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learning outcomes for placement - what specific knowledge/skills do we expect across fourth year?

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learning outcomes for placement - what specific knowledge/skills do we expect across third year?

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learning outcomes for placement - what specific knowledge/skills do we expect across second year?

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learning outcomes for placement - what specific knowledge/skills do we expect across first year?

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Summary Points from meeting 7/8:

📚 Professional Practice Pedagogy and Curriculum Review

Discussion initiated around aligning pedagogy with placement trajectory.

Further information from Jane regarding some of the questions: consider a matrix model to map pedagogical approaches and discrete skills (moving to integrated) across placement years.

### 🧩 Pedagogical Model for discussion

- First Year: Demonstration and observation.

- Second Year: Simulation-based learning across caseloads and contexts (lifespan)

- Third Year: Supported external placements – likely structured and paid Sem 1  - school model? With Sem 2 returning to fully mixed.

- Fourth Year: Independent external placements with potential mentoring.

### 🔄 Curriculum Adjustments

- Consider moving simulation units to second year.

- Potential shift of dysphagia unit to second year to allow for simulation to include skills associated with dysphagia.

- Emphasis on transferable skills across caseloads and contexts in simulation eg simulation around assessment skills would use CELF and Frenchay with compare/contrast sch vs PP vs hosp vs aged care/disability.

### 🏫 Fourth-Year School Placements

- Mixed views on replicating second-year school model in fourth year.

- Concerns about cost, caseload limitations, and state-specific education models.

- Preference for flexible, context-representative placements in 4th year.

### ⚠️ Key Concerns

- Risk of disconnect between academic models and workforce realities eg clinician’s role – adult or paed and consumer perception/trust ‘you’re an adult SP so I can talk to you about X’.

- Supporting students in bridging any ‘gap’

- Need to avoid over-structuring fourth-year placements.

- Importance of maintaining variety and realism in placement experiences.

### 💬 Team Reflections

- Agreement on avoiding structured education models in fourth year. State appropriate organic placements for 1-2 4th yrs to continue to be sought and utilised.

- Support for pedagogical alignment but with practical feasibility.

- Recognition of evolving placement landscape and need for adaptability.

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How should we be informing and supporting students regarding AI use within the clinical setting?

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For all of the questions here consider:

Mission and values

whole-of-program needs,

constructive alignment (within and across units),

staffing levels

staffing knowledge/professional development needs

sustainable practices,

technology (inc AI use)

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What resources (staffing, finances, knowledge/skills etc) would be required to make these changes happen?

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How do we ensure our placements are culturally safe?

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What do we want international experiences to look like?

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What would happen if we shifted SPHY302 to second year?

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CLOSED FOR COMMENTS. This concept is not supported across any campus. Organic education placements including 3rd/4th or 2nd/4th mentoring where approp continues to be supported. What would happen if we shifted school-based placement to 4th year?

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What different types of placement models are we using? How do we embed community based placements? What is working well what innovations could be built?

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What is needed to provide sustainable placements across campuses and year levels?  Ideas here for reducing admin and new placement models which could help?

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How could we shift the perception to placements across contexts/settings (not just age groups) ensuring students have capacity to work across them?

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Could we be using observation, demonstration and simulation more? If so how and where?

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How are we ensuring alignment/integration with theory/practice units?

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Home - ACU Australian Catholic University logo

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Bachelor of Speech Pathology | ACU courses

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Become a qualified speech pathologist Recognise the importance of communication and mealtimes as activities that enable people to participate fully in their daily lives.

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What pedagogy do we use in placement units? How are we scaffolding learning across year levels?

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What do we perceive is the role of the PP units in the program? How does our unit design and placement program reflect that?