EDET692: Professional Term Extended Task 2

Assessment

Task Description

This assignment consists of (1) a reporting plan developed to support ongoing engagement and communication with students and their parents/carers over the course of a semester of study, and (2) a reflective statement of personal and professional ethics and practice in engaging with student, parents/carers and the community. This assessment must be related to your second or minor teaching area for one year level between Years 7-9. Your plan should be developed for a specific school context selected as follows: 

• If you are already working in a school (TfA or other internship programs), you should base your plan on that school and on actual teaching and learning that you have or will conduct in that context. 
• If you are not yet working in a school, you should select the state or Catholic school that is in (or closest to) one of the following suburbs:
  • NSW: Penrith/Nepean, 2750 OR Oberon, 2787 
  • QLD: Kingston, 4114 OR Roma, 4455 
  • VIC: Broadmeadows, 3047 OR Morwell, 3840

To prepare this assignment, you will need undertake the following: 

• Conduct research into your selected school context. You should identify quantitative and qualitative information about the linguistic, cultural, religious and socioeconomic factors relevant to the community and school context. Ensure that you develop a detailed picture of the local context, rather than relying on global statistics. 
• Using the provided template: a. create a map (scope and sequence) of teaching and learning for first semester (Terms 1 and 2) for your selected year level and teaching area. This should include basic details related to topics or units of study, relevance to an appropriate curriculum, and related summative assessments, and b. Develop a data plan that correlates to your scope and sequence that outlines what data you will collect for what purpose, and how it will be stored. The plan should consider systemic, standardised and school-based data that is to be used for baseline, formative and summative purposes. 
• Develop example strategies and processes for synthesising collated data and evidence of student learning to:
  • formally report student learning using a school-based reporting system, and
  • showcase student learning for students and their parents/carers in culturally responsive ways. These strategies may be related to a single topic/unit in your scope and sequence. You may also choose to consider more than one of them.

Brief Summary of Assessment Requirements

This assessment required the development of a comprehensive reporting and engagement plan designed to support effective communication with students and their parents/carers across one semester. The task was contextualised within the student’s second or minor teaching area for a selected year level between Years 7–9 and situated in a specific school context.

The assessment comprised two interconnected components:

1. Reporting Plan
   • Research into a selected school community, focusing on local linguistic, cultural, religious, and socioeconomic characteristics using both qualitative and quantitative data.
   • Development of a scope and sequence map (Terms 1 and 2) outlining curriculum alignment, units of study, and summative assessments.
   • Creation of a data plan aligned to the scope and sequence, detailing:
     • Types of data collected (systemic, standardised, school-based)
     • Purpose of data collection (baseline, formative, summative)
     • Data storage and management processes
   • Design of strategies for:
     • Formal reporting of student learning
     • Culturally responsive communication of student progress to parents/carers
2. Reflective Statement
   • Reflection on personal and professional ethics in engaging with students, parents/carers, and the wider community.
   • Consideration of inclusive, ethical, and culturally responsive professional practice.

Key pointers covered in the assessment included:

• Context-specific school research
• Curriculum-aligned planning
• Ethical and professional communication
• Data-informed reporting practices
• Culturally responsive engagement strategies

Step-by-Step Academic Mentor Approach

The academic mentor supported the student through a structured and scaffolded process, ensuring alignment with assessment criteria and professional teaching standards.

Step 1: Interpreting the Task and Selecting Context

The mentor first clarified the dual purpose of the assignment planning for reporting and reflecting on ethical practice. The student was guided to select a specific school context (existing placement or nominated suburb-based school) and confirm the appropriate year level and teaching area.

Step 2: School and Community Research

Guidance was provided on conducting contextual research, with emphasis on:

• Using local data sources rather than broad state or national statistics
• Identifying community diversity factors that influence learning and engagement
• Linking contextual findings to teaching and reporting practices

Step 3: Developing the Scope and Sequence

Using the provided template, the mentor helped the student:

• Map curriculum-aligned teaching and learning across Terms 1 and 2
• Clearly link topics and units to relevant curriculum outcomes
• Identify summative assessment points within the semester

Step 4: Creating the Data Plan

The mentor supported the student in designing a coherent data plan that:

• Matched data collection points to teaching and learning stages
• Differentiated between baseline, formative, and summative data
• Considered ethical data storage and confidentiality requirements

Step 5: Reporting and Engagement Strategies

The student was guided to develop practical strategies for:

• Synthesising data into formal school-based reports
• Communicating learning progress to parents/carers in culturally responsive ways
• Showcasing student learning through inclusive and accessible formats

Step 6: Reflective Statement Development

The mentor assisted the student in critically reflecting on:

• Ethical responsibilities in communication and reporting
• Professional conduct in engaging with families and communities
• Alignment of personal teaching philosophy with inclusive educational practice

Outcome Achieved and Learning Objectives Met

Through this guided approach, the student successfully produced:

• A contextually informed reporting plan aligned with curriculum and data practices
• A structured scope and sequence supported by purposeful data collection
• Thoughtful, culturally responsive strategies for reporting and engagement
• A reflective statement demonstrating ethical awareness and professional growth

Learning objectives achieved included:

• Understanding community contexts and their impact on learning
• Applying curriculum planning and assessment literacy
• Using data to inform teaching and reporting decisions
• Demonstrating ethical and professional communication practices
• Developing culturally responsive engagement strategies

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