• 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) 

📚 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 4^th 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 4^th 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.