Professional Practice Capstone Project Primary Education PG (11350.1)

Required texts

Please see the Canvas site for required weekly readings.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit.

Students must also successfully complete their capstone placement of 20 days to pass this unit as evidenced by a satisfactory final placement report. 

Teaching Performance Assessment (TPA)

All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks. 

It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).

If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps. 

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Learner engagement

Indicative workload for this unit:

Workshop preparation and participation: 210 hours 
Assignment preparation: 90 hours
Professional experience placement: 20 days practicum

Participation requirements

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent from or unable to engage with more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

Professional experience

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

Required IT skills

This unit may involve online workshops and/or meetings in real time using the Virtual Room in the unit Canvas  site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recommend a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline.

That is, an artificial intelligence services may only be used if:

• its use is authorised by the unit convener as part of a specified assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and 
• its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

Work placement, internships or practicums

This unit involves a professional practicum of 20 days and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. School students, staff and community confidentiality must always be maintained (see policy documents for Professional Experience on the ATES Canvas site), including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you meet with your Program Director to schedule this unit for a future teaching period.

In order to participate in the professional practicum, you are required to hold a current Working with Vulnerable People (WWVP) card. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services. As preservice teachers are not paid for their practicum, the WWVP is free you register as a volunteer. For preservice teachers undertaking placements in other states or territories, it may be that a Police Check or a Working with Children Check is required. Please see the relevant government department or registration authority for the jurisdiction you are being placed.

Additional information

Theoretical foundations: This unit is based on current and emerging professional practices for beginning teachers, as they begin their professional career. 

Research and practice-led education: There are active practitioners and researchers involved in the development and delivery of this unit. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and problem-based learning, the learning and assessment modes develop research skills in the preservice teachers. 

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