FAHE13001 - Professional Skills
Term 1 - 2017


All details in this unit profile for FAHE13001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

The development of quality professional skills forms a major part of your degree. Your professional skills include degree specific ones and the 8 CQUniversity Graduate Attributes. In this unit, knowledge and understanding of contemporary professional skills and how to demonstrate these is developed. The unit requires you to design and create a 'masterpiece' that powerfully illustrates your professional skills.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Prerequisite: Successful completion of 72 credit points

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical and Written Assessment 100%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Continue to accommodate student needs with extended prac. for most of the Term. Students Continue to accommodate student needs as most are on a ten week prac. in the 12 week Term.
Continue quality, timely feedback Students Continue quality, timely feedback.
Continue quality Moodle resources for Course and near future teaching career Students Continue quality Moodle resources for Course and near future teaching career as most students are about to graduate.
On successful completion of this unit, you will be able to:
  1. Identify professional skills and provide evidence of standards achieved;
  2. Reflect on and use research literature on professional skills;
  3. Design and create a report or equivalent suitable to potential employers/investors on the relevance and quality of professional skills.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Practical and Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work
6. Information Technology Competence
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • Fellow students and people at workplaces
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKaren Maidment (K.Maidment@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Week 2 13-03-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Week 3 20-03-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Week 4 27-03-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Week 5 03-04-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Vacation Week 10-04-2017
Week 6 17-04-2017

Reading/viewing resources on Moodle website and other online resources. Reflecting on professional skills - nature and evidence of standards.

Week 7 24-04-2017

Literature review and reflecting on professional skills. Creating response to assessment requirements.

Week 8 01-05-2017

Literature review and reflecting on professional skills. Creating response to assessment requirements.

Week 9 08-05-2017

Literature review and reflecting on professional skills. Creating response to assessment requirements.

Week 10 15-05-2017

Creating final version of response to assessment requirements.

Week 11 22-05-2017

Creating final version of response to assessment requirements.

Week 12 29-05-2017

Finalising response to assessment requirements and submitting that response.

My professional skills Due Thursday (01 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Practical and Written Assessment

Assessment Title My professional skills
Task Description

My professional skills

Scenario: You have received the following letter. You are to respond to the letter with (a) a covering letter, and (b) an attachment detailing your response to the requirements of the letter.

Ms M Jones

Principal

Lakeside School

PO Box 1

Brisbane 4000

(Your title and name)

(Your address)

5 March 2017

Dear Joan (whatever your first name is)

It is my pleasure to advise you that you have been short-listed for a teaching position at Lakeside School. To assist the selection committee in its deliberations we require you to:

1. Using the STAR technique, discuss two different examples from recent pracs. that evidence your behaviours where you have done one or more of: (i) achieved results, (ii) engaged and connected, (iii) shown personal drive and integrity, (iv) shaped the future, (v) communicated with influence.

To assist you, the STAR technique involves:
Situation – identify a situation or problem you solved or encountered,
Task – what was the specific task or targets – Who? What? When? Where? What’s required?
Action – detail your specific action – What did you do? How did you do it?
Result – explain the results such as accomplishments and recognition.

Write no more than 800 words on each of your two examples (1,600 words total). Note the relevant AITSL Graduate Standards that your STAR examples address - see http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

2. Name two of your professional skills from the CQUniversity Core Graduate Attributes at the Graduate level used in your two STAR examples - see http://policy.cqu.edu.au/Policy/policy_file.do?policyid=3031

In no more than 800 words total, provide an informed view as to why these two professional skills are critical for you as a beginning teacher drawing upon relevant literature.

3. In 600 words or less, provide your indicative plan for the forthcoming two years for your professional development and training to evidence your Continuing Professional Development (CPD) as a teacher – see http://www.qct.edu.au/professional-development

In replying to this letter you are to provide a covering letter and an attachment to addressing the above tasks above. While it is likely that you will provide your response in a Word document, if you so choose, all or part of your ‘attachment’ may be a YouTube video or similar such as a website – simply note the URL in your letter to me. Overall, your attachment is to be no more than 3,000 words (or equivalent).

I look forward to your response on or before 1 June 2017.

Yours sincerely

M Jones

Assessment Due Date Week 12 Thursday (01-Jun-2017) 11:45 PM AEST
Return Date to Students Following moderation processes in accord with University policy
Weighting 100%
Assessment Criteria

Criteria and standards sheet

A holistic judgment is made on the standards evidenced in the specific properties of your response to the assessment.

Criteria: Knowledge, Skills, Application of knowledge and skills (AQF, 2013, p. 47).

The characteristics of student work in the response to the assessment task are typically, on balance:

A High Distinction response to the assessment task “demonstrates imagination, originality or flair, based on proficiency in all the learning outcomes of the unit; work is interesting or surprisingly exciting, challenging, well read or scholarly” (CQU, 2015, p. 3).

The response evidences very high levels of expertise with in depth understandings to address all the assessment requirements. The content is of exceptional quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical and original thinking. The APA Style (2010) is used expertly: including to acknowledge sources, convey meaning powerfully, and provide a consistently very high quality scholarly response. (Very high quality)

A Distinction response to the assessment task “demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas.” (CQU, 2015, p. 3.)

The response evidences high levels of expertise with in depth understandings to address all the assessment requirements. The content is of very high quality and the response is succinct, highly relevant, valid, coherent, flows logically throughout, draws upon a range of relevant research, and exhibits critical thinking. The APA Style (2010) is used very effectively: including to acknowledge sources, convey meaning effectively, and provide a consistently high quality scholarly response. (High quality)

A Credit response to the assessment “demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight.” (CQU, 2015, p. 3.)

The response evidences some expertise and relevant understandings to address the assessment requirements. The content is succinct, relevant, valid, coherent, flows logically, draws from relevant research, and exhibits critical thinking. The APA Style (2010) is used effectively: including to acknowledge sources, convey meaning, and provide a quality scholarly response. (Quality)

A Pass response to the assessment task “demonstrates the learning outcomes of the unit, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the learning outcomes of the unit.” (CQU, 2015, p. 3.)

The response evidences understandings to address the assessment requirements. The content is generally succinct, relevant, valid, coherent, flows logically, draws from research, and exhibits some critical thinking. The APA Style (2010) is used reasonably: including to acknowledge sources, convey meaning and provide an acceptable scholarly response. (Acceptable quality)

A Fail response to the assessment task does not meet the standards of a Pass or higher grade. (Unacceptable quality)

References

APA. (2010). APA Style. Retrieved from http://www.apastyle.org

AQF. (2013). Australian Qualifications Framework (2nd ed.). Retrieved from http://www.aqf.edu.au/wp-content/uploads/2013/05/AQF-2nd-Edition-January-2013.pdf

CQU. (2015). Procedure: Grades and results. Retrieved from http://policy.cqu.edu.au/Policy/policy_file.do?policyid=437

Referencing Style American Psychological Association (APA)
Submission Online

Submit via Moodle

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify professional skills and provide evidence of standards achieved;

2. Reflect on and use research literature on professional skills;

3. Design and create a report or equivalent suitable to potential employers/investors on the relevance and quality of professional skills.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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