| 1 | <p>In small groups, PSTs will engage in role-play scenarios simulating parent-teacher meetings that address transitions, behaviour challenges, or trauma-related concerns. Scenarios will focus on applying culturally responsive, respectful communication, ethical principles, and trauma-informed responses. Individually, PSTs will submit a written reflection on their communication style, professional standards (e.g. Code of Ethics), and identify areas for improvement in practice and interpersonal skill development.</p><p> </p> | <p>Group Task - Role play and individual reflection </p> | <p>40%-60%</p> | K1, K2, K3, K4, S3, S4, A2 |
| 2 | <p>PSTs will conduct a critical review of policies and practices in an early childhood setting, mapped against National Quality Standards (NQS) Quality Areas 4, 5, and 6. PSTs will identify current strengths and areas for growth in relation to relationships with children, educator wellbeing, family engagement, and inclusion. Drawing on unit materials and wider research, PSTs will propose an improvement plan that incorporates Aboriginal and Torres Strait Islander perspectives, trauma-informed practices, Child Safe Standards and interagency collaboration.</p><p> </p> | <p>Quality improvement plan</p> | <p>40%-60%</p> | K1, K3, K4, S1, S2, A1, A3 |
| 3 | <p>10 days placement with children aged 3-5 years – focus on school transitions.</p> | <p>Placement. Not available for supplementary assessment.</p> | <p>Hurdle S/U</p> | K1, K2, K3, K4, S1, S2, S3, S4, A1, A2, A3 |