EPT521 Professional Experience: Effective Teaching and Assessment in the Primary Years (16)

This capstone subject is the final subject in the Master of Teaching course and draws on teacher education students' cumulative learning from across the coursework components of the degree and includes the final professional experience placement. During this professional experience placement students will complete a Teaching Performance Assessment (TPA) in which they will demonstrate they have met the Australian Professional Standards for Teachers (APST) at graduate level. They will also be required to submit evidence of their practice (planning, teaching, assessing and reflecting) and evaluate their impact on school students' learning.
In preparation for completing the TPA, students will explore the purposes, methods, strengths and challenges of assessing learning in primary school settings. Students will examine different approaches, skills and practices for assessing, recording and reporting children's learning. Specific attention is also given to identifying and understanding the challenges and complexities encountered by teachers when assessing and reporting on students' performance and the value of reflection in, on and of practice to improve student learning outcomes.
Students' satisfactory completion of the TPA is a requirement for graduation from their teacher education program.


Session 1 (30)
Bathurst Campus
Session 2 (60)
Bathurst Campus

Continuing students should consult the SAL for current offering details: EPT521. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System



One session


School of Teacher Education

Enrolment Restrictions

This subject is available to Master of Teaching (Primary) students only. Commencement of this subject should be in the final session of study in the course.

This subject is not available to students who have completed subjects (EPT433 or EPT508) and EEE405 as they share similar content with this subject.

The following subjects should be completed either prior to, or concurrently with EPT521: (EPT447 or EPT432) and (EEP427 or EED408 or EED502) and (EED409 or EED503) and EMM419 and (EMM209 or EMM418) and (EMM410 or EMM503) and EML440 and (EML439 or EML530) and EMS406 and EEB505 and EMH419 and EMR408 and EMA410 and (EEA406 or EML529 or EMH501 or EMR501 or EMS501).


( EPT447 or EPT432 ) and ( EEP427 or EED408 or EED502 ) and ( EED409 or EED503 ) and EMM419 and ( EMM209 or EMM418 ) and ( EMM410 or EMM503 ) and EML440 and ( EML439 or EML530 ) and EMS406 and EEB505 and EMH419 and EMR408 and EMA410 and ( EEA406 or EML529 or EMH501 or EMR501 or EMS501 )

Subject Relationships

EEE405 Shares similar content
EPT508 Shares similar content
EEA406 Shares similar content
EPT432 Shares similar content
EPT448 Paired Subject
EEE503 Shares similar content
EPT433 Shares similar content

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers at graduate level during 35 days of professional experience in a primary classroom setting;
  • be able to plan and justify appropriate teaching and learning sequences with student data, including NAPLAN results;
  • be able to apply current models of pedagogy and strategies appropriate to the context and stage, to cater for the diverse needs of learners;
  • be able to apply a range of strategies to assess, record, report and provide feedback to students and parents/carers on achievement of learning outcomes;
  • be able to analyse and interpret student assessment data to evaluate student learning and to inform planning and /or to modify subsequent teaching practice to progress student learning;
  • be able to use assessment tools and moderation processes to support consistent and comparable, standards based judgements of student learning;
  • be able to reflect on and appraise the impact of their teaching on student outcomes, drawing on relevant theory and evidence collected, to modify and improve future teaching and progress student learning;
  • be able to demonstrate achievement of the Australian Professional Standards for Teachers (APST) at graduate level through the satisfactory completion of a Teaching Performance Assessment (TPA); and
  • be able to formulate a plan to address professional learning needs to modify and improve future teaching and progress student learning.


This subject will cover the following topics:
  • The Australian Professional Standards for Teachers
  • Preparing for placement; requirements and the responsibilities of a being a classroom teacher
  • Development of SMART (Specific, Measurable, Achievable, Relevant and Time) professional goals
  • Expectations for a 35 days professional experience placement
  • State and national principles and policies, including NAPLAN, and their influence on assessment requirements and practices
  • Purposes of assessment (including NAPLAN)
  • Interpreting student data to evaluate student learning and modify teaching practice
  • Different approaches, skills and practices in assessment - strengths and challenges
  • Assessment as evidence of student learning and achievement
  • Assessment strategies
  • Effective feed forward and feedback on student learning
  • Reliability and validity in assessment and moderation: Making consistent and comparable judgements
  • Analysing student work
  • Strategies for recording and reporting student achievement to students and parents/carers
  • Strategies for evaluating and improving teaching programs to improve student learning
  • Learning Intentions, marking rubrics and assessment criteria
  • TPA requirements: folio of annotated evidence and a report or narrative of their case study in a multimodal text

Indicative Assessment

The following table summarises the assessment tasks for the online offering of EPT521 in Session 2 2020. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
assessment task 1: professional experience goals
Assessment task 2 part a: analysis of naplan data
task 2 part b: assessing student work samples
Assessment task 3: professional experience report
Task 4: tpa: element 1 part a implementation plan
tpa: element 1 part b multimedia presentation
Tpa: element 2 professional practice portfolio

Workplace Learning

This subject contains a 35 days Compulsory Workplace Learning component.

This subject will involve 35 days of supervised professional experience in a primary school setting as required for accreditation.

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.