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EPR722 - Building Capacity in Professional Experience

Unit details


2020 unit information

Enrolment modes:

Trimester 1: Burwood (Melbourne), Cloud (online), CBD*

Trimester 2: Burwood (Melbourne), Cloud (online), CBD*

Credit point(s):1
EFTSL value:0.125
Unit Chair:Trimester 1: Jill Loughlin
Trimester 2: Jill Loughlin
Cohort rule:

Students commencing in 2020 must be enrolled in course E760, E762, E764 or E765


Students who commenced course E760, E762, E764, E765 prior to 2020 must have passed:
1 unit from EPR701, EPR721, EPR741 and
2 units from EEE751, EPM742 and
must have passed 1 unit from EPO701, EPS735, EPL746


Students commencing course E762 after 2020 must have passed EPR721 AND must have passed 3 credit points at levels 7


Students enrolled in course E762, E764, E765, E760, prior to 2020, 
any co-req unit in EEE752


Must be enrolled in course E762 commencing 2020

Incompatible with: EPR712, EPR732, EPR742, EPR752
Typical study commitment:

Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit.

In Person Attendance Requirements 
Students who are completing professional experience placements are not required to attend classes or scheduled synchoronous sessions during the placement.

Scheduled learning activities - campus:

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, independent study and, 1 x 3-hour seminar per non-placement teaching week (approx. 6-9 weeks) and 1 x 1-hour placement briefing lecture.

Scheduled learning activities - cloud:

Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week.

This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study during non-placement teaching weeks (approx. 6-9 weeks).

It is highly recommended that you attend scheduled synchronous discussions in CloudDeakin throughout the trimester.

Participation is highly recommended in the scheduled 1-hour Blackboard Collaborate placement briefing session.

In-person attendance requirements:

Professional Experience
Preservice Teachers will also be required to attend 25-days* of Professional Experience in Primary School setting. Preservice Teachers are advised to check the most current Professional Experience Calendars for specific details and dates. 

Please note that ALL Professional Experience days must be successfully completed to pass this unit.

During Professional Experience placements, students are frequently required to undertake planning and preparation outside of the full time teaching day.

Professional placements must adhere to the Professional Experience Office policies and Faculty-approved calendars if undertaken in Victoria.

Interstate students may be allocated an alternative placement block relative to local school holidays. To meet university assessment timelines, this will be the nearest dates to the Victorian placement calendar, as possible.

Placement days are full days of attendance from approximately 8.30am–4.00pm.

This unit is subject to enrolment cut off dates that differ to the university.

  • Trimester 1 enrolments for this unit close on 15 November (Previous Year)
  • Trimester 2 enrolments for this unit close on 15 May

Please Note:
Preservice Teachers must meet requirements for placement attendance compliance including current Working With Children Check (relevant to state/territory), National Police Check and Immunisation record (or relevant supporting medical documentation, if no record exists).

This information needs to be registered on InPlace prior to attending placements. Please refer to the Professional Experience Office website for further information regarding policies, calendars and placement processes.


*CBD refers to Institute of Koorie Education; Community Based Delivery


This unit focuses on working effectively with learners, both in small groups and whole groups, with specific acknowledgement and understanding of their context for learning.

Preservice Teachers will research and plan learning experiences, focusing on creating a sequence of learning for a specific cohort of diverse learners. They will critically reflect on and analyse teaching practice working from the position of a practitioner researcher. They are expected to use effective and ethical communication practices in learning contexts and ensure safe, supportive and challenging inclusive learning-friendly environments as they build their capacities in planning for learning and successfully guiding learners and managing learning environments.

Preservice Teachers will review and analyse the effectiveness of their planning and pedagogy including demonstrating the ethical and effective use of learning tools, data/evidence and teaching strategies. Discussions with peers, colleagues, supervisors and Deakin staff will be used to critically reflect on and improve the effectiveness of planned and enacted teaching as a result of considered engagement with and implementation of a range of learning assessment tasks.

Preservice Teachers will be expected to articulate an informed emergent professional position through discussions with colleagues, peers, parents and mentors about their teaching and learning decisions


These are the Learning Outcomes (ULO) for this Unit

At the completion of this unit, successful students can:

Deakin Graduate Learning Outcomes


Research, observe, reflect on and critique classroom norms, communication and teacher pedagogical practices within a specific learning context demonstrating a broad understanding of the community that the context serves including intercultural perspectives of learning, knowledge and creativity

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO8: Global citizenship


Research, practice, reflect on and critique a range of pedagogical choices in support of promoting learner agency, ethical behaviours and inclusive learning-friendly environments in the placement context in collaboration with mentor teachers and other teaching colleagues

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO5: Problem solving

GLO7: Teamwork


Identify, implement and critique a range of assessment practices, including teacher feedback, as a way of generating multiple measures of data for analysis for the purposes of knowing and understanding learners and planning for their learning needs within a diverse learner cohort

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

GLO4: Critical thinking

GLO5: Problem solving


Apply knowledge of curriculum, pedagogy and assessment in the selection, modification, design and structure of a learning sequence that differentiates for the needs of individual learners

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO5: Problem solving

GLO6: Self-management

GLO7: Teamwork


Identify and critically reflect on strengths, weaknesses and potential improvements and challenges of enacted teaching, planning and assessment, in collaboration with others, to support proposals for future teaching and learning improvement

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO5: Problem solving

GLO6: Self-management

GLO7: Teamwork


Critically reflect on the ethical and legal responsibilities of teachers and the benefits and challenges of working collaboratively with colleagues, stakeholders and community in planning, teaching and evaluating learning experiences

GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical thinking

GLO6: Self-management

GLO7: Teamwork

GLO8: Global citizenship

These Unit Learning Outcomes are applicable for all teaching periods throughout the year


Assessment Description Student output Grading and weighting
(% total mark for unit)
Indicative due week

Assessment 1 - Planning for learning concept map

2000 words 40% Week 5

Assessment 2 - Critical SWOT Analysis of Teaching and Learning

3000 words 60% Week 11

The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.

Hurdle requirement

Professional Experience For pre-service teachers enrolled in School of Education courses, the Professional Experience component is assessed primarily by the site-based teacher (Mentor) who advises the Unit Chair. Satisfactory completion of the Professional Experience component is compulsory in order for the pre-service teacher to progress.

Pre-service teachers on placement are required to familiarise themselves with the Professional Experience Guidance for Pre-service Teachers and Professional Experience policies and guidelines available for their units.

Pre-service teachers attending placement are expected to maintain a Professional Experience Portfolio of their teaching activities in an organised format that is available on request for Mentors, Unit Chairs and/or Deakin liaison staff at any stage of the placement.

Pre-service teachers must undertake placement during the dates set/arranged by the Professional Experience Office GLO1, GLO4, GLO6, GLO8

Learning Resource

The texts and reading list for the unit can be found on the University Library via the link EPR722 
Note: please ensure you select the relevant trimester reading list

Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.

Unit Fee Information

Click on the fee link below which describes you:

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