FEX2162 FE and Professional Learning Portfolio I

How FEX2162 is assessed

The outline lists the e-Portfolio at 90% and participation in the post-placement sharing at 10%; the assessment form splits the 90% into the four tasks and presentation and organisation, giving the six rows above, which total 100%. The outline states that a pass in both the portfolio and the participation is needed to pass the course, and the form grades a fail in any task or in presentation and organisation as an overall F. Session one adds an attendance condition: at least 80% attendance is needed to complete the course. Suggested word counts differ slightly between documents, but only the 2,000-word English total with a 10% allowance is fixed. Confirm deadlines and current arrangements on the course Moodle page.

Current FEX2162 dates

Dates are as published in the course site submission points and the first session's schedule for the 2025/26 offering. Confirm exact deadlines and submission settings in the live LMS.

What FEX2162 covers

Ten chapters follow the four portfolio tasks and the pre-placement sessions, from the purpose of the portfolio and your placement school through your pupils, a supervised lesson and lesson planning to technology, graphic organisers and your roles as a teacher.

Its job, in the words of the outline, is to support your preparation for, learning from and reflection on that teaching practice. You meet in a small group with a Professional FE Tutor for five sessions before the placement and two after it, with online contact and draft comments in between. What you submit is an evidence-based e-Portfolio of four reflective tasks, and you also present in the post-placement sharing sessions.

The grade depends on what you notice, collect and explain while you are in the school.

What it takes to pass

Every part of the assessment has to be passed. The outline requires a pass in both the e-Portfolio and the participation in the post-placement sessions, and the assessment form grades a fail in any task, or in presentation and organisation, as an overall F.

Attendance matters too: session one states that at least 80% attendance is needed to complete the course.

The course Moodle page carries the current rules and dates.

Portfolio Purpose, FEILOs and the Four Domains

The first chapter sets out the four course outcomes, each matched to one written task, and the ten Field Experience Intended Learning Outcomes that every field experience course shares, grouped into school development, student development, teaching and learning, and professional relationships and development.

It shows which task reaches which outcome and introduces the habit the whole course depends on: collecting evidence as you go and placing it as non-text, where it does not count towards the word limit.

Reading Your School: Philosophy, Policy and Practice

The first task asks how your placement school's philosophy and goals are carried through policies and practices into teachers' roles.

The chapter treats the mission as a statement of the attributes the school wants its pupils to develop, starts from the sponsoring body, follows the goals to the people who carry them and shows how to turn a website profile into an argument about interrelationships.

School Development Planning and Self-Evaluation

This chapter explains the school self-evaluation cycle taught in session two, from the three-year development plan through annual plans to school reports, so you can connect observations to concerns the school itself has named and describe gaps fairly.

Student Characteristics and Diverse Learning Needs

The second task asks about one class you teach.

The chapter keeps characteristic, need and support as three separate claims, uses frameworks such as multiple intelligences as lenses rather than labels, distinguishes special educational needs from learner diversity and inclusion, and reads the descriptor's wording on the four attributes of all-round development.

Whole-Person Development and Moral Reasoning

Through an invented classroom incident, this chapter shows how to reflect on values education using Kohlberg's stages of moral development, and how to evidence the structures a school uses to support pupils' all-round growth.

The Five-Stage Problem-Solving Approach

The lesson reflection carries thirty per cent, double the weighting of the other tasks.

The chapter works one supervised lesson through the five stages, from identifying a problem and its causes to reviewing the whole process, and explains why the problem statement and its contextual factors largely set the band.

Lesson Plans, Learning Objectives and Goal Setting

Plans are uploaded to the portfolio and quoted in the lesson reflection.

The chapter covers the key parts of a plan, objectives with a condition, behaviour and criterion, signposting for the first lesson, and SMART goals for your own development.

Educational Technology, TPACK and Gamification

The lesson descriptor grades how effectively you integrated digital technologies.

This chapter uses the TPACK framework and the session's material on gamification to show what a reflection about technology needs to say.

Graphic Organisers for Thinking and Reflection

Organisers appear in session two as a way of seeing relationships.

The chapter explains their families and uses, and how an organiser in the portfolio can carry structure without using words.

Teacher Roles, Professional Conduct and Reflection

The fourth task asks you to evaluate yourself against three professional roles and the codes of professional conduct and to plan for the next placement.

The chapter also covers presentation and organisation, the participation requirement and the reflection models used in the sharing sessions.

Worked example · free

Plan the evidence for a double-weighted lesson reflection

Key terms

e-Portfolio

The online collection of reflective tasks, lesson plans and evidence that makes up ninety per cent of the assessment.

Block Practice

The eight-week teaching placement in a school around which the whole course is organised.

FEILO

One of ten Field Experience Intended Learning Outcomes shared by all field experience courses and grouped into four domains.

Professional FE Tutor

The tutor who leads your group, comments on drafts during the placement and supports your professional development.

Evidence-based Reflection

Reflection in which each claim about the school, pupils or your teaching is supported by an exhibit a reader can check.

Problem-solving Approach

The five-stage method used in the lesson reflection, from identifying a problem and its causes to reviewing the whole process.

T-standard+

The professional standards framework that sets out three key roles for teachers in Hong Kong.

Post-placement Sharing

The two sessions after block practice in which each student presents and discusses their placement learning.

Supporting Teacher

The school teacher who works with you during the placement and whose comments often serve as evidence.

FEX2162 FAQ

Questions students ask in each FEX2162 chapter

Do I have to evidence all ten FEILOs?

The four tasks and the sharing sessions are designed so that together they give you the chance to show all ten. Each task targets particular outcomes, which the task guide prints beside it, so aim each entry at those outcomes rather than trying to touch all ten everywhere. Chapter 01 · Portfolio Purpose, FEILOs and the Four Domains

How long should the school reflection be?

The outline suggests about 400 words in English, while the task guide sets a floor of 125 words. Only the 2,000-word total across all four tasks is fixed, so a long first task is paid for by a later one, usually the lesson reflection that carries the most weight. Chapter 02 · Reading Your School: Philosophy, Policy and Practice

Where can I find my school's development plan?

The school report is written for stakeholders to read, so ask your supporting teacher or check the school website for the current development plan and the latest report. Read the report first, since it tells you which concerns the school still considers unfinished. Chapter 03 · School Development Planning and Self-Evaluation

How many of the four development areas must I cover?

The guiding question asks about some of them, so covering one area well is legitimate. The top band's wording, however, joins moral virtues, positive values, multicultural awareness and entrepreneurial spirit with and, so an entry aiming at the top band should relate each to your class. Chapter 04 · Student Characteristics and Diverse Learning Needs

Is a behaviour incident suitable evidence for the portfolio?

It can be, if you describe it without identifying anyone and focus on the reasoning you offered and what pupils did with it. A values moment is evidence of the caring cultivator role and of support for moral development, not a story to be told for its own sake. Chapter 05 · Whole-Person Development and Moral Reasoning

How much is the lesson reflection worth?

The assessment form weights it at thirty per cent and states that it carries double the weighting of the other written tasks. It also reaches six of the ten FEILOs, so it deserves evidence collected from your first supervised lesson rather than reconstructed at the end. Chapter 06 · The Five-Stage Problem-Solving Approach

How many lesson plans go into the portfolio?

The task guide requires full-time BEd students to put every lesson plan into the e-Portfolio in a simple form, plus at least two detailed plans prepared for the supervised lessons. Name them using the file system the guide sets out so they can be found alongside related worksheets and pupil work. Chapter 07 · Lesson Plans, Learning Objectives and Goal Setting

Do I need to use AI tools in my lessons?

The descriptor names AI and digital educational tools only as examples of digital technologies, and grades how effectively technology was integrated. One tool used for a clear reason that you can evidence is enough to address the criterion; the number of tools is not what is measured. Chapter 08 · Educational Technology, TPACK and Gamification

Do graphic organisers count towards the portfolio word limit?

Evidence included as non-text, such as figures or text boxes, does not count towards the limit, so a clear organiser can carry the structure of an argument while your sentences carry interpretation. Label it and refer to it in a clause. Chapter 09 · Graphic Organisers for Thinking and Reflection

Do I need to address all eight codes of professional conduct?

No. The guide says you may use the three roles and the eight codes to frame the reflection. One code you genuinely tested, such as respecting privacy when photographing pupil work, evidenced properly, says more than a list touching all eight. Chapter 10 · Teacher Roles, Professional Conduct and Reflection

How to prepare for the assessments

Treat the placement as the study period. Start an evidence log on the first day, write a stage-one note after every supervised lesson, and send each task draft to your tutor while you are still in the school, when advice can change what you collect. Leave the final week for format, word counts and linking every claim to its exhibit.

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