, the word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. Word count for this task is 1200 words. 

Week 10 Monday (25 Jan 2027) 11:45 pm AEST

Feedback on this final assessment task for the Religion module of the unit will be provided following moderation and in line with university policy on certification of grades.

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

• American Psychological Association 7th Edition (APA 7th edition)

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 teaching sequences to cater for the needs of all
  learners,
• design and implement a range of learning sequences across the curriculum,
• design (where possible) and implement formative and summative assessment to monitor learning,
• interpret assessment data in order to differentiate and cater for learning needs,
• make judgments on the quality of learners' work, reflect on practice, and
• observe your supervising teacher (and others) to develop your pedagogical abilities.

Application of curriculum, pedagogical and technological knowledge across a range of learning areas will also be key features of the professional practice block where you will be expected to engage in observation, team teaching and continuous teaching as the placement progresses. The placement is scheduled as per the Professional Practice calendar and all components of the placement must be
completed.

An up-to-date working portfolio must be maintained throughout the placement and include all observation, planning, assessment instruments and records, a full class profile, classroom management plan, evaluation and reflection conducted throughout the placement. Refer to the Professional Practice 3 Information and Guidelines Booklet for further detail regarding the working portfolio.

This task addresses aspects of the following Australian Professional Standards for Teachers:
1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2, 6.3,6.4, 7.1, and 7.4.

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)
 GenAI may be used for basic support only. Within this task, this can be used for brainstorming, initial drafting, simple research assistance, or basic idea generation.

72-hour Grace Period
The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied

The electronic report for the placement will be submitted via Sonia on completion of the four-week assessable block.

Feedback on this assessment task will be provided by the supervising teacher on CQUniversity's electronic report. Final signed copies of the report will be available to students via Sonia Online.

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).

• American Psychological Association 7th Edition (APA 7th edition)

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.) 

 Generative AI Guidance Level
Level 1: AI-Assisted (Guided Collaboration) 
GenAI may be used for basic support only. Within this task, this can be used for brainstorming, initial drafting, simple research assistance, or basic idea generation.

Student Declaration
When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:
I confirm that I used Generative AI only as permitted for this assessment. I can explain how I used it, the judgements I made, and how I developed the submitted work. I confirm that any Generative AI use in this assessment was permitted, responsible, and transparent and has been appropriately acknowledged. GenAI was used for editing and drafting, and I accept responsibility for the accuracy, integrity, and final content of this submission.

Grace Period Statement
The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied

Word Count
At CQUniversity, the word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. Word count for this task is 1 200 words. 

Your Reflection on evidence of practice task is due one week after completion of the four-week placement block.

Feedback on the task will be provided following moderation.

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

• American Psychological Association 7th Edition (APA 7th edition)