Requirements and Guidelines EPE520 - Developmental Learning and Pedagogy - Placement and Assessment Requirements

Sep 15, 2026

Requirements and Guidelines for EPE520 outline the practical expectations for developmental learning and pedagogy placements, including the required number of professional experience days, rules for absences, and how placement settings differ across early childhood, primary, and secondary contexts. The framework specifies academic assessments, placement reporting (interim and final reports), and submission/validation steps. Minimum placement requirements include weekly planning and teaching loads, alongside ongoing documentation through a reflective journal, supported by defined roles for placement, supervision, and unit coordination.

LanguageEnglish

CategoryExam

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Requirements and Guidelines EPE520

Developmental Learning and Pedagogy

Placement and Professional Experience Days

Academic Assessments

Placement Assessments

Minimum Placement Requirements

Placement Support

Placement Concern Procedures

Planning and Teaching Expectations

Requirements and Guidelines EPE520 Developmental Learning and Pedagogy These Requirements and Guidelines include internal and external links and are best viewed digitally. | Number of professional experience days required | 20 days. Inschool must be notified of any placement absences. Any missed days must be made-up. | | --- | --- | | Placement setting | • Early Childhood: 10 days with 0-35 months old and 10 days with children 3-5 yrs-old
• Primary: Primary any year level
• Secondary: Secondary any year level | | Academic assessments | • Assignment 1: Pre-placement Quiz
• Assignment 2A: Part 1 Section 1-4: Sequenced Lesson Design and Critical Analysis
• Assignment 2B: Part 1 Section 5 & Part 2-5: Sequenced Lesson Design and Critical Analysis | | Placement assessments | • An Interim Report is required at the mid-way point of the placement after meeting with the Professional Experience Supervisor.
• A Final Report is required at the end of the placement and outlines strengths the student has demonstrated against the ACECQA Quality Areas and/or the Graduate Level APSTs.
• When signing reports, the Pre-service Teacher agrees to upload the report to Learnline and email it to the Placement Unit Coordinator, Mentor/s, [Inschool@cdu.edu.au](Inschool@cdu.edu.au) and the Professional Experience Supervisor for validation. Ensure the report is uploaded before emailing. | | Minimum placement requirements | • Week 1: Plan and teach a minimum of 1-2 lessons
• Week 2: Plan and teach a minimum of 3-4 lessons
• Weeks 3-4: Plan and teach a minimum of 10 sequenced lessons
• Reflective Journal | | Placement support | • A Placement Officer is the administrative point of contact for Pre-service Teachers from the date of enrolment until the placement is confirmed. Please phone 08 8946 6602 or email
[inschool@cdu.edu.au](inschool@cdu.edu.au)
• A Professional Experience Supervisor provides placement support to the Pre-service Teacher, Mentor/s and Site Coordinator.
• A Unit Coordinator provides mentoring and support to Pre-service Teacher enquiries regarding academic assessments. | | Placement concern procedures | Mentor concerns regarding the Pre-service Teacher’s conduct or progress should be referred to the Professional Experience Supervisor immediately.
The process for addressing concerns is outlined in the Degrees of Concern Procedures. | Minimum Placement Requirements Planning and Teaching Expectations Pre-service Teachers, with the guidance of their Mentor, should actively engage in designing, teaching, and assessing learning activities beyond the minimum requirements. The following teaching and planning expectations represent the recommended minimum required to effectively meet assessment and placement standards. | |
Planning Schedule | Teaching Schedule | | --- | --- | --- | | Prior to placement | • Participate in a pre-placement briefing with a Professional Experience Supervisor.
• Discuss planning and curriculum overview for the placement period and specific planning requirements.
• Discuss specific learning or welfare needs of students.
• Agree to planning templates, timelines and expectations (e.g. lesson plans submitted to Mentor at least 48 hours prior to delivery) . | • Discuss timetabling and the progression of the teaching load.
• Discuss class routines, expectations, site practicesand programs. | | Week 1 | • Plan a minimum of 1-2 lessons.
• Submit plans to Mentor for feedback as per agreed timelines.
• Observe and document daily routines and practices. | • Teach a minimum of 1-2 planned lessons.
• Assist and provide support in the classroom while the Mentor leads teaching.
• Interact with students, collaborate with Mentor, and collate information for planning tasks.
• Visit other learning areas where appropriate. | | Week 2 | • Plan a minimum of 3-4 lessons.
• Submit plans to Mentor for feedback as per agreed timelines.
• Observe and document

FAQs

How many professional experience days are required for EPE520 placement, and what happens if a day is missed?

The placement requires 20 days. Inschool must be notified of any placement absences, and any missed days must be made up.

What academic assessments are required for EPE520?

Assignment 1 is a Pre-placement Quiz. Assignment 2A requires Part 1 Sections 1–4: Sequenced Lesson Design and Critical Analysis, and Assignment 2B requires Part 1 Section 5 & Part 2–5: Sequenced Lesson Design and Critical Analysis.

What reports are required during and at the end of the placement?

An Interim Report is required at the mid-way point after meeting with the Professional Experience Supervisor, and a Final Report is required at the end of placement outlining demonstrated strengths against the ACECQA Quality Areas and/or Graduate Level APSTs.

Sep 15, 2026

Uploaded by River Wang