Outline

Overview

This is the final mandatory professional experience placement. During this placement, students will demonstrate achievement of all Australian Professional Standards for Teachers at Graduate level. Students will gather evidence and complete the capstone assessment, the Assessment for Graduate Teaching (AfGT).

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDSE4103
Corequisites ?	EDUF3050
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Debra Talbot, debra.talbot@sydney.edu.au
Lecturer(s)	Helen Bremert, helen.bremert@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	Final placement report Final placement report	0%	Formal exam period Due date: 05 Dec 2025 at 23:59 Closing date: 15 Dec 2025	as per NESA template	AI prohibited
Outcomes assessed:
Out-of-class quiz	Assessment for Graduate Teaching (AfGT) The written report submission for the Assessment for Graduate Teaching (AfGT) is the final capstone assessment for the Bachelor of Education Secondary.	100%	Formal exam period Due date: 05 Dec 2025 at 23:59 Closing date: 15 Sep 2025	6000 words	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment for Graduate Teaching (AfGT) written report
Supervising teacher placement report

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

University policies will apply

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week -01	Familiarisation and planning for the AfGT	Lecture and tutorial (2 hr)
Week 02	Familiarisation and planning for the AfGT	Lecture and tutorial (2 hr)
Week 03	Familiarisation and planning for the AfGT	Lecture and tutorial (2 hr)
Week 04	Guest Lecture 1	Lecture and tutorial (2 hr)
Week 05	AfGT and practitioner inquiry- focus on data collection and analysis	Lecture and tutorial (2 hr)
Week 06	Guest Lecture 2	Lecture and tutorial (2 hr)
Week 07	Guest Lecture 3	Lecture and tutorial (2 hr)
Week 08	Documenting differentiated approaches to teaching and assessment	Lecture and tutorial (2 hr)
Week 09	No lecture due to public holiday. Online materials will be provided to inform the work of the one-hour tutorial	Tutorial (2 hr)
Week 10	Guest Lecture 4	Lecture and tutorial (2 hr)
Week 11	Guest Lecture 5	Lecture and tutorial (2 hr)
Week 12	Wrap Up & Blast Off	Lecture and tutorial (2 hr)

Attendance and class requirements

90% attendance is required at lectures and tutorials.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate understanding of the complex role of curriculum in school settings, and apply relevant policies, procedures and protocols when working with syllabus documents.
LO2. Critically analyse and evaluate teaching and learning resources that enhance students’ learning in designated curriculum area.
LO3. Build upon developing knowledge of curriculum area education to recognise the agentic role of curriculum when it is co constructed with learners, leaders and community.
LO4. Display increasing competence in teaching, planning, and assessing in ways that meet the needs of diverse learners who are progressing to a variety of post-school pathways.
LO5. Consider the needs and interests of students from a range of social, ethnic, cultural and religious backgrounds including the importance of Aboriginal and Torres Strait Islander students that takes this into account in authentic ways.
LO6. Understand the importance of engaging in continual and reflective professional dialogue and demonstrate an understanding of the rationale for continual professional learning in designated curriculum area education.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 2.1. Content and teaching strategies of the teaching area 2.2. Content selection and organisation 2.3. Curriculum, assessment and reporting 6.1. Identify and plan professional learning needs
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.2. Plan, structure and sequence learning programs 3.3. Use teaching strategies 5.1. Assess student learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.7. Engage parents / carers in the educative process 4.1. Support student participation 7.3. Engage with the parents/carers
	National Standard of Competency for Architects - 1.1. Preparation & endorsement of an agreement between client and Architect. This agreement will clearly communicate terms, services to be provided, and fees appropriate for the scale and type of project. 1.2. Establishment, analysis and evaluation of client project requirements and objectives. 3.1. Design response integrates the objectives of brief, user intent and built purpose. 3.6. Assessment of the economic impact on the project of design strategies and options. 4.1. Evaluation of design options in relation to project requirements.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 3.1. Establish challenging learning goals
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.2. Engage in professional learning and improve practice 6.4. Apply professional learning and improve student learning 7.4. Engage with professional teaching networks and broader communities

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Physical, social and intellectual development and characteristics of students.
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.
2.1		Content and teaching strategies of the teaching area
2.2		Content selection and organisation
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)
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
4.2		Manage classroom activities
4.3		Manage challenging behaviour
4.4		Maintain student safety
4.5		Use ICT safely, responsibly and ethically
5.1		Assess student learning
5.2		Provide feedback to students on their learning
5.3		Make consistent and comparable judgements
5.4		Interpret student data
5.5		Report on student achievement
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
7.1		Meet professional ethics and responsibilities
7.2		Comply with legislative, administrative and organisational requirements
7.3		Engage with the parents/carers
7.4		Engage with professional teaching networks and broader communities

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is a new unit being taught foir the first time Semester 2 2025.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDSE4104: Professional Engagement Final Practice

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links