Service Learning Report



The contents page sets out the sections and subsections of the report and their corresponding page numbers. It should clearly show the structural relationship between the sections and subsections. A reader looking for specific information should be able to locate the appropriate section easily from the table of contents. The conventions for section and page numbering are as follows:

Number the sections by the decimal point numbering system: 1.0 Title of first main section (usually Introduction)

1.1 First subheading

1.2 Second subheading

2.0 Title of second main section (Aim of the report) 3.0 Title of third main section (Results)

3.1 First subheading

3.2 Second subheading

3.2.1 First division in the second subheading

3.2.2 Second division in the second subheading

…..Repeat numbering format for each section….

Number all the preliminary pages in lower-case Roman numerals (i, ii, iii, iv, …). You don\’t have to place the number i on the title page. Just count it and put ii on the second page of your report. Preliminary pages are any which come before the introduction, including the abstract and, where applicable, acknowledgements.

Number all pages of your report with Arabic numerals (1, 2, 3, 4, …). Thus the report proper begins on page 1 with your introduction, which is usually Section 1.

Provide a title in your table of contents to describe the contents of each appendix (Note: one appendix, two or more appendices). Don\’t just call them Appendix 1 or Appendix 2.

Appendix 1: Sample Calculation


1. Anderson, J. (1998). Service-learning and teacher education. Washington, DC: ERIC [ED421481].

2. Billig, S., & Freeman, F. (August, 2010). Teacher education and service-learning. Retrieved from

3. Butcher, J., Howard, P., Labone, E., Bailey, M., Groundwater Smith, S., McFadden, M., … Martinez, K. (2003). Teacher education, community service learning and student efficacy for community engagement. Asia-Pacific Journal of Teacher Education, 32(2), 109-124.

4. Campbell, E. (2008). The ethics of teaching as a moral profession. Curriculum Inquiry, 38(4), 357-385.

5. Chambers, D. J., & Lavery, S. (2012). Service learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4), 128-137.

6. Merseth, K., Sommer, J., & Dickstein, S. (2008). Bridging worlds: Changes in personal and professional identities of pre-service urban teachers. Teacher Education Quarterly, 35(3), 89-108.

7. Sartor, A. (2015). Developing teacher identity through service learning. Australasian Journal of University-Community Engagement, 10(1), 107-131.

8. Tangen, D., Mercer, K. L., Spooner-Lane, R., & Hepple, E. (2009). Exploring intercultural competence: A service-learning approach. Australian Journal of Teacher Education, 36(11), 62-72.

Assessment criteria and INSTRUCTIONS:

Engages with academic content through the use of 6 prescribed and other relevant readings and relevant academic content in a way that demonstrates understanding.

Describes the SL context and its relevance to the program and/or policy and/or community of practice.

With reference to a relevant program and/or policy and/or community of practice, describes roles & responsibilities, skills & knowledge for teaching in inclusive settings.

Through referring to journal entries, critically reflects on SL experiences including the disparities or similarities between expectations & actual experiences. Incorporates relevant theory and a discussion of ethical considerations.

Work in report structure, with clear academic writing. Within the word limit and less than 5% of quoted text. Uses APA referencing competently.


Title Page:

The title of the report should include:

? your name and SID.

? the correct FULL name of your SL agency,
eg Australian Literacy and Numeracy Foundation (ALNF) Blacktown South Primary School or Metro Assist – Ashfield Public School.


Abstract: (A short summary. No references required)

? In less than 150 words summarise the content of your report.


Table of Contents: (How the report is organised. Refer to page 3).
? A list of the major and minor sections of your report.


Introduction: (Setting the scene).
? Provide background information on the purpose of SL in:

o pre service teacher education.
o developing an understanding of the issues faced by diverse learners ie barriers

to learning
? Introduce a theoretical framework which will be used to analyse your SL experience

in the Discussion (see below).

Aim of the report (Sometimes referred to as the problem to be investigated)
….to report on my service learning experience and its relevance in preparing me for work as a teacher of

diverse groups in inclusive settings.


Results: (A description of the SL experience)
Organise the sections in a logical sequence. Use short informative headings and subheadings.

? 1. Describe the context in which you undertook SL including information on the clientele supported within that context.

? 2. Describe the program in which you and the clientele were involved.

? 3. Where appropriate, describe the relevant policy that was utilised by the agency.

? 4. Describe your roles and responsibilities while undertaking SL. Describe how they

supported the particular needs of the clientele. Provide specific examples.


Discussion: (An overall discussion of the effectiveness of your SL experience in preparing you for work as a future teacher).

Organise the sections in a logical sequence. Use short informative headings and subheadings.

Your discussion should address the following points and draw evidence from the description of your SL experience (see Results), your journal entries (see Appendix.) and relevant readings.

? 1. How did the initial expectations of the clientele and agency compare with you discovered during your SL experience?

o Your answer should include:
? A critical analysis of the disparities or similarities between your expectations and experiences.

? 2. How has your SL experience prepared you to work as a teacher in the future?

o In your answer, discuss the following themes:

? -Working with children from diverse groups

? -The theoretical framework you introduced (see Introduction)

? -Teaching related skills and knowledge you acquired.

?3. Discuss a range of effective teaching approaches for inclusive educational settings. o In your answer, make reference to

? -Ethical considerations you experienced.

? -Teaching approaches that addressed barriers to learning.


1. Conclusion: (A general concluding statement that answers your aim: No references required)

? A general statement on the effectiveness of your service learning experience in

preparing you for work as a teacher of diverse groups in inclusive settings.

2. Recommendations: (Recommendations for the future)

? -What do you recommend as a course of action for improving your SL experience and its relevance to pre service teachers.

-References: (All references cited in the Introduction, Results, Discussion and Recommendations Sections)

? A list of all the sources you used.

? APA referencing style

Any relevant information (graphs, charts, tables or other data) referred to in your report but not included in the body of the report, for example, statistics.