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Course EEB312 - Reflective Practice and Lifelong Learning
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Subject Outline
EEB312 - Reflective Practice and Lifelong Learning
Table of Contents
Subject Summary ...................................................................................................................2
Subject Coordinator ...............................................................................................................2
Subject Coordinator..................................................................................................2
Email ..........................................................................................................................2
Phone.........................................................................................................................2
Campus......................................................................................................................2
Building/Room number............................................................................................2
Consultation procedures ..........................................................................................2
Subject Overview....................................................................................................................3
Abstract......................................................................................................................3
Learning outcomes....................................................................................................3
Subject content .........................................................................................................3
Academic Progress Requirements............................................................................4
Subject Schedule & Delivery ..................................................................................................4
Prescribed text...........................................................................................................4
Class/tutorial times and location .............................................................................5
Schedule ....................................................................................................................6
Learning materials.....................................................................................................9
Learning, teaching and support strategies ..............................................................9
Industry Involvement Information ...........................................................................9
Recommended student time commitment ...........................................................10
Assessment and Exam Items................................................................................................10
Academic Integrity ..................................................................................................10
Use of Artificial Intelligence ....................................................................................10
Requirements to pass this subject..........................................................................11
Items ........................................................................................................................11
Brookfield: reflecting on professional practice ........................................12
Developing reflective practice & lifelong learning....................................20
Services & Support ...............................................................................................................26
Develop your study skills ........................................................................................26
Library Services .......................................................................................................26
Assessment and Exam Information .....................................................................................26
Referencing..............................................................................................................27
Extensions................................................................................................................27
How to apply for special consideration..................................................................27
Penalties for late submission..................................................................................27
Resubmission ..........................................................................................................27
Feedback processes ................................................................................................28
Assessment return...................................................................................................29
Charles Sturt University Subject Outline
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Review of Mark of an Assessment Task ..................................................................29
Student Feedback & Learning Analytics ..............................................................................30
Evaluation of subjects .............................................................................................30
Changes and actions based on student feedback .................................................30
Learning analytics ...................................................................................................30
Policies & Regulations ..........................................................................................................30
Subject Outline as a reference document..............................................................31
Subject Summary
EEB312 - Reflective Practice and Lifelong Learning
Session 1 2026
Faculty of Arts and Education
School of Education
Distance Mode
Credit Points 8
Welcome to a new session of study at Charles Sturt University. Please refer to the University's
Acknowledgement of Country (https://about.csu.edu.au/our-university/ethos/indigenous-
commitment).
Subject Coordinator
Subject Coordinator Mrs Helen South
Email hsouth@csu.edu.au
Phone 02 6933 2743
Campus Wagga Wagga
Building/Room number 475/117
Consultation procedures
In this subject, teaching and marking responsibilities are undertaken by your subject
coordinator, Helen South. Other members of the teaching team will assist with moderation
and some administration tasks.
If you have questions about subject content, learning activities or assessment tasks, please
post them in the relevant discussion forum in the Brightspace site. Helen will respond to
enquiries there.
Requests for extensions must be submitted through the formal system. You may apply for:
• an automatic 7-day extension (available once per subject per session through the
Special Consideration system), or
• a longer extension via Special Consideration, if eligible.
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Further information and a link to the Special Consideration page can be found in the
Extensions section of this subject outline.
Subject Overview
Abstract
This subject is designed for students with some teaching experience in the adult and
vocational sector; such as completion of the Certificate IV in Training and Assessment, or have
been teaching informally (for example in a non-RTO community setting), or undertaken a
supervised teaching placement as part of a formal course of study. The subject develops a
broader and deeper understanding of teaching and assessment practice through wider
reading and critical assessments. It does this through seeking to develop or enhance the
students' ability to critically reflect on their own practice within a framework of applicable
lifelong learning perspectives.
Learning outcomes
Upon successful completion of this subject, students should:
• Explain the value of reflection in the ongoing development of professional expertise.
• Explain a number of theories of reflection.
• Use a theory of reflection to examine own professional practice.
• Explain a number of continuing professional learning approaches and their usefulness
in relation to lifelong learning.
• Analyse classroom and/or workplace environments for their learning potential.
• Reflect on their own professional practice in the context of the Certificate IV in Training
and Assessment (TAE40110/TAE40116).
Subject content
MODULE 1: Reflection on Professional Practice
• Reflection on professional practice
• Reflective Learning
• Reflective Teaching
• Reflection-in-Action and Reflection-on-Action
• Being a reflective Practitioner
MODULE 2: Training in enterprise contexts
• Training in enterprise contexts
• Teaching and learning with students in a training package context
• Learning in the workplace
• Training practitioners as lifelong learners
• Training practitioners as facilitators of lifelong learning
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• Reflecting on and evaluating own professional practice
• Strategies for reflection and self-evaluation
• Reflecting on your own lifelong learning and continuing professional learning
• Evaluating practice in the classroom or other learning environment
• Reflecting on workplace processes and practice
• Reflecting on your students’ lifelong learning
• Reflection on your own reflective practice: where to from here
Academic Progress Requirements
To remain enrolled as a student at Charles Sturt University, you must be a genuine student and
pass more than 50% of your subjects, along with other criteria set out in the Academic
Progress Policy (https://policy.csu.edu.au/document/view-current.php?id=513). If you are
identified as a non-genuine student or fail to meet academic progress requirements, the
University may remove you from your subject and or course.
Being a genuine student means you are actively participating in your learning (e.g. submitting
assessment items and accessing your subject site). If you are receiving any type of
Commonwealth Assistance, including a Commonwealth Supported Place and/or any type of
HELP loan and not actively participating in your learning prior to the census date, you will be
contacted by the University to discuss your options. The University will also contact you if you
are not meeting academic progress (https://www.csu.edu.au/current-students/studying/
support/academic-progress) requirements and you may be offered support or be required to
engage with support services.
Subject Schedule & Delivery
Prescribed text
Find information about required textbooks for your subject on the Current Students
(https://www.csu.edu.au/current-students/studying/library/textbooks) site. The Library
(https://library.csu.edu.au/) provides free access to many textbooks online; check the Library’s
catalogue before purchasing your textbooks.
Prescribed text
Rushton, I., & Suter, M. (2012). Reflective practice for teaching in lifelong learning. Open
University Press.
Highly recommended
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Francisco, S. (2022). Supporting the workplace learning of vocational and further education
teachers: Mentoring and beyond.Routledge.
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Class/tutorial times and location
Online subjects are not timetabled. Your Subject Coordinator will provide any online meeting
details via your subject site.
Charles Sturt runs several different types of teaching periods throughout the year. Consult
the Important Dates (https://about.csu.edu.au/our-university/important-dates) for full details of
teaching periods and other university dates.
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Schedule
This is a recommended study schedule - you will need to plan your own schedule around your
own commitments to ensure you cover the learning modules and complete assessment tasks
by the due dates. Tutorials discussions are recommended and will be recorded for those
unable to attend.
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Week Date Study schedule Tutorial times & assessment due dates
Prior to Week 1: Access
Brightspace. Read subject
outline, including assessment
details. Obtain or read texts
online. Check orientation,
learning skills, learning
modules, readings, resources.
All tutorials by Zoom include student
discussion with video. Please check
weekly announcements for schedule
updates.
1 2 Mar
26
Module 1
Reflection on Professional
Practice. Introduction to
reflective practice. What am I
learning? How to reflect to
improve approaches. Begin
reflective strategies: journal
writing; discussions with
colleagues or mentor; gain
feedback from learners:
reflections on research into
reflective practice. Begin
reflections, readings for
Assignment 1.
Tutorial 1. Wednesday 4 March
6.30 pm AEDT (Sydney time).
Introduction; professional practice
contexts; overview of subject.
Introduce yourself in discussion forum.
2 9
March
Reflective learning. How is
reflective learning different from
other forms of reflection?
Continue readings and reflective
practice preparing for
Assignment 1 and tutorial
discussions: Brookfield’s
reflective lenses and “hunting”
assumptions.
Tutorial 2. Wednesday 11 March
6.30 pm AEDT (Sydney time).
Brookfield's lenses for reflective
practice.
Brookfield's challenging assumptions
and Assignment 1
3 16
March
Reflective teaching. Why
critical reflection of practice is
important for you and learners.
Strategies for reflection and self-
evaluation. Continue readings
and reflections for Assignment
Week Date Study schedule Tutorial times & assessment due dates
1. Readings to prepare for
discussion: Brookfield’s
“hunting” assumptions; what
you learn from them.
4
23
March
Schon's reflection-in-actionand
on-action. Observe an effective
trainer/facilitator. Have them
observe you for feedback.
Continue work on Assignment
1.
Tutorial 3. Wednesday 25 March
6.30 pm AEDT (Sydney time).
Tripp, Schon reflective practice
Continue work on Assignment 1
HECS Census Date for Session 1:
27 March 2026
5 30
March
Being a reflective practitioner
Transformative learning;
developing critically reflective
practice, barriers to reflection
and overcoming these.
Evaluating practice in learning
environments.
Summary Module 1.
Complete, edit, check
referencing and academic
integrity.
3 April Good Friday Public Holiday
6
6
April
Finalize and submit Assessment
1. Assessment 1 due Wednesday 8 April
6 April Easter Monday Public Holiday
7 13
April
Mid-Session Break: 13 - 24
April Mid-Session Break
8 Module 2 Lifelong
learning. Training practitioners
as lifelong learners. Reflecting
on strategies for evaluating own
professional practice. Strategies
for reflection and self-
evaluation.
Mid-Session Break
25 April Anzac Day Holiday
20
April
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Week Date Study schedule Tutorial times & assessment due dates
9 Tutorial 4. Wednesday 29 April
6.30 pm AEST (Sydney time). (note shift
to daylight saving time)
Assignment 2, Developing ongoing
reflective practice and CPL.
10 Tutorial 5. Wednesday 6 May
6.30 pm AEST (Sydney time).
Contexts of professional learning.
8 May last day for late withdrawal.
(https://www.csu.edu.au/current-
students/support/student-services/
askcsu-
kb?keyword=late+withdrawal&button=)
11
Reflecting on own lifelong
learning. What knowledge,
skills and support do you need
for ongoing professional
learning.
Continue critical reflections and
Assessment 2.
12 Reflection on your own
reflective practice. Where to
from here?
What reflective strategies to
employ to support your future
reflective practice?
Continue Assessment 2.
Tutorial 6. Wednesday 20 May
6.30 pm AEST (Sydney time).
Reflection and Planning.
Final Assignment 2 Q&A
13 Revision.
14 Assessment 2 due
Monday 1 June
Reflecting on workplace
processes and practice.
Continuing Professional
Development (CPL).
27
April
Begin reading, research and
reflections for Assignment 2.
Training practitioners as
facilitators of lifelong
learning.
Reflecting on your students'
lifelong learning, including:
4 May
1. Training in enterprise
contexts
2. Teaching and learning
with students in a
training package context
3. Supporting learning in
the workplace.
11
May
18
May
25
May 1
June
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Week Date Study schedule Tutorial times & assessment due dates
Exams
8
June No exams for this subject
If you study more than one subject this session each subject may have similar due dates for
assignments. It's important to manage your time so you're able to meet these due dates for
each subject. One strategy to manage this could be to submit the assignment for one subject a
week or two earlier than the due date.
Learning materials
Details of learning materials that support your success in this subject can be found in the
Subject Site.
Learning, teaching and support strategies
Many assignments involve some sort of research in students' workplaces or elsewhere. For
example you may be asked to describe the way in which the organisation carries out training
of its staff, or you might be asked to discuss workplace communication processes. Sometimes
you are just asked to describe and reflect on what you have already experienced, but in other
cases you may do some actual research, for example interviewing staff or even administering a
short survey. In such cases you need to be aware of ethical considerations. The statement
below has been prepared by CSU for such cases.
Your subject coordinator undertakes that the information you give about companies and
people is not divulged to anyone else. This ensures your participants' confidentiality. However
you might consider, both when you are undertaking such small-scale research, and even when
simply writing about what you already know about your workplace or other sites, the ethical
implications of your discussion of people and their actions. For example, you might wish to
ensure that you describe the actions of others in a respectful way even when you wish to
critique them. It is your responsibility to de-identify individuals through the use of
pseudonyms.
Industry Involvement Information
Charles Sturt is committed to providing students with industry-informed content while
creating ample opportunities for meaningful engagement with community and industry
partners.
This subject is taught by academics with industry qualifications and / or experience.
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Recommended student time commitment
This subject is an 8 point subject. The Charles Sturt Course and Subject Design (Coursework)
Procedure (https://policy.csu.edu.au/document/view-current.php?id=504) states that a
standard 8 point subject should require students to spend up to 160 hours engaged in learning
and teaching activities. These activities include the time spent in preparation for assessment,
including study for examinations, tests and assignment preparation.
Assessment and Exam Items
Academic Integrity
Play your part in maintaining academic integrity at our university. Complete your compulsory
Academic Integrity at Charles Sturt University (https://www.csu.edu.au/current-students/
studying/subject-enrolment/types-of-subjects/academic-integrity) subject. This subject will
help you understand our Academic Integrity Policy, our expectations of you, and the support
services available to help you meet your academic obligations.
You’ll learn how to avoid plagiarism, cheating, contract cheating, and collusion. Charles Sturt
University treats breaches of academic integrity seriously. Turnitin is used to check your
submitted work for plagiarism or contract cheating.
You can also use Turnitin to check for plagiarism (https://www.csu.edu.au/current-students/
studying/assignments-and-exams/assignments/plagiarism) in your assessments before
submission.
Use of Artificial Intelligence
CSU encourages the responsible use of Generative Artificial Intelligence (GenAI) where
appropriate. If Artificial Intelligence (AI) tools, including GenAI, are deemed appropriate for use
in your assessments, this will be explicitly detailed in the Assessment section of this Subject
Outline. Responsible use of GenAI is guided by the S.E.C.U.R.E. Framework
(https://www.csu.edu.au/current-students/studying/assignments-and-exams/generative-ai).
If you are permitted to use AI tools in an assessment, the individual Assessment Item
information below will detail where and how you can use these tools within the assessment. If
AI tools are permitted in an assessment, you may be required to reference the use of these
tools, supply the prompts you used, keep drafts of assessments where you have used AI, and
be able to explain how AI was used in the development of your assessment; specific
requirements will be detailed for each assessment.
The use of AI tools in assessment without specific written approval in this Subject Outline may
constitute a breach of the Academic Integrity Policy and may be penalised under the Student
Misconduct Rule 2020.
For more information on the use of GenAI visit Generative AI: For Study
(https://libguides.csu.edu.au/generativeAI) or Your guide to generative Artificial Intelligence
Charles Sturt University Subject Outline
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(AI) (https://www.csu.edu.au/current-students/studying/assignments-and-exams/generative-
ai). Use the referencing tools on the Student Portal’s Referencing page
(https://student.csu.edu.au/learning-skills/referencing) for information on how to cite and
reference AI.
Requirements to pass this subject
To pass this subject you must complete and submit all assessment items and achieve an
overall mark equivalent to 50% of the total marks for this subject.
Items
* Due date is the last date for assessment items to be received at the University
** Applies only to assessment items submitted by the due date
Item
No.
Title Value Due Date* Return
Date**
1 Brookfield: reflecting on professional practice 50% 08-Apr-2026 30-Apr-2026
2 Developing reflective practice & lifelong
learning 50% 01-Jun-2026 23-Jun-2026
Charles Sturt University Subject Outline
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Assessment item 1 - Brookfield: reflecting on professional
practice
Value: 50%
Due Date: 08-Apr-2026
Return Date: 30-Apr-2026
Length: 2000 words (+/- 10%)
Group Assessment: No
Submission method options: Brightspace Assignment
7-Day Automatic Extension availability: Yes
Hurdle Assessment: No
TASK
Task: write the following Reflective essay.
Use Brookfield’s theory of reflection, along with other reflective theory from this subject, to
examine your own professional practice, analysing ways to develop your own professional
expertise and improve the learning potential of your training or workplace context.
Important notes:
Focus on your own reflective practice not your students’ reflective practices.
Your professional practice will differ depending on your role. If you're a teacher or
trainer, your professional practice will relate to teaching or training, learning strategies,
assessment approaches or relevant issues. If you are a manager, your professional
practice will be related to your work role supporting learning in the workplace,
workplace learning strategies or training issues.
If you don’t currently facilitate learning, use your context of managing teaching staff
or workplace learning; or a training and learning context you'd like to facilitate in the
future; or reflections on your past and current experiences of adult or vocational
learning. In this case, please discuss your intended context with your subject
coordinator before you begin.
To prepare for Assignment 1, before you begin, use a range of reflective strategies during this
session to critically reflect on your training and professional practice.
◦ keep a reflective journal in written, audio, video or electronic form
◦ talk with your colleagues or a mentor
◦ gain feedback from learners
◦ schedule reflection time to systematically reflect critically on training and learning.
Your aim is to find insights or solutions to improve your practice and your learners' learning.
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As you develop greater understanding of reflective practice, your journal and critical
conversations will be valuable resources for writing both assignments.
Referencing
◦ Use at least six relevant different references to support your reflections as a minimum
requirement. For higher grades, you will need to engage with additional scholarly sources
(see marking criteria and standards for details).
◦ Include a reference list with heading References (centred) and indent the second line of each
citation. Use accurate in-text referencing.
◦ Use Charles Sturt's APA 7th guide for intext referencing and your reference list citations
◦ For direct quotes with exact wording use quotation marks and add an intext reference with
page number (Brookfield, 2017, p.60)
◦ Use italics or quotation marks for new terms and add intext reference (Author surname, year
and page number)
◦ Also when using your own words, still acknowledge where you accessed the source of these
ideas (Author, year)
◦ Use referencing throughout your essay (in introduction, body and conclusion).
◦ Try to evaluate why sources and quotes are useful to you: how do they help inform you and
your practice
Editing and assignment help
◦ Provide specific examples from your own practice context to illustrate your points.
◦ For reflective writing first person language (‘I’, ‘me’, and 'my') is appropriate.
◦ Edit to ensure your meaning is clearly, accurately and unambiguously expressed. Edit for
spelling, punctuation and grammatical errors.
◦ For help with academic writing https://student.csu.edu.au/learning-skills/academic-writing
◦ For help with referencing https://student.csu.edu.au/learning-skills/referencing
◦ For editing feedback Academic skills help - Current Students (https://www.csu.edu.au/
current-students/studying/support/academic-skills-help)
Presentation tips
• Suggested structures for essay formats will be provided and discussed during the
session.
• Headings may help you plan and write your essay. If retained in your final submission,
use them purposefully to guide your reflective argument while maintaining essay-style
paragraph development and flow.
• Please do not use dot points or lists in an essay. Use complete sentences and well-
formed paragraphs.
• Submit your assignment using double line spacing throughout text, left
alignment (not both side justification) in a Word document (not PDF).
• Presentation requirements are listed below after the marking criteria.
IMPORTANT - AI (such as ChatGPT) is not permitted for use in this assessment task.
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Do not use AI tools at any stage of this task, including drafting or 'brainstorming'. When
locating references, ensure you navigate to original sources and do not rely on search engine
summaries.
GENERATIVE AI
Use of Generative AI NOT permitted.
RATIONALE
This assessment task will assess the following learning outcome/s:
• Explain the value of reflection in the ongoing development of professional expertise.
• Explain a number of theories of reflection.
• Use a theory of reflection to examine own professional practice.
• Explain a number of continuing professional learning approaches and their usefulness
in relation to lifelong learning.
• Analyse classroom and/or workplace environments for their learning potential.
• Reflect on their own professional practice in the context of the Certificate IV in Training
and Assessment (TAE40110/TAE40116).
This assignment requires you to use at least one or more models of reflection to critically
reflect on your own professional practice. Your readings for Module 1, existing knowledge of
your industry and AVE context and student learner group, as well as reflections on your own
professional practice in your reflection journal or from other reflective strategies will provide
resources for developing your response to this assignment.
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MARKING CRITERIA AND STANDARDS
Criteria High Distinction 43-50 Distinction 38-42 Credit 33-37 Pass 25-32 Fail 0-24
Explain
Brookfield’s
theory of
reflection and
other theories
and strategies of
reflection you
used this session
to examine your
own professional
practice and AVET
more broadly.
LO2 and LO3
Critically reflects and
explains Brookfield’s
lenses and assumptions
and other theories of
reflection with depth
and insight to examine,
challenge or validate
own professional
practice and broader
organisational practices
Uses relevant context-
specific and broader
AVET and industry
examples to illustrate
critical reflection.
Critically reflection
shows strong
awareness of
Brookfield’s lenses
and assumptions and
other theories of
reflection to examine,
challenge or validate
own practices and
broader
organisational
practices.
Uses relevant context-
specific and broader
AVET and industry
examples to illustrate
critical reflection
Demonstrates
reflective awareness
of Brookfield’s theory
of reflection and
other theories of
reflection to examine
and challenge own
professional
practice.
Illustrates using
several considered
context-specific
examples to reflect
on own practice.
Accurately explains
Brookfield’s theory of
reflection and other
theories of reflection
to reflect and
examine own
professional
practice.
Relevant context-
specific examples are
provided to illustrate
points.
Use reflection to
analyse your
teaching, training,
learning or
Critical analysis of
learning potential of own
teaching, learning or
workplace context.
Teaching, learning
and assessing
approaches are
informed by critical
Teaching and
learning approaches
are clearly informed
by some critical
Evidence of analysis
of learning potential
of own context to
identify useful
Does not clearly or
accurately explain
Brookfield’s theory
of reflection or
other theories of
reflection to
examine own
practice.
Explanations and
reflections are
incomplete in
places and are
limited.
Examples are
unclear or limited,
are not context-
specific or do not
illustrate points
made.
Little analysis of
learning potential of
own training or
workplace context.
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workplace
context for
learning potential
and identify ways
to change or
improve
professional
practice to better
meet needs of
learners and
industry more
broadly.
LO 3 and 5
Explain the value
of reflection in
developing your
ongoing
professional
expertise
LO1
Critical reflection clearly
identifies adaptations
and improvements to
professional practice to
develop professional
efficacy and more
effectively meet needs of
a range of learners and
broader adult vocational
industry.
analysis of learning
potential of own
contexts.
Analysis includes
reflective discussion
of changes or
improvements to
more effectively meet
needs of learners and
adult vocational
learning more
broadly.
Response shows critical
reflection and insight
into the value of
reflective theories and
strategies to develop
own professional
understanding and
expertise.
Uses range of context-
specific and industry-
specific examples to
illustrate value of critical
reflection in developing
professional efficacy.
Shows critical
awareness of the
value of reflection to
develop own
professional
understanding and
practice.
Uses context-specific
examples to illustrate
value of critical
reflection in
developing
professional
expertise.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
reflection on the
learning potential of
own context.
Clearly identifies
ways to adjust or
improve practice to
better meet needs of
learners and industry
or organisational or
community contexts
Response shows
awareness of the
value of reflection to
develop own
professional practice.
Uses context-specific
examples to explain
value of reflection in
developing own
professional practice.
teaching, training,
learning or
workplace practice.
Provides clear
examples from own
context.
Identifies
improvements to be
made to better meet
needs of learners.
Clearly explains the
value of reflection to
develop own
professional practice.
Uses context-specific
examples to support
explanations.
No examples from
own context are
provided to support
arguments, or
examples provided
are generic or
unclear.
Does not identify
any improvements
or changes to be
made to better
meet the needs of
learners
Does not explain the
value of reflection to
develop own
practices.
Does not use
context-specific
examples to
support points of
view.
Page 16 of 31
Academic skills
including
evaluation of how
reflective
literature can
inform reflection
on own
understanding
and professional
practices
Succinct, highly skilled
clear
academic writing
integrates experiences
and critical reflection on
own teaching and
learning or workplace
context and broader AVE
with professional
literature.
Critically evaluates and
synthesises a range of
sources (over 12
references) including
independently-sourced
readings relevant to own
specific context to
support analysis and
critical reflection.
APA 7th referencing in
intext referencing and
reference list is used
accurately, consistently
and effectively to
support arguments with
no editing required.
Argues using skilled
succinct academic
writing including clear
expression, and useful
structure.
Evaluates and
integrates a range of
sources (about 10 to
12) incl.
independently
sourced relevant
literature to support
analysis and critical
reflections.
APA 7th referencing in
intext referencing and
reference list is used
accurately and
consistently to
support views with
some minor editing
needed.
Arguments made
with clear expression
and structure.
Uses and evaluates a
range of relevant
literature (7 to 9
sources) to support
analysis and
reflections.
APA 7th referencing
in in-text referencing
accurately used
throughout to
support views but
could be more
consistent and/or
with minor editing
needed.
Marking criteria are approximately equally weighted.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Writing uses logical
sentence and
paragraph structure;
uses appropriate
language and has
clear meaning.
Uses 6 relevant
references to support
views and reflections.
APA 7th referencing
in in-text referencing
and or reference is
used with some
errors in accuracy
and consistency.
Meaning is unclear.
Writing lacks
argument, and
shows poor
paragraphing,
unclear structure,
incomplete
sentences,
punctuation or
spelling errors, or
inappropriate word
choice.
Uses 5 or fewer
references.
References appear
in list but not in
assignment or in
text but not list.
Sources
inadequately or
incorrectly cited or
do not support
arguments.
Assessment does
not demonstrate
academic integrity.
Page 17 of 31
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 18 of 31
PRESENTATION
◦ Use a Title page with student name, subject code, assignment title, word count and
number of references used.
◦ On title page add statement of your academic integrity: All your own work, without using
contract cheating, essay and AI writing tools.
◦ Use normal margins, double line spacing, headers and footers with page numbers. Use left
hand margin justification (not both side margin justification).
◦ Add reference list with heading References (centred) and indent the second line of each
citation. Only add references here that you use in your text as in-text references.
◦ Use accurate in-text referencing using APA 7th conventions.
◦ Please do not use dot points or lists in an essay. Use complete sentences and well-formed
paragraphs.
REQUIREMENTS
You are required to use APA 7th referencing style for this assignment. Avoid plagiarism by
using quotation marks for all words copied from texts and include in-text references and page
numbers for quotations. Please include your word count on your title page (not including your
reference list). Both assignments need to be submitted with an overall score of at least 50% for
a pass grade.
IMPORTANT - AI (such as ChatGPT) is not permitted for use in this assessment task.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 19 of 31
Assessment item 2 - Developing reflective practice & lifelong
learning
Value: 50%
Due Date: 01-Jun-2026
Return Date: 23-Jun-2026
Length: 2000 words (+/- 10%)
Group Assessment: No
Submission method options: Brightspace Assignment
7-Day Automatic Extension availability: Yes
Hurdle Assessment: No
TASK
Developing your professional efficacy using reflective practice theories and strategies.
Note: If you haven’t taught or trained before or are currently not working with others in a
workplace please discuss your situation with your subject coordinator.
Task: Write an assignment addressing the three numbered parts below.Throughout your
discussion, provide examples from your own experience and specific context to illustrate your
critical reflections, and draw on appropriate scholarly literature to support your points of view.
Part 1. Critically reflect on your developing practice as a teacher, trainer, facilitator or
practitioner.
(a) Analyse how Certificate IV in Training and Assessment (Cert IV TAE TAE40110/
TAE40116) or your initial teacher or instructor training prepared you to facilitate
adult or vocational learning. What prepared you and what were gaps in your training to
facilitate or support learning?
(b) Analyse how your professional practice has developed over time since you
completed your Cert IV TAE (or since you began teaching or training in your workplace
or community). Analyse key factors which impacted or influenced your developing
practice over time.
(c) Analyse factors likely to impact your future developing professional practice.
Part 2. Reflect on continuing professional learning (CPL)
Explain the usefulness of at least two continuing professional learning approaches (CPL)
to assist you in developing your current and future professional learning. This may
include different approaches to learning and teaching, as well as innovations in delivery
such as simulated learning environments.
Note: Do not include mandatory professional development (PD) or organisational PDs
unless they meet your own continuing professional education or learning needs.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 20 of 31
Part 3. Evaluate Influential reflection theories and strategies from this subject
(a) From your study in this subject, select one theory or approach which has been
influentialin supporting your developing reflective practice. Evaluate its usefulness to
you, explaining how the theory or approach informs your reflective practice to improve
your professional practices. Selected influential theories could include journal writing
(Hiemstra), Schon, Tripp, Dewey, Rushton and Suter, Brookfield, or other readings from
this subject.)
(b) Based on your testing of reflective strategies and learning through this
subject, outline specific plans to incorporate reflective practice strategies into your
future professional practice to ensure ongoing reflection on your role incl. facilitating
learning, and lifelong learning. Connect at least one of these strategies to your selected
influential theory.
Preparing for this assignment:
Before you begin, prepare for this assignment by trialling and using several reflective
strategies to critically reflect on your professional practice and professional learning.
Reflect on:
• your learning during your Cert IV Training and Assessment (TAE) or your supervised teacher
placement
• key factors influencing your developing professional practice over time
• your learning from Assignment 1 and your journaling and other reflective strategies this
session
• ways to support your own continuing professional learning including ongoing reflective
practice
• ways to support learners for their future work and lifelong learning
• useful reflective strategies, reflective literature and continuing professional learning
literature and research.
Essay structure:
• You can use numbering such as 1(a) and or unique headings for each part
• Or you can write more holistically
• Ensure you meet all task requirements, learning outcomes and marking criteria.
Overall
• Use at least 6 academic references throughout your assignment to support your
reflections.
• For higher grades, you will need to engage with additional scholarly sources (see
marking criteria and standards for details).
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 21 of 31
• Use references in each part of your assignment.
• Focus on your own reflective practice not your learners’ reflective practice.
• Presentation requirements are listed below after the marking criteria
IMPORTANT - AI (such as ChatGPT) is not permitted for use in this assessment task.
GENERATIVE AI
Use of Generative AI NOT permitted.
RATIONALE
This assessment task will assess the following learning outcome/s:
• Explain the value of reflection in the ongoing development of professional expertise.
• Explain a number of theories of reflection.
• Use a theory of reflection to examine own professional practice.
• Explain a number of continuing professional learning approaches and their usefulness
in relation to lifelong learning.
• Analyse classroom and/or workplace environments for their learning potential.
• Reflect on their own professional practice in the context of the Certificate IV in Training
and Assessment (TAE40110/TAE40116).
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 22 of 31
MARKING CRITERIA AND STANDARDS
Criteria High Distinction 43-50 Distinction 38-42 Credit 33-37 Pass 25-32 Fail 0-24
Analyse your
developing
professional
practice over time,
including
evaluation of
Certificate IV in
Training and
Assessment (TAE)
and factors
influencing your
developing
practice and those
which could
impact your future
developing
practice.
LO6
Explain useful
(CPL) continuing
professional
learning
approaches to
Critical reflection shows
insightful understanding
and analysis of
developing professional
practice over time;
analysing Cert IV TAE and
key factors impacting
past, current and future
developing practice, AVE
career, incl. context-
based and broader
influences
Shows critical reflection
and insightful
understanding in
explaining and
evaluating useful CPL
Reflection shows
strong awareness of
developing practice,
evaluating Cert IV
TAE and factors
which influence and
could impact future
development. Strong
awareness and
understanding of
changes through
teaching and AVE
career as well as
impact of context-
based and broader
influences.
Critically explains
and evaluates useful
CPL strategies to
develop own
professional practice
Considered reflection
and analysis of your
developing practice
incl. evaluating Cert
IV TAE, past
influences and
factors likely to
impact on future
development. Well-
considered
understanding of
changes through
training career as well
as impact of local
influences.
Explains and
evaluates useful CPL
strategies to develop
own learning using
several considered
Reflection shows
analysis of Cert IV
TAE and factors
impacting your
developing
practice. Clearly
identifies and
justifies factors
likely to impact
on future
development of
your own
practice.
Examples clearly
illustrate points
being made.
Explains at least 2
relevant CPL
strategies to
develop own
lifelong learning
Evaluating Cert IV TAE is
limited.
Little evidence of
analysis of factors that
impacting past, present
and future developing
professional practice.
Examples do not
illustrate points being
made
Explanation of useful
CPL strategies to
develop own lifelong
learning is limited, non-
existent or unclear.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 23 of 31
develop own
lifelong learning
LO 4
approaches to develop
own professional efficacy
justified by examples of
own experience and
relevant literature.
using well-
considered specific
examples and wide
references.
Identifies and
evaluates useful
reflection theory
to support
ongoing efficacy
and ongoing
reflective practice.
LOs 1, 2 and 3
Shows insightful
understanding of an
influential reflection
theory to support
ongoing critical
reflection on own
efficacy.
Critically reflects on
plans to integrate
reflective strategies into
future professional
practice, illustrated
using specific examples;
and feasible plans.
Demonstrates strong
awareness of an
influential reflection
theory and evaluates
its usefulness to
examine own
efficacy to support
ongoing reflective
practice and own
lifelong learning;
illustrated using
thoughtful examples
and a specific plan to
integrate reflective
strategies into future
practice.
Academic skills
including
evaluation of how
reflective
literature can
Succinct highly skilled
clear academic writing
integrates experiences
and critical reflection on
Argues using skilled
succinct academic
writing including
clear expression, and
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
specific examples
and relevant
references.
Clearly identifies and
evaluates an
influential reflection
theory to support
ongoing lifelong
learning and
reflective practice
using specific
examples and
specific plan to
integrate reflection
into future
professional practice.
Arguments made
with clear expression
and structure.
using specific
examples and
relevant
references.
Clearly identifies
an influential
theory of
reflection and
notes some
strengths and
weaknesses of
the theory to
develop own
professional
practice, with
plans to
incorporate
reflective
strategies into
own future
practice with
specific
examples.
Writing uses
logical sentence
and paragraph
structure; uses
No specific examples of
CPL are provided or are
limited and without
supporting references.
Does not identify or
evaluate an influential
theory of reflection to
examine own practice.
Response does not
include discussion or
examples of the value of
reflection to support
own future
development.
Does not include
specific plans for
ongoing reflective
practice.
Meaning is unclear.
Writing lacks argument,
and shows poor
paragraphing, unclear
Page 24 of 31
inform reflection
on own
understanding
and professional
practices
own teaching and
learning or workplace
context and broader AVE
with professional
literature.
Critically evaluates and
synthesises a range of
sources
(over 12 references)
including
independently-sourced
readings relevant to own
specific context to
support analysis and
critical reflection.
APA 7th referencing in
intext referencing and
reference list is used
accurately, consistently
and effectively to
support arguments with
no editing required.
Marking criteria are approximately equally weighted.
useful structure.
Evaluates and
integrates a range of
sources (10 to 12)
including
independently-
sourced relevant
literature to support
analysis and critical
reflections.
APA 7th referencing
in intext referencing
and reference list is
used accurately and
consistently to
support views with
some minor editing
needed.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Uses and evaluates a
range of relevant
literature (7 to 9
sources) to support
analysis and
reflections.
APA 7th referencing in
intext referencing and
reference list is used
accurately to support
views but either
intext references
could be used more
consistently and/or
with minor editing
needed for reference
list citations.
appropriate
language and has
clear meaning.
Uses 6 relevant
references to
support views
and reflections.
APA 7th
referencing in
intext referencing
and or reference
list citations is
used with some
errors in accuracy
and consistency
structure, incomplete
sentences, punctuation
or spelling errors, or
inappropriate word
choice.
Uses 5 or less
references. They may
not support main
points. References
appear in list but not in
assignment or in text
but not list.
Limited use of in-text
referencing. Many errors
in in-text referencing
and reference list using
APA 7th. Assessment
does not demonstrate
academic integrity.
Page 25 of 31
PRESENTATION
• For reflective writing first person language (‘I’, ‘me’, and 'my') is relevant.
• If using headings ensure they're unique or they will show as text matching in Turnitin.
• Provide a brief overview of your adult and vocational education (AVE) context within
your assignment.
• Use in text referencing, with page numbers and quotation marks for direct quotes and
a reference list to avoid plagiarism.
• Submit double spaced and with left alignment in a Word document (not PDF).
REQUIREMENTS
You are required to complete all parts of the assignment task and use APA 7th referencing style
for this assignment. You also need to submit both assignments for a pass in this subject.
IMPORTANT - AI (such as ChatGPT) is not permitted for use in this assessment task.
Services & Support
The Student Portal (http://student.csu.edu.au/) has additional information on how you can
seek services and support.
Develop your study skills
Develop your writing, referencing, English language, numeracy, computer, and other study
skills with a range of free Academic Skills (https://www.csu.edu.au/current-students/studying/
support/academic-skills-help) services and resources, available online and on campus to help
you succeed at university.
Library Services
Access a wide range of scholarly eBooks, journals articles and multimedia through your
Library (https://library.csu.edu.au/). Learn how to find the best information to excel in your
study.
We’re here to help with easy-to-use Library Resource Guides, videos, workshops, individual
appointments and online chat.
Assessment and Exam Information
Students may be asked to sit additional viva/oral presentations as part of any assessment tasks
listed in this subject outline.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 26 of 31
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The American Psychological Association (APA) referencing style is
the default referencing style to be used in students’ assessment work. If your subject requires
a different style to be used, this will be stated in the assessment requirements. Get referencing
style guides and help with referencing from Charles Sturt’s Referencing webpage
(https://student.csu.edu.au/learning-skills/referencing).
Extensions
Assessments should be received by the University no later than the due date. You are
requested to do all in your power to meet assessment deadlines.
If you experience misadventure or extenuating circumstances of a minor nature and need a
short extension you should contact your Subject Coordinator.
If you experience misadventure or extenuating circumstances and require a longer extension
you need to apply for Special Consideration (https://www.csu.edu.au/current-students/
studying/support/special-consideration).
Late assessments, without having an extension granted, may be returned with no marks
awarded.
How to apply for special consideration
Academic regulations provide for special consideration to be given if you suffer misadventure
or extenuating circumstances during the session (including the examination period) which
prevents you from meeting acceptable standards or deadlines. In these circumstances you
need to apply for Special Consideration. (https://www.csu.edu.au/current-students/studying/
support/special-consideration)
Penalties for late submission
It is very important that you contact your subject coordinator if you are having trouble
meeting the assessment deadlines.
In the absence of an approved extension, or a University defined misadventure or extenuating
circumstances, the penalty for assessment items submitted after the due date is5% of the
assessment task value per calendar day.For example, for an assessment task worth 40% of the
subject assessment, the penalty for late submission will be 2 marks out of 40 per calendar day.
If a student’s work is assessed against the marking criteria to be worthy of a mark of 30 out of
40 but is submitted two days late, the student will receive a mark of 26 out of 40.
Resubmission
Resubmission of assignments is not permitted.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 27 of 31
Feedback processes
You will receive feedback for all assessment items submitted. Feedback may be limited where
assignments are not submitted by the due dates. The following table gives you an indication of
standards for each of the mark ranges. This is not an official university document but will be a
useful guide:
General criteria for allocation of Marks (as a %):
0 – 49
%
Assigned work has one or more of the following shortcomings not compensated
by other strengths:
• fails to address this issue/s or addressed it/them only marginally;
• is considerably shorter than the required minimum length;
• lacks coherence or structure and has serious deficiencies in the quality of the
writing;
• shows misunderstanding or little understanding of the basic theoretical issues
and/or their implications for professional practice;
• relates to the subject on a simple, essentially anecdotal level, demonstrating
little reading or little capacity to apply concepts to practice or experience and to
draw conclusions from that practice; and/or
• substandard through a lack of appropriate content, poverty of argument, poor
presentation, inadequate length or a combination of these.
50 –
64%
Assigned work basically addresses the topic:
• is appropriate length and covers topic according to stated criteria;
• includes a reference list (where applicable);
• is coherent and structured and of an acceptable standard of literacy;
• demonstrates a basic understanding of the issues and a capacity to relate them
to practice/experience/context; and
• shows evidence of basic reading relevant to the topic.
65 –
74%
Assigned work addresses the topic and in addition to the above also:
• demonstrates a sound understanding of the issues and a capacity to relate them
or apply them to experience and practice;
• shows evidence of wider reading and some independent selection of sources;
and
• shows evidence of a capacity to be critical, evaluative or to make judgments.
75 –
84%
Assigned work addresses the topic and in addition to the above also:
• demonstrates a comprehensive understanding of the issues and a capacity to
relate them to a wider context;
• shows evidence of wide independent reading and/or investigation; and
• demonstrates clarity of argument through succinct and skilled writing.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 28 of 31
General criteria for allocation of Marks (as a %):
85 –
100%
Assigned work addresses the topic and in addition to the above also:
• shows evidence of initiative and some originality or ingenuity in the approach to
the assignment; and
• demonstrates superior execution of the essay/assignment.
Source: Based on Athanasou, J. (1997). Introduction to educational testing. Wentworth Falls,
NSW: Social Science Press. p. 83.
The table below indicates the percentage marks in relation to marks out of 40, 50, and 60 for
individual assignments:
Mark as a percentage (%) Mark out
of 40
Mark out
of 50
Mark out
of 60
0 - 49 0 - 19.5 0 - 24.5 0 - 29.5
50-64 20 - 25.5 25 - 32 30 - 38.5
65 – 74 26 - 29.5 32.5 - 37 39 - 44.5
75 - 84 30 - 33.5 37.5 - 42 45 - 50.5
85 - 100 34 - 40 42.5 - 50 51 - 60
Assessment return
You should normally expect your marked assessment to be returned to you within 15 business
days of the due date, if your assessment was submitted on time. If you submitted your
assessment on time but did not receive it back by the return date, you should contact your
Subject Coordinator in the first instance.
Review of Mark of an Assessment Task
If you are not satisfied with a mark received for an assessment item you can apply for a review
of mark of an assessment task (https://www.csu.edu.au/current-students/studying/support/
reviews-and-appeals/types/re-mark-of-an-assignment).
You must submit a request for the review of mark of an assessment task within seven days
from when you received your assessment results.
The criteria and process to apply for a review of an assessment are outlined in the Assessment
Policy (https://policy.csu.edu.au/view.current.php?id=301#major8).
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 29 of 31
A request for a review of an assessment task must be submitted via the Student Portal
(https://student.csu.edu.au/my-requests/forms?formName=review%20of%20mark%20).
Student Feedback & Learning Analytics
Evaluation of subjects
Charles Sturt University values constructive feedback and relies on high response rates to
Subject Experience Surveys (SuES) to enhance teaching. Responses are fed back anonymously
to Subject Coordinators and Heads of Schools to form the basis for subject enhancement and
recognition of excellence in teaching. Schools report on their evaluation data; highlighting
good practice and documenting how problems have been addressed. You can view a summary
of survey results via the Student Portal SuES Results (https://www.csu.edu.au/current-
students/studying/subject-enrolment/subject-experience-survey) page.
We strongly encourage you to complete your online Subject Experience Surveys. You will be
provided with links to your surveys via email when they open three [3] weeks before the end of
session.
Changes and actions based on student feedback
By completing the online subject evaluation at the end of the session, you will also be able to
suggest changes to the subject and provide your feedback on teaching and other issues.
You are also encouraged to contact your Subject Coordinator with any feedback throughout
the session.
The subject has been developed as a result of previous student feedback, including in relation
to the activities, the readings, and the assessment tasks. In particular, the second assignment
has been rewritten as a result of student feedback over the last two sessions.
Learning analytics
Learning Analytics refers to the collection and analysis of student data for the purpose of
improving learning and teaching. It enables the University to personalise the support we
provide our students. All Learning Analytics activities will take place in accordance with the
Charles Sturt University Learning Analytics Code of Practice. For more information, please visit
the University's Learning Analytics (https://www.csu.edu.au/division/learning-teaching/
learning-technology/evaluation-review-and-analytics) website.
Data about your activity in your subject site and other learning technologies for this subject
will be recorded and can be reviewed by teaching staff to inform their communication,
support and teaching practices.
Policies & Regulations
This subject outline should be read in conjunction with all academic policies and procedures.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
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Page 30 of 31
Please refer to the collated list of policies and regulations relevant to studying your subject(s)
(https://www.csu.edu.au/current-students/studying/student-admin/policies) which includes
links to Charles Sturt University's Policy Library (https://about.csu.edu.au/our-university/
publications-policy/policy)- the sole authoritative source of official academic and
administrative rules, policies and procedures of the University.
Subject Outline as a reference document
This Subject Outline is an accurate and historical record of the curriculum and scope of your
subject. Charles Sturt University's Course and Subject Information Procedure expects that you
retain a copy of the Subject Outline for future use, including for accreditation and other
professional purposes.
Charles Sturt University Subject Outline
EEB312 202630 W D
Version 1 - Published 18 February 2026
Charles Sturt University - TEQSA Provider Identification: PRV12018 (Australian University). CRICOS Provider: 00005F
Page 31 of 31

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