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Check out this Instagram Post (4:5) designed by Courtney Lee.

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Check out this Instagram Post (3:4) designed by Kim Brookman.

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A poster featuring bold navy typography with five distinct color blocks for checklist sections, each with unique muted tones.

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Check out this A4 designed by Claire Laundy.

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Check out this Presentation designed by Courtney Lee.

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Your reference list must be included at the end of your assessment task.

All references should be appropriately cited using APA 7th edition referencing style.

The reference list will not be included in the word count.

A minimum of 10 scholarly references are needed for this task

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Your reflective statements need to provide insight and move beyond description. To assist you in doing this, you may consider questions such as:

What have you learned and how may it have changed your professional, intellectual, personal, and/or ethical development?

What have you learned about yourself as a beginning teacher and about the teaching profession that you may not have been aware of before?

What would you do differently if you had to do this again, and why?

What was the impact on children’s learning? How do you know this?

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You are required to include an individual reflective statement for each focus area (15 in total) that moves beyond description and explains how you are working towards meeting the Graduate stage through your evidence.

Your reflective statements should be one paragraph (200-250 words) in length.

Each reflection must be supported by at least one reference to relevant scholarly literature.

A minimum of 10 academic references that demonstrate links between theory and practice (excluding government websites/webpages) must be cited. The literature selected should include and go beyond the prescribed text/readings of the unit. Where relevant, the literature should draw on the reference lists from other education units within Swinburne Online.

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You are required to include brief annotations that explain and summarise what the evidence is and provides context/signposting for the reflective statement. This should be no more than one to two sentences (a brief description).

Try to connect your annotation back to the focus area.

For example.

For FA 3,3

Instead of...

A lesson plan from a math lesson I taught on fractions

Try...

A lesson plan that showcases the different teaching strategies I used in a math lesson I taught on fractions. You can see a focus on modeling, questioning and collaboration.

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The evidence that must be included is:

Three observations (one running record, one time sampling and either a second running record or a second time sampling of the focus child must be included as evidence for focus area 1.1

Four implemented lesson plans (made up of two literacy-focused and two numeracy-focused) must be evidenced for focus area 2.3. This could be a combination of small group and whole class teaching.

A SMART goal plan must be included as part of the evidence for focus area 6.1.

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Evidence is needed for all focus areas.

Evidence may include, but is not limited to, the following:

observations you have made while on placement

planning you have undertaken for placement

teaching and learning resources you have created or collected

images of practice (with permission and following confidentiality/ethics codes)

reflections and self-assessment from placement

actions you have taken in regard to mentor feedback.

All evidence will come from your EDU10027 placement experience

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Some tips to get you started on your portfolio!

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Some tips to get you started on your portfolio!

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Why we ask you to make observations in EDU10027! 

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Why we ask you to make observations in EDU10027! 

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2024 Swinburne Online Primary Lesson Plan Template

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EDU10027 2025 TP3 Expectations and Requirements

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On your placement you are required to complete three observations. You will complete one running record, one time sampling and then either a second running record or a second time sampling. You will use the data you collect from your observations to help plan your four lessons that you must teach over your placement. These can be a combination of whole class lessons and small group lessons.

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Example of completed time sampling template

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Example of completed time sampling template

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Example of completed running record template

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Example of completed running record template

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2026 Code of Conduct - ITE PST Beginners 1st Years recording Jan 8

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2026 Code of Conduct - ITE PST Beginners 1st Years recording Jan 8

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Time Sampling/Running Record Templates
Attachment preview
DOCX
Running Record template

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https://www.youtube.com/watch?v=YGaRRNHuaC0

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Australian Professional Standards for Teachers 

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Australian Professional Standards for Teachers 

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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Curriculum-linked learning resources for primary and secondary school teachers and students. Videos, games and interactives covering English, maths, history, science and more!

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https://www.scootle.edu.au/ec/p/home

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Used by:
Northern Territory
Tasmania
Australian Capital Territory
South Australia
Queensland

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As you enter into your placement this teaching period we wanted to share with you how this current placement will support you in your final Ready to Teach unit EDU40012 in which you will complete the Graduate Teacher Performance Assessment (GTPA).

The knowledge and skills developed in prior units and now in EDU30015 when completing the Assignment 1: Portfolio and your Professional Experience, prepares you for the GTPA experience. Your understanding of the AITSL standards, skills of reflective and critical thinking, as well as engagement with academic writing and scholarly literature developed by completing these units, explicitly develops the skills needed to successfully demonstrate the GTPA criteria.

The GTPA is an authentic culminating assessment of preservice teachers’ competence in classroom practice assessed against the Australian Professional Standards for Teachers at Graduate level. In completing the GTPA, you will demonstrate the complete planning, teaching, and assessing cycle. You will also show how you use evidence of student learning during your final-year professional experience placement.

The GTPA is endorsed by AITSL and is an assignment that ensures you are ready to navigate the world of teaching and demonstrate your professional readiness. More than 15 universities across Australia are currently offering the GTPA in their Initial Teacher Education courses and Swinburne University are proud to be part of this collective.

The benefits of completing the GTPA in your final placement unit includes the integration of the theory you have learned and engaged with throughout your study journey. You can further reflect on these theories in your professional experience and your GTPA, as to the impact on student learning and your teaching practice. Graduating with a GTPA is a wonderful achievement to support your future teaching career.

The GTPA Fact sheet for Pre-services teachers which l have included below provides further information for you.

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This will help you to insert your landscape lesson plans into a portrait document.

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

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Australian Professional Standards for Teachers

The Australian Professional Standards for Teachers help you understand and develop your teaching practice and expertise across 4 career stages. By demonstrating the Standards you can have maximum impact on all learners.

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australian professional standards for teachers

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Australian Professional Standards for Teachers

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Due for all students in the unit regardless of when your placement is.

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There are 15 focus areas to address in your portfolio assignment.

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SOL Professional Experience Handbook 2026

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20 days of professional experience in a lower primary school setting under the supervision of a registered teacher mentor.

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Changes to Placement

If you need to make any changes to your placement this must be discussed with the Help Hub. I have included these contact details below. If you need to discuss changes with dates/change of ST or year level these are all things that must be discussed first with the Help Hub. We also ask that you update your OLA of any changes after you've made contact with the help team.

You can contact the Help Hub by phone on 1300 937 765 or via email on help@swinburneonline.com