School of Education

Subject Outline
ED4460
Service Learning for
Sustainable Futures
Subject Lecturer:
Ms Peta Salter

Townsville
Campus
Study period 11, 2010
BACHELOR OF EDUCATION

About the School of Education

Our successful undergraduate programs have a 40-year history in North Queensland and during this time the
School of Education has developed exceptionally strong relationships with local schools and education
providers. Our quality teacher preparation programs, the Bachelor of Education in Early Childhood, Primary
and Secondary education and the Graduate Diploma of Education are certified by the Queensland College of
Teachers.
The Bachelor of Education course at James Cook University is constructed so that its graduates meet the
aspirations of the University to produce graduates who possess qualities identified in the document JCU: In
the Third Millennium.
These include the following qualities:

Exemplary personal and professional moral and ethical standards

A commitment to lifelong learning and intellectual development
An understanding of Indigenous Australian issues and cultures
An understanding of regional issues
A sense of professional, community and environmental responsibilities
Willingness to contribute to the intellectual, cultural and social life of the regional, national and
international communities.

In addition, our teacher education programs are developed in accordance with the Queensland College of
Teachers: Professional Standards for Teachers. These ten standards ensure that graduates will:

Design and implement engaging and flexible learning experiences for individuals and groups
Design and implement learning experiences that develop language, literacy and numeracy
Design and implement intellectually challenging learning experiences
Design and implement learning experiences that value diversity
Assess and report constructively on student learning
Support personal development and participation in society
Create and maintain safe and supportive learning environments
Foster positive and productive relationships with families and the community
Contribute effectively to professional teams
Commit to reflective practice and ongoing professional renewal

Our postgraduate programs offer dynamic professional development opportunities for teachers,
administrators, and community workers from a range of disciplines. At this level, we proudly offer
postgraduate courses in guidance and counselling, and in career development in Singapore and locally. We
continue to offer locally our postgraduate options that focus on education for sustainability (open to graduates
from a broad range of work and life experiences) as well as a program focusing on the role of public
education. These are exciting initiatives that respond to emerging, educational imperatives at state, national
and international levels. Our Research degrees (MEd Honours, EdD and PhD) provide opportunities to
explore in greater depth, issues of importance to the profession, to contribute to the body of professional
knowledge and equip themselves for leadership at all levels.
We have a strong commitment to community engagement with a focus on education for sustainable futures
and improved educational outcomes for our region, especially for Indigenous students. We extend this
commitment to communities both nationally and internationally.
We are delighted to offer to our new and continuing students, support that will enable them to meet their
individual educational and professional aspirations.

We acknowledge the traditional custodians of the lands where our university is located.
Prepared by Ms Peta Salter for the School of Education, James Cook University.
Copyright 2010
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as
permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without
written permission.

James Cook University

School of Education

Page

James Cook University

School of Education

Page

Contents
Contents...................................................................................................................................... 2
1. Subject staff............................................................................................................................. 2
2. Key dates for ED4460..............................................................................................................3
3. ED4460 - Service Learning for Sustainable Futures................................................................3
4. Subject expectations and participation.....................................................................................5
5. Subject resources.................................................................................................................... 6
6. Assessment details.................................................................................................................. 7
7. Submission and return of written assessment tasks..............................................................13
8. Policies and support for all students......................................................................................14
9. Subject and teaching feedback..............................................................................................16
10. Subject calendar.................................................................................................................. 17
11. Assessment criteria and cover sheets..................................................................................20
12. Certification of Completion of Placement statement26

1. Subject staff
ED4460

Name

Room &
campus

Phone

Email

Subject
Coordinator

A/Prof Angela Hill

DG255133 Tsv

4781 6570

Angela.Hill@jcu.edu.au

Lecturer

Peta Salter

DG258135 Tsv

4781 6320

Peta.Salter@jcu.edu.au

Consultation
times

By
appointment*

Email: MUST include the subject code, ED4460, in the subject line of the message. All email messages
will be responded to within 5 working days.
*Consultation: Where possible and appropriate, Skype can be used to consult with students off campus.

2. Key dates for ED4460

Welcome to ED4460. In this subject, all students will be working off the same online platform in an
external mode. The subject will be delivered through 5 modules. The modules directly inform your
learning, placement and assessment preparation for this subject. In each module, tasks have
been purposefully designed for you to explore key facets of engaging with service learning for
sustainable futures through reflection on your readings, your own experience as learners and
teachers and experience during placement. Please note that these dates indicate when the
module should be completed. Refer to modules and Assessment Details (p7) for due dates for
discussion postings required as part of completion of modules.

Activity
Subject materials available
Module 1
Module 2
Module 3
Assessment task 1
Module 4
Certification of completion of placement (completed by
Organisation and submitted to Tsv Profex unit)
Module 5
Assessment task 2

Weighting
N/A
N/A
N/A
N/A
15%
N/A
50%

Day/date
15 November
26 November
26 November
3 December
8 December
28 January
1 February

N/A
35%

11 February
18 February

Please note:
The census date for study period 11 is Thursday 16 December 2010. This is the last date for all
students (domestic and international) to withdraw from subjects in which they are enrolled without
incurring student contribution, tuition fee or international student fee liability or, for Commonwealth
supported students, without consuming Student Learning Entitlement.
Deadline for withdrawal without academic penalty for study period 11 is 31 December 2010.

3. ED4460 - Service Learning for Sustainable

Futures
Subject description
This subject focuses preservice teachers on the pedagogy and practice of service learning.
Preservice teachers will integrate meaningful community service (minimum 50 hours) with learning
experiences and reflection to enrich their understanding of their own teaching role. The service
learning projects will aim to strengthen communities with a focus on activities that promote social
and environmental responsibility. Preservice teachers will explore a range of learning partnerships
with community agencies, industry and business, preparing them for their role with students and in
the wider community. Experiences will include options for local, national and international
experiences.

Subject outcomes
Students who successfully complete this subject will:

identify and access learning communities and networks that foster sustainable
communities;
review legal, ethical and professional responsibilities associated with service learning
experience and ensure conduct enhances the status of the profession;
establish learning goals and participate effectively in teams inline with personal skills
and responsibilities;
explain how to apply approaches to learning that foster active citizenship in their own
teaching;
critically reflect on professional learning and contribution to community.

Teaching and learning in this subject

This subject aligns with JCUs commitment to a brighter future for life in the tropics, world-wide. In
particular, it is aimed at inspiring students to make a difference as an educator and to serve and
engage with the underserved populations of communities; locally, nationally and globally.
With this in mind the subject is designed to enable respectful community engagement and extend
notions of active citizenship in preservice teachers through cultivation and completion of a service
learning project. It is a subject that will require you to become skilled in moving between theory and
practice, underpinned by a focus on critical reflection. Being a reflective practitioner means that as
a teacher, you will be trying to improve what you do in the classroom and wider community
tomorrow, by thinking in an informed way about your service learning experience today.
This subject uses a service learning pedagogical framework, informed by the example of Delve,
Mintz and Stewart (in Bringle & Hatcher 1996). Using a service learning framework will facilitate
learning through the following phases:
Learning Phase
Preparation

Action
Reflection

Learning
This includes exploration and clarification of
concepts of service learning and
sustainability to lead to realisation/insight
into the meaning of service.
Participation and advocacy through
completion of service learning placement.
Internalisation of how the service learning
experience influences career and life
choices.

Module
1, 2 & 3

4
5

Delivery of ED4460 involves student engagement in a range of learning experiences outlined in

five learning modules. As adult learners and as preservice teachers, the more active you are in the
learning process, the more resourceful you will become, and the more you will enjoy your
experience. Students are required to self-manage their progress through the subject, exercising
flexibility and self-direction in various elements including project choice and timetabling of 50 hours
(minimum) of placement. Completion and assessment deadlines, however, are not negotiable.

Assumed knowledge
Professional Standards for Queensland Teachers (QCT, 2006) are integral to the B.Ed JCU
subjects already completed. ED4460 is designed to build on this foundation by enabling students

to identify and extend professional knowledge, skills and values by contributing effectively to a
service learning project of their own interest.
The requirements of this subject assume that you have:

strong academic literacy capabilities;

appropriate knowledge and skills to engage critically with texts and tasks;
capacity for reflection and effective professional and interpersonal communication skills;
the ability to work in new settings and contribute in meaningful ways;
capacity for time-management and strong organisational skills.

4. Subject expectations and participation

ED4460 is a three-point subject and results will be allocated as strictly pass or fail. Due to its
offering in external mode, participation in this subject respects and requires the ability to work
autonomously, collaboratively and reflectively. Emphasis is on students to self-manage their
participation in the subject including completion of modules and assessment, and organisation of
placement and relevant timetable to complete placement requirements.
Attendance details:
Activity
Placement 50 hours minimum
service learning placement

Day

Time

20 December- 28 January. As negotiated by

student.

Guidelines for Service Learning Placement

The service learning must:
1. contribute to the development of a sustainable society;
2. involve work in a community and a context new to person undertaking project;
3. meet minimum workplace health and safety standards;
4. if in a school, not be undertaken in normal school hours of that school unless the project is
undertaken outside Australia.
Please note: Your service learning placement will not be organised by the School of Education.
Students are required to organise their own placement and undertake their own risk and suitability
assessments, as outlined in module 3 and task 1. After the submission of task 1, the subject
lecturer will review each placement proposal and notify the student if the proposed project is
approved. Students may only proceed with placement if their project is approved. Guidelines for
placement, including risk assessment and ethical considerations will be further explored in subject
modules.

It is most important to understand that successful completion of the subject requires:

Completion of all five modules;

Completion and certification of 50 hours (minimum) service learning placement;
Completion of ALL assessment tasks to a pass standard;
Competency in professional literacies.

It is recommended that students schedule a minimum of 10 hours per week for engagement with
subject requirements.

5. Subject resources
LearnJCU
LearnJCU is the key resource for this subject. During the 13 weeks of participation in this subject,
you will be required to complete all modules and engage in on-line dialogue and reflection as
described in the assessment details. The LearnJCU site will provide you with access to:

Subject materials for each module;

Core readings for each module;
Guides for working through each module;
Access to fellow students via the discussion board;
Further advice on assessment;
Links to relevant websites.

It is recommended that you engage with the LearnJCU subject site at least once a week for subject
announcements. If you have any technical difficulties using LearnJCU, please contact our IT
support system people through Infohelp: 07 47815500 or infohelp@jcu.edu.au.

Library Resources
General library resources: http://cms.jcu.edu.au/libcomp/index.htm
Specific Education resources
http://libguides.jcu.edu.au/content.php?pid=81862&sid=607594
The Education librarians, Helen Hooper (Townsville) and Mark Collins (Cairns) are always ready to
provide help with accessing library resources.
Helen Hooper Email: Helen.Hooper@jcu.edu.au
Mark Collins
Email: Mark.Collins2@jcu.edu.au
Location: 1st floor Library Building Townsville and Cairns
Email
You should check your JCU email account at least once a week. If you make a habit of doing
this, you are unlikely to miss out on important and timely communications. You can link your
JCU email account to another email address so such messages get re-directed to your private
email account. Details of how to do this can be found at this link.
http://www-public.jcu.edu.au/libcomp/JCUPRD_018257#_Access_to_Email_from%20home

6. Assessment details
Please consult the following policy pertaining to assessment:
http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016741.html
http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016745.html
Note that no individual result on an assessment task should be taken as an indication of the final
grade for this subject. Official subject grades are released after the exam period on scheduled
release dates (see http://www.jcu.edu.au/student/assessment/JCUDEV_007196.html), through
StudentsOnline or eStudent. Students should also be aware that raw scores may be scaled prior
to the awarding of an overall grade.

A quick guide to important assessment issues in this subject

You must submit all assessment tasks in order to pass the subject overall.
You must receive a minimum of a pass grade in each assessment task to pass
this subject overall.
This subject includes an assessment task that you must receive a pass grade in to
pass the subject overall.
A supplementary examination is offered in this subject at the discretion of the subject
coordinator
This subject has minimum attendance requirements in order to pass the subject
overall. i.e. 50 hours minimum service learning placement must be completed
Resubmission of assessment task/s that is/are unsatisfactory is offered in this subject
at the discretion of the subject coordinator. i.e. ONLY in regards to professional
literacies competency.
Scaling of raw marks may occur prior to the awarding of an overall grade (details of this
scaling process are provided below).
Participation in tutorials forms part of the assessment for this subject.
Inclusion of certification (by your supervising teacher or equivalent) of your completion
of task/s is required in this subject, and you will be deemed not to have met the
invigilation requirements for this subject if these are not submitted. i.e. Certification of
completion of placement

YES/NO
YES
YES
NO
NO
YES
YES
NO
NO
YES

Assessment summary
A summary of the assessment tasks is provided in the table below.
Assessment
1.

2.

3.

Assessment 1.
Pre Task
Assessment
service learning
planning,
information
gathering and
reflection
Service
Learning
placement
Assessment 2.
Post Task
Assessment
service
learning

Due date

Weight

Relevant JCU graduate

qualities

Relevant QCT
standards

Standard Six:
Support personal development
and participation in society
Standard Eight:
Foster positive and productive
relationships with families and
the community
Standard Nine:
Contribute effectively to
professional teams
Standard Ten:
Commit to reflective practice
and ongoing professional
renewal

8 Dec 2010

15%

Certification
due 1 Feb

50%

2011
18 Feb

35%

2011

the ability to adapt knowledge to

new situations,
the ability to deploy critically
evaluated information to practical
ends,
the ability to select and organise
information and to communicate it
accurately, cogently, coherently,
creatively and ethically.

the ability to think critically, to

analyse and evaluate claims,
evidence and arguments, and to
reason and deploy evidence clearly
and logically,

the ability to communicate

effectively with a range of
audiences,

the ability to lead, manage and

Assessment

Due date

Weight

Relevant JCU graduate

qualities

Relevant QCT
standards

contribute effectively to teams

summary and
reflection

the ability to use online technologies

effectively and ethically.

the ability to reflect on and evaluate

learning, and to learn independently
in a self directed manner,

a sense of professional, community

and environmental responsibilities,

willingness to contribute to the

intellectual, cultural and social life of
the regional, national and
international communities.

Assessment details
Assessment 1:
Due date:
Weighting:
Length:

Pre-placement task
Wednesday 8 December 2010
15%
700 words (1.3 appendices not included)

Format:
This assessment has 3 parts:
1.1 Service Learning placement cover sheet
1.2 Rationale
1.3 Appendices (1.3.1 & 1.3.2)
Submission:
Individual electronic submission to LearnJCU Safe Assignment must include all 3 parts and a
completed copy of Assessment Task 1 cover sheet and marking criterion (p. 20 of Subject Outline).
Description of assessment
Purpose of task
The purpose of this task, undertaken before the census date and commencement of placement, is
to give you feedback regarding your ability to engage with the subject and complete all
requirements, as well as your ability to demonstrate professional literacy skills. After the
submission of task 1, the subject lecturer will review each placement proposal and notify the
student if the proposed project is approved. Students may only proceed with placement if their
project is approved.
It is an opportunity to practice and demonstrate ability to:
Search for and synthesise information relevant to a topic of individual interest and to
elements of professional standards for teachers
Connect with, and to learn from peers and communities/agencies in the community;
Reflect on information, interactions and experiences relevant to developing a professional
identity.

Preparation
To prepare for this assessment task you will need to:
Communicate with posting buddies (allocated in week 1 of the subject) to negotiate and
develop key understandings relevant to the subject and assessment task and post online.
Search for potential communities and information about your intended service learning
placement
Activate and extend professional networks to initiate contact and to seek information,
support and confirmation from a community/agency regarding your service learning
placement.
Complete weekly preparation tasks as per subject modules.
Reflect on how your engagement in the tasks above develops your understanding of the
subject objectives.
Structure of the task
1.1: Service learning placement cover sheet outlining the basic parameters of your
proposed placement (refer to p. 22 of Subject Outline).
1.2: Rationale (500 words & reference list) justifying how your project contributes to the
development of a sustainable community.
Provide a rationale for the 3 goals you have identified for your service learning project. Your
explanation and justification should demonstrate your ability to:
Engage with readings that explore what service learning and sustainable community are;
Review legal, ethical and professional responsibilities associated with service learning
experience, ensuring conduct enhances the status of the profession; and
Access learning communities and networks that foster sustainable communities.
1.3: Appendices (1.3.1 & 1.3.2)
Appendix 1.3.1 Email confirmation from the contact person at your nominated agency
supporting proposed placement (to be printed, scanned and attached as pdf document).
Appendix 1.3.2 Collected discussion board entries from modules 1-3 as follows:
Module 1:
1. Due Friday 26 November 4pm. Reflect on the communities with which you have already
developed links, identifying:
The community/ies
The period of your involvement e.g. short term/ongoing
How you contribute/d to the sustainability of the community/ies
Module 2:
2. Completed by Friday 26 November 4pm. With your posting buddies (each buddy should
contribute approximately 100 words to each term), build a definition of each of the following
terms that demonstrates a critical understanding of: (Use examples, if possible from your
own experience and demonstrate careful engagement with subject readings with subject
readings)
Sustainable community;
Service learning.

Module 3:
Due Wednesday 1 December 4pm.
In a posting of approximately 250 words, briefly describe your proposed service learning
project. location, description of community, what you will be doing (including possible
learning goals), when you will be completing the project, listing the steps you have taken to
prepare yourself for this placement and ethical dilemmas you may face in undertaking this
placement. Refer to the Module 3 readings QCT Code of Ethics and Queensland
Workplace Health and Safety website. Which of the issues noted in these readings link to
your placement? Your response must demonstrate that you have carefully engaged with
both these readings. Include discussion of what ways the community and context in which
you propose to undertake your service learning project are different from your previous
interactions with communities.
a) Due Friday 3 December 4pm. In a posting of approximately 100 words, respond to the
discussion on one of your posting buddies with the aim of contributing towards further
refinement of their project. What strengths and/or weaknesses is it useful to highlight to
them as they move towards the development of the three goals that they hope to achieve
through completion of the project?
Note: Reflections posted as part of module work are to:
Be written in a scholarly way;
Describe and analyse your engagement with subject materials and other sources found
by you relevant to the subject. Where references are made a reference list must be
included as part of post;
Make links to elements of QCT Professional Standards for Queensland Teachers;
Respond effectively to current and emerging educational issues, trends and policies
and/or;
Reflect on your identity as a teacher who can work effectively and ethically within the
profession and the community.
It is recommended that you compose and save your reflective threads as a word document then
copy and paste into the relevant discussion forum. To collate reflections for final submission,
threads should be collected by sender then downloaded from the relevant forum and submitted as
a word document with all the identifying header information.
Assessment 2
Due date:
Weighting:
Length:

Post-placement task
Friday 18 February
35%
1200 words (inclusive of all 3 parts)

Format:
This assessment task has 3 parts:
3.1 Critical reflection postings from modules 4 & 5
3.2 Information Sheet
3.3 Feedback on agency
Submission:
Individual electronic submission to relevant sections of LearnJCU site:
2.1: Module 4 & 5 forums
2.2: Gallery of Learning
2.3: Agency Feedback
Individual electronic submission to LearnJCU Safe Assignment of a completed copy of Assessment
Task 2 cover sheet and marking criterion (p. 23 of subject outline).

Note: Failure to post each part to its relevant section will be considered a failure to submit.
Description of Assessment
Purpose of task
The purpose of this task, undertaken after your service learning placement, is for you to draw
together your major learning about what service learning for sustainable futures means for your
own teaching. The task requires you to critically reflect on your placement experience, and revisit
the literature and subject material so that you can make meaning of how this will contribute to
developing a framework for your own pedagogy and curriculum vision.
Preparation
To prepare for this assessment task you will need to:
Keep a file of correspondence and artefacts (e.g. photographs) related to your project
development, implementation and outcome/s (from week 1 onwards).
Communicate, collaborate and interact effectively with the community agency supporting
your placement.
Communicate and collaborate with posting buddies to further develop key understandings
relevant to the subject and assessment task and post online.
Reflect on your learning about your developing identify as a teacher, current and emerging
issues, trends and policies in education and your ability to work effectively within the
profession and the community.
Collect, synthesise and distil information about key understandings of the subject relevant
to practice, knowledge and values.
Structure of the task
2.1 Critical reflection postings from modules 4 & 5 as follows.
Module 4:
1. Due Friday 14 January 4pm. In a posting of approximately 250 words, reflect on the three
following aspects as they relate to your placement experience:
a) Refer to the three goals outlined in the pre-task assessment. What intended learning is
occurring? What unintended learning occurring?
b) Review your participation in the light of your legal, ethical and professional responsibilities
as a teacher. E.g. Challenges have you faced? Insights you have gleaned from your
experience so far?
c) In what ways is participation in your service learning project contributing to your
development as a teacher? Examine both personal and organisational factors.
2. Due Friday 21 January 4pm. In a posting of approximately 100 words, respond to the
reflection of one of your posting buddies comparing their experience with your own.
Module 5:
Completed by Friday 11 February 4pm. With your posting buddies, build a discussion that
reflects on how your understanding of sustainable communities has developed through your
project experience. Each buddy should contribute at least 2 posts (approximately 100
words in total) to the discussion. The discussion should address the ways your service
learning experience did and/or did not contribute to the development of a more sustainable
community.

2.2 Information Sheet giving an overview of learning (minimum 500 words)

Based on what you have learned from your project experience, create an information sheet
(2 x A4 pages) that synthesizes and presents key issues, facts and sources of interest to
the education profession regarding service learning. This sheet will be posted in the
Gallery of Learning that forms part of module 5 on LearnJCU.
When framing your information sheet you should consider:

Using evidence from your experiences to develop a successful framework for future learning
experiences based on service learning principles at your site.
Your original project proposal in your pre-task assessment, intended and unintended learning
during your placement and the final outcome of the project including refinements or
amendments you would make to your original framework to ensure/strengthen alignment
with service learning principles and the development of a more sustainable community.
What learning is transferable to your teaching area? How valuable could this service
learning experience be to future teachers?
Explicit links to current curriculum or policy guidelines.
Engagement with readings to strengthen your response.

The format of the face page of your Information Sheet is to mirror that of the QCT
Professional standards statements i.e. it must be one A4 page displaying a:

Descriptive title,
Statement of scope,
List of key points of practice, knowledge and values.
Include up to three photographs of you engaged in your placement (The focus of these
photographs is you, not others).
Reference list for scholarly references made on the face page only.

The reverse side should display an annotated list of useful contacts and sources of
relevant Further information. Reference must be made to a range of relevant
research/information sources. These can include research articles, book chapters, and
materials from educational texts, magazines, journals, web pages and the like.
Annotations must:

Specify how the reference informs of further information regarding service learning
Be less than 50 words each.

2.3 Feedback on agency by response to the following questions:

Would you recommend future students to work with this agency? Why/why not?
In your response include both positive and negative aspects of your experience in relation to
notions of service learning and sustainability (consider at least 2 of each positive and negative).
This feedback will be posted on the Agency Feedback blog that forms part of module 5 on
LearnJCU.

7. Submission and return of written assessment

tasks
Submitting via LearnJCU
Electronic submission of assignments will be required.
Assessment Task One:

submit entire assignment through SafeAssign.

Assessment Task Two:

submit parts 2.1, 2.2 & 2.3 by posting to relevant sections nominated
in Assessment Details. Cover sheet and marking criterion to be
submitted through SafeAssign.

Certification of completion of placement:

Originals are to be placed in the Professional Experience box, Room 110, B Block, DG255,
Western Campus with annotation: "Attention: Frana McKinstry, Profex Unit"
OR
Faxed to 4781 5699 with annotation: "Attention: Frana McKinstry, Profex Unit".
Students must keep a copy for their own records.

Return of Assessment
Assessment Task 1 will be returned to students electronically via JCU email accounts.
Assessment Task 2 cover sheet and marking criterion only to be returned to students electronically
via JCU email accounts.

Important advice
You are required to keep a duplicate copy (i.e. photocopy) of all work submitted and a master and
back up copies of all computer-generated work and all marked and returned assignments until
the final grade for the subject has been awarded and the period for appeal expired.
Except under exceptional circumstances, assessment tasks will be returned no later than three
weeks after the submission date. Final presentation marks will not generally be available until
sufficient moderation has been completed.

8. Policies and support for all students

Assessment and subject outline policies
Students must attempt all assessable activities and do so in accordance with the minimum
expectation prescribed in the subject outline. Failure to complete any such assessment will
automatically lead to a grade of X. The failure to submit any assessable activity and the
submission of a partially completed assessable activity will automatically lead to a grade of X.
http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016741.html
http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_016745.html

Submitting assessments and deadlines (School of Education)

http://cms.jcu.edu.au/education/tli/student/JCUPRD_039012

Queensland College of Teachers standards and JCU Graduate Attributes

http://www.jcu.edu.au/policy/teaching/teaching/JCUDEV_007031.html
http://cms.jcu.edu.au/idc/groups/public/documents/how_to/jcuprd_043234.pdf

APA referencing
http://www-public.jcu.edu.au/libcomp/az/JCUPRD_026181

FORMAL EXAMINATION INFORMATION (where applicable)

Special consideration in an exam
Applying for special consideration is recommended in situations where a student considers before
and up to the day of the exam their preparation has been/or is adversely affected by certain
circumstances (eg medical, trauma etc). More information about the procedure for applying for
special consideration can be found at:
http://www.jcu.edu.au/student/assessment/examfaqs/JCUDEV_007268.html

Deferred exam
http://www.jcu.edu.au/student/assessment/JCUDEV_007193.html

Plagiarism, referencing and cheating

Referencing is a systematic way of acknowledging sources used. For a complete guide to the
APA referencing style required in this subject, please refer to
http://cms.jcu.edu.au/libcomp/assist/guides/azguides/JCUPRD_026181
Plagiarism occurs when writers claim ownership of written words or ideas that are not their own.
Plagiarism is a form of cheating and any instances of plagiarism will be dealt with promptly
according to University procedures. Please check
http://www.jcu.edu.au/policy/student/rights/JCUDEV_005375.html
Important policy information is available for all students at the following website
http://cms.jcu.edu.au/education/tli/student/index.htm

Information is provided in relation to the following:

Email etiquette
Exam Procedures
Learn JCU Fast Guides for students
Links to JCU Policies Relating to Assessment, Teaching and Learning
Summary from AT&L policies at JCU
Appealing your Assignment Grade
Avoiding Plagiarism
Cover Sheets for Assignments
Formatting and Submitting Assignments
Return of Assignments
Applying for Extension for Assignments
Penalties for Late Submission of Assignments
Absence from Assessable Activities

Additional Student Support

Support Needed
Accommodation
Childcare
Computers, IT, Library and email
Equity and diversity
Access ability services
Indigenous students
Employment
Enrolment
Exams
Financial
International Student
Personal / Emotional Support
Spiritual Support
Learning Skills / Language Help

Who to Contact
www.jcu.edu.au/accommodation/
http://www.jcu.edu.au/student/JCUPRD_017384.html
http://cms.jcu.edu.au/libcomp/index.htm
www.jcu.edu.au/studentequity/
www.jcu.edu.au/office/disability
http://www.jcu.edu.au/future/entry/indigenous/index.htm
www.jcu.edu.au/careers/
Faculty Student Office
www.jcu.edu.au/flbca/JCUDEV_003755.html
www.jcu.edu.au/student/assessment/
Student Loans www.jcu.edu.au/student/Loans/studentloans/
http://www.jcu.edu.au/international/
Counselling Service www.jcu.edu.au/student/counselling/
Multifaith Chaplaincy Service
http://cms.jcu.edu.au/chaplaincy/index.htm
Language & Learning Services
http://www.jcu.edu.au/learningskills/

Equity Statement
James Cook University is committed to encouraging equity and diversity. In particular, JCU aims
to provide an optimal learning environment to students from a variety of backgrounds:

Aboriginal and Torres Strait Islander Students

People from rural and isolated areas
People from low socio-economic backgrounds
People with disabilities
People from Non-English Speaking Backgrounds.

Information relating to scholarships, bursaries and services is available at

www.jcu.edu.au/studentequity, or by free call 1800 300 064.

9. Subject and teaching feedback

For general information about processes for student feedback and grievances at JCU,
students should consult http://www.jcu.edu.au/student/feedback/index.htm
Student feedback is one way of gaining recognition of subject and teaching strengths, and
provides information on areas that may need further development or change. JCU
provides two formal mechanisms for you to provide feedback about your subjects and
instructors: Student Feedback about Teaching (SFT) and Student Feedback about
Subjects (SFS). The SFT is paper-based, and is conducted at the request of your lecturer
or tutor and usually occurs in the latter weeks of semester. The SFS is available to all
students through StudentsOnline towards the end of each study period. School of
Education staff value and appreciate student feedback as a source of evidence about the
quality of our teaching and courses so you are strongly encouraged to provide considered
feedback for each of your subjects. As this is the first time this subject has been offered
in this mode, we are greatly interested in student feedback on all aspects of the subject in
order to refine future formats.

James Cook University

School of Education

Page 17

10. Subject calendar

QCT standards are available at http://cms.jcu.edu.au/idc/groups/public/documents/how_to/jcuprd_043234.pdf
Week/
Date

Module

Readings

Week 1
Monday
20 Nov

1.

Mind Tools Ltd. (2010). Time Management. Retrieved from:

http://www.mindtools.com/pages/main/newMN_HTE.htm

Introduction to
Service
learning for
sustainable
futures

National Service-Learning Clearinghouse. (2010). What is

Service Learning? Retrieved from:
http://www.servicelearning.org/what_is_servicelearning/service-learning_is
Queensland College of Teachers. (2006). Professional
Standards for Teachers. Retrieved from:
http://www.qct.edu.au/Publications/ProfessionalStandards/Prof
essionalStandardsForQldTeachers2006.pdf
Sustainable Sonoma County. (2010). Defining Sustainability.
Retrieved from:
http://www.sustainablesonoma.org/keyconcepts/sustainability.h
tml

2.

Service
learning &
sustainable
futures

Focus QCT Professional

Standard

Relationship to assessment

Staying on track in this subject

Standard Six:
Support personal
development and
participation in society
Standard Eight:
Foster positive and
productive relationships with
families and the community
Standard Nine:
Contribute effectively to
professional teams
Standard Ten:
Commit to reflective practice
and ongoing professional
renewal

Orientation to the subject is

crucial to understanding the
philosophy of the subject which
underpins the assessment,
timeline of assessment and the
part placement plays in the
subject and assessment.

Understanding the terms

service learning and
sustainable community are
integral to task 1.

Standard Eight:
Foster positive and
productive relationships with

An in-depth understanding of
placement guidelines and
related issues is integral to task

Read the subject

outline closely.
Familiarise yourself
with the LearnJCU site
Complete Modules 1 &
2 postings due for both
modules by Friday 4pm
(required for task 1)
Students will be put
into posting buddy groups
for discussion forums
Start exploring possible
projects and agencies for
placement (see module 3)

Australian Government Department of the Environment and

Heritage. (2005). Educating for a sustainable future: A
national environmental education statement for Australian
schools. Retrieved from:
http://www.environment.gov.au/education/publications/sustaina
ble-future.html
Glickman, C & Thompson, K. (2009). Tipping the tipping
point: Public engagement, education, and service-learning.
Voices from the Middle, 17(1), pp9-15.
Kahne, J & Westheimer, J. (1996). In the service of what?
The politics of service learning. Phi Delta Kappan, 77(9),
pp592-598.
Tapia, M & Mallea, M. (2003). Service-Learning in Argentina
in Service in the 21st Century (pp203-215). Retrieved from:
http://www.service-enquiry.org.za/downloads/chapter
%2016.pdf

Week 2
Monday
29 Nov

3.

Framing
considerations
for placement

Queensland College of Teachers. (2008). Code of Ethics.

James Cook University

School of Education

Page 18

Complete Module 3
individual posting due by

Week/
Date

Module

Readings

Focus QCT Professional

Standard

Relationship to assessment

Retrieved from:
http://www.qct.edu.au/PDF/PCU/CodeOfEthicsPoster2008121
5.pdf

families and the community

1 and organisation of service

learning project. Includes
templates required for different
sections of task 1.

Service Learning for Sustainable Futures Student Handbook

(available on LearnJCU)

Staying on track in this subject

Wednesday 4pm, reply to

posting buddy due by Friday
4pm (required for task 1)
Outline project and initiate
contact with agency early in
the week.

Queensland Government: Workplace Health and Safety QLD

(2010). Health and Safety Tips. Retrieved from:
http://www.deir.qld.gov.au/workplace/safety/industry/index2.ht
m
Queensland Government: Workplace Health and Safety QLD
(2010). Workplace Health and Safety Topics. Retrieved from:
http://www.deir.qld.gov.au/workplace/safety/topics/index2.htm
Youth Off the Streets. (2010). Service Learning. Retrieved
from:
http://www.youthoffthestreets.com.au/servicelearning/index.ht
ml
Week 3
Monday 6
Dec

Week 4
Monday
13 Dec

Census date Thursday 16

December last date to
withdraw if not able to meet
requirements of subject

Start placement hours

Ensure you have established
a timetable to complete
placement hours by Friday
28 January (ensure you
consider any personal/other
commitments, e.g. Fourth
year students need to
consider commencement
dates for ED4488)

Week 5
Monday
20 Dec

4.

Placement

Standard Eight:
Foster positive and
productive relationships with
families and the community
Standard Nine:
Contribute effectively to
professional teams
Standard Ten:
Commit to reflective practice
and ongoing professional
renewal

Experiences and reflections on

placement are the core focus of
task 2.

Week 6
Monday
27 Dec

James Cook University

School of Education

Page 19

Task 1 due 4pm

Wednesday 8December
Notification of project
approval from lecturer will
begin this week

Week/
Date

Module

Readings

Focus QCT Professional

Standard

Relationship to assessment

Staying on track in this subject

Week 7
Monday 3
Jan
Week 8
Monday
10 Jan

Mid-point posting initiates critical

reflection that directly informs
2.1 & 2.2 of task 2.

Mid-point posting due in

module 4 blog by 4pm Friday
14 January (required for task
2)

Week 9
Monday
17 Jan

Response develops critical

reflection that directly informs
2.1 & 2.2 of task 2.

Response to mid-point
posting due in module 4 blog
by 4pm Friday 21 January
(required for task 2)

Complete module 4. 50
hours (minimum) placement
completed by the end of this
week.

Certification of completion
of placement due by 4pm
Tuesday 1 February

Complete module 5
posting due by Friday 4pm
(required for task 2).

Task 2 due 4pm Friday 18

February.

Week 10
Monday
24 Jan

Week 11
Monday
31 Jan
Week 12
Monday 7
Feb

5.

Post-placement

Constantine, K & Audas, D. (2008). Our Wetlands: a field

based research unit. Retrieved from:
http://www.epa.qld.gov.au/wetlandinfo/resources/static/pdf/Fin
alReports/Education/OurWetlands_curriculum%5B1%5D.pdf
McShane, J. (2007). Pedagogy what does it mean?
Learning and Teaching update (July). Retrieved from:
http://www.teachingexpertise.com/articles/pedagogy-whatdoes-it-mean-2370
Queensland College of Teachers. (2006). Professional
Standards for Teachers. Retrieved from:
http://www.qct.edu.au/Publications/ProfessionalStandards/Prof
essionalStandardsForQldTeachers2006.pdf
Schneller, A. (2008). Environmental service learning:
outcomes of innovative pedagogy in Baja California Sur,
Mexico. Environmental Education Research, 14(3), pp291307.

Informs task 2, including guided

exploration of template required
for 2.2 of task 2.
Standard Six:
Support personal
development and
participation in society
Standard Eight:
Foster positive and
productive relationships with
families and the community
Standard Nine:
Contribute effectively to
professional teams
Standard Ten:
Commit to reflective practice
and ongoing professional
renewal

Week 13
Monday
14 Feb

James Cook University

School of Education

Page 20

11. Assessment criteria and cover sheets

Important: Assessment criteria
Students must achieve a pass in each criteria in order to pass each task overall.
If assessment submissions do not pass the Professional Literacies criterion ONLY, students will be
asked to resubmit, however will not be able to resubmit more than twice

James Cook University

School of Education

Page 21

SCHOOL OF EDUCATION
JAMES COOK UNIVERSITY

ASSESSMENT TASK 1 COVER SHEET

STUDENTS TO COMPLETE A COVER SHEET FOR EACH ASSESSMENT TASK.
THE COVER SHEET NEEDS TO BE THE FIRST PAGE OF STUDENTS ASSESSMENTS.
SIGN, DATE AND ATTACH COVER SHEET TO FRONT OF EVERY ASSESSMENT TASK.
SUBJECT CODE

ED4460

ASSESSMENT TITLE

Pre-placement task

DUE DATE
LECTURER NAME
TUTOR NAME
STUDENT NAME
JCU STUDENT NUMBER
STUDENT DECLARATION
1.
2.
3.
4.
5.

This assignment is my original work and no part has been copied from any other persons work or
from any other source except where acknowledgement has been made.
I hold a copy of this assignment and can produce a copy if requested.
This assignment has not been written for me by any other person.
This work has not been submitted for any other course/subject.
This work may be photocopied and/or communicated for the purpose of identifying plagiarism.

Student signature

Grade:

Date ../../ 20

Markers Comments:

_________________________________________
Markers Signature:

James Cook University

School of Education

Page 22

Grade descriptor
Criterion/standard for 1.2
Understanding of service
learning and
sustainability

Pass
Clearly identifies and accesses
learning communities and
networks that foster sustainable
communities.
Reviews legal, ethical and
professional responsibilities
associated with service learning
experiences and clearly
establishes learning goals that
endeavour to facilitate active
engagement with the community
and ensure conduct enhances the
status of the profession.
Demonstrates command and
engagement with readings and
resources pertaining to service
learning and sustainability.

Commitment to reflective
practice

Professional literacies

Fail
Limited identification and/or access to
learning communities and networks
that foster sustainable communities.
Limited or no review of legal, ethical
and professional responsibilities
associated with service learning
experiences and demonstrates
limited ability to establish learning
goals that endeavour to facilitate
active engagement with the
community and/or ensure conduct
enhances the status of the
profession.
Demonstrates no or limited
engagement with reading or
resources pertaining to service
learning and sustainability.

Provides clearly articulated

insights into the role and
application of learning to
professional learning and
contribution to community.

Provides limited or no insights into

the role and/or application of learning
as pertaining to professional learning
and contribution to community.

Demonstrates sound level of

personal proficiency in written
language. Responses engage
with appropriate professional
discourses. Minimal errors in
grammar or spelling are noted.

Demonstrates poor level of personal

proficiency in written language OR
responses use inappropriate
professional discourses. Errors in
grammar or spelling are noted and
may interfere with meaning.

Accurate in-text citation and

reference list, according to APA
conventions
1.1: Cover sheet
completed and included
1.3.1: Email confirmation
from organisation
included
1.3.2: Collected
discussion board entries
included

James Cook University

Inaccurate in-text citation and

reference list, according to APA
conventions

Yes

No

Yes

No

Yes

No

School of Education

Page 23

1.1 Service Learning Placement Cover Sheet:

(spaces are NOT indicative of required length)

Name:

Student Number:

Proposed Project:
Brief description (150 words):

Location:
Contact person:
Email

Phone no:

Three goals for this service learning project:

1.
2.
3.
I certify that:
I understand that I will be responsible for all expenses associated with my proposed placement,
including travel and accommodation where applicable.
I deem the placement suitable for me, having undertaken the required risk assessment.

Student signature:
Placement requirement

Date

/ / 20

Student audit
Yes/No
(To be completed by
student)

Lecturer
agreement (To be
completed by
lecturer)

If in a school, my proposed project will not be in normal school hours

of that school unless outside Australia or part of an internship
My proposed project meets minimum workplace health and safety
guidelines.
My proposed project contributes to development of a sustainable
community.
My proposed project is in a community and context new to me.

Requirements for placement met:

Yes/No

Lecturers signature

Date . / / 20

Please note that meeting the above requirements does not mean that your project will automatically
be approved.

James Cook University

School of Education

Page 24

SCHOOL OF EDUCATION
JAMES COOK UNIVERSITY

ASSESSMENT TASK 2 COVER SHEET

STUDENTS TO COMPLETE A COVER SHEET FOR EACH ASSESSMENT TASK.
THE COVER SHEET NEEDS TO BE THE FIRST PAGE OF STUDENTS ASSESSMENTS.
SIGN, DATE AND ATTACH COVER SHEET TO FRONT OF EVERY ASSESSMENT TASK.
SUBJECT CODE

ED4460

ASSESSMENT TITLE

Post-placement task

DUE DATE
LECTURER NAME
TUTOR NAME
STUDENT NAME
JCU STUDENT NUMBER
STUDENT DECLARATION
6.

This assignment is my original work and no part has been copied from any other persons work or
from any other source except where acknowledgement has been made.
7. I hold a copy of this assignment and can produce a copy if requested.
8. This assignment has not been written for me by any other person.
9. This work has not been submitted for any other course/subject.
10. This work may be photocopied and/or communicated for the purpose of identifying plagiarism.

Student signature

Grade:

Date ../../ 20

Markers Comments:

_________________________________________
Markers Signature:

James Cook University

School of Education

Page 25

Grade descriptor
Criterion/standard for 2.1
& 2.2
Commitment to reflective
practice and ongoing
professional renewal

Develop service learning

for sustainable futures

Professional literacies

Pass

Fail

Demonstrates the capacity to

critically reflect on professional
learning and contribution to
community.

Demonstrates limited capacity to

critically reflect on professional
learning and contribution to
community.

Provides a clearly articulated

teaching pedagogy that includes
insights into the application of
teaching and learning as pertaining
to service learning principles,
including explanation of how to apply
approaches to learning that foster
active citizenship in own teaching.

Provides limited or no insights into

the application of learning as
pertaining to service learning
principles with limited or no
explanation of how to apply
approaches to learning that foster
active citizenship in own teaching.

Demonstrates command and

engagement with readings and
resources (including policy and
curriculum documents) pertaining to
service learning and sustainability

Demonstrates no or limited
engagement with reading or
resources (including policy and
curriculum documents) pertaining to
service learning and sustainability.

Demonstrates sound level of

personal proficiency in written
language. Responses engage with
appropriate professional discourses.
Minimal errors in grammar or spelling
are noted.

Demonstrates poor level of personal

proficiency in written language OR
responses use inappropriate
professional discourses. Errors in
grammar or spelling are noted and
may interfere with meaning.

Accurate in-text citation and

reference list, according to APA
conventions

Inaccurate in-text citation and

reference list, according to APA
conventions

2.3: Feedback of Agency

posted

James Cook University

Yes

School of Education

No

Page 26

School of Education

ED4460
Service Learning for Sustainable Futures
Certification of Completion of Placement
This is to certify that ______________________________________________________________
(Preservice teachers name & signature)
has completed a minimum of 50 hours in a service learning project in partnership with
_____________________________________________________________________________
(School / Centre/Organisation)
and that during these hours, the preservice teacher has:

worked to support the goals of the organisation

displayed legal, ethical and professional behaviour;

participated effectively in teams

performed all duties as required

Overall performance
Satisfactory engagement in organisation
Unsatisfactory engagement in organisation
Comments: (eg: has your agency benefited from the service provided by the preservice teacher)

Supervisors name ____________________________

(please print)

Agency
Stamp

Supervisors signature ________________________

Contact phone number for agency (verification purposes only) ________________________
It is the preservice teachers responsibility to place this completed statement into the Professional
Experience Box, or fax the statement to (07) 4781 5699.
Preservice teachers should make and retain a copy before submitting the original.

James Cook University

School of Education

Page 27

Feedback on Course: Course Experience Questionnaire (CEQ)

FINAL YEAR STUDENTS
-----------------------------------------------------------------------------------------------------------------------------------

Dear Student,
Congratulations on approaching the completion of your JCU degree.
We want to make you aware that nationally, early each year, Graduate Careers Australia conduct a
survey called the Graduate Destination Survey (GDS) and Course Experience Questionnaire
(CEQ). This is administered to every graduate of every degree of every university in Australia. The
CEQ asks you to evaluate your experiences of the whole degree you will have completed, on
aspects like quality of teaching, generic skills, intellectual stimulation, and your overall satisfaction.
The results of the CEQ are used in a number of significant ways:

The federal government uses them as key criteria in allocating funds to universities for teaching

and learning

Good Universities Guide uses them to allocate star ratings to unis

We use them as part of our annual course review process, to improve the quality of all our

courses.
So you can see that the CEQ has real impact.
You will receive the CEQ survey either when you attend your Graduation ceremony, or in the mail.
We ask that you take some time to complete the survey honestly, accurately and in full. Please
note too that the survey uses a 5-point scale from Strongly Disagree (1) to Strongly Agree (5). The
central, neutral point - 3 is always scored as negative by GCA when they compile the results, so
we urge you in particular to avoid that 3 score, and tell us what you really think use the 1, 2 or the
4, 5. This way, your honest evaluation will really count.
Thank you and very best wishes for your future.

James Cook University

School of Education

Page 28