Recommended Study Sequence

The understandings, competencies and practical skills required of a teacher are many and complex. This unit provides opportunities for students to develop understandings of the nature of teaching and learning and its effect on school-aged learners. Students are encouraged to critically reflect upon their initial views of teaching and to develop these on the basis of this units and other related curriculum and foundation units. As well as examining holistic and contextual factors that influence the practice of teaching and student learning, this unit examines various discrete teaching skills that will help students develop their personal classroom practice. Opportunities to develop a personal philosophy of teaching which values the individuality, diversity and emerging maturity of school-age learners are provided. Fundamental to the rationale of this unit is that students will begin to develop a sense of teaching as a profession and a personal philosophy of teaching through reflecting on their practice in schools.

Child Protection: All students entering schools and undertaking Professional Experience must have attended the Child Protection Lectures organised by the University. This unit is only available to Education students. As the first Professional Experience unit of the Master of Teaching course, Professional Experience 1 is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for, and evaluation of, the school-based experiences will be integral to this unit.

This unit covers teaching methodology for Years 7-10 in students' FIRST teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary Years 7-10 in their particular chosen first teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 7-10 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level, and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit covers teaching methodology for Years 7-10 in students' SECOND teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen second teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 7-10 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit examines socio-cultural and political aspects of teachers' work, teacher's subjectivity, the curriculum, learning and schooling generally, and their intersections with inequality, diversity and difference. Of particular importance is the need to understand socio-cultural diversity and its manifestations and influences on schooling experiences, and to deconstruct its relationship to broader social discourses and ideologies. The unit provides understanding of the theory and practice of working with diverse communities and aims to develop critical reflexive practitioners, actively facilitating educational transformation through socially just pedagogies and practices.

Students need to understand and assess the intellectual, emotional, social and physical needs of all children and young people in regular classrooms. They need to develop appropriate and relevant skills, attitudes and methodologies to enable them to assess, plan, implement and evaluate programs which meet the individual educational needs of students with disabilities, learning difficulties and/or behaviour disorders. This unit of study addresses professional skills, theories, approaches and relevant legislation in the implementation of the principles of inclusive education practices in secondary settings.

The focus of this unit is to enable the student teacher to investigate the central role language plays in learning and to consider how literacy perspectives in teaching can enhance specific subject learning. Particular emphasis will be placed on the need for all subject teachers to see themselves as teachers of the "literacies" of their subject. It is crucial that secondary teachers have a thorough understanding of the specific literacy demands inherent in their various subject disciplines. Failure on a secondary school teacher's part to adopt a literacy perspective as part of their teaching repertoire will result in a curriculum that does not provide access for all students. Fundamentally then, literacy education addresses the equity issue of every student's right to a full and rewarding school education. This unit is designed to develop and extend student teachers' understanding of how to address literacy issues as they arise in the secondary school classroom.

This unit focuses on understanding how children and adolescents grow, develop and learn. It explores how educational and developmental psychology underpin and inform curriculum development and pedagogical practice. Theories of learning, motivation, development and behaviour management will be critically analysed, to ensure that students can employ these theories and principles to create positive environments for effective teaching and learning.

This unit is designed to extend Student Teachers' learning experiences in classrooms, to such an extent that they are able to demonstrate the competencies expected from a new teacher. Apart from the basic teaching skills, these competencies include being able to incorporate broader educational perspecitives such as technology, literacy, social justice, learning theories and assessment strategies into their teaching. The focus of the unit will be to help prepare students for the classroom by exploring effective pedagogy. The desired effect of this exploration of teaching style will be to introduce the concept of professional development through reflective practice. In this way, the Professional Experience undertaken during this unit will cohere with and enhance the pre-service teacher education student's perspective on the theory and practice of teaching and learning in schools.

Child Protection: All students entering schools and undertaking Professional Experience must have attended the Child Protection Lectures organised by the University. This unit is only available to Education students. Pre-service teacher education students need extensive and purposeful experience in diverse educational settings. This unit provides students with the opportunity to broaden their professional experience in a range of alternative educational settings within and beyond schools. Professional Experience 3 is based on the general principle of broadening and deepening Student Teacher's understanding of the issues confronting the wider education community. The more informed the Teacher is about these educational issues, the more effective that Teacher can be in their own classroom. To facilitate this understanding, the Teacher needs to explore how learning and teaching are conducted in a variety of settings. Underpinning Professional Experience 3 is the recognition that teachers often only see a limited part of the total curriculum and schooling process, and that students will benefit from working collaboratively with those both within and outside the school settings.

This unit covers teaching methodology for Years 11-12 in students' FIRST teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen first teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 11-12 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit covers teaching methodology for Years 11-12 in students' SECOND teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen second teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 11-12 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit examines socio-cultural and political aspects of teachers' work, teacher's subjectivity, the curriculum, learning and schooling generally, and their intersections with inequality, diversity and difference. Of particular importance is the need to understand socio-cultural diversity and its manifestations and influences on schooling experiences, and to deconstruct its relationship to broader social discourses and ideologies. The unit provides understanding of the theory and practice of working with diverse communities and aims to develop critical reflexive practitioners, actively facilitating educational transformation through socially just pedagogies and practices.

Students need to understand and assess the intellectual, emotional, social and physical needs of all children and young people in regular classrooms. They need to develop appropriate and relevant skills, attitudes and methodologies to enable them to assess, plan, implement and evaluate programs which meet the individual educational needs of students with disabilities, learning difficulties and/or behaviour disorders. This unit of study addresses professional skills, theories, approaches and relevant legislation in the implementation of the principles of inclusive education practices in secondary settings.

The focus of this unit is to enable the student teacher to investigate the central role language plays in learning and to consider how literacy perspectives in teaching can enhance specific subject learning. Particular emphasis will be placed on the need for all subject teachers to see themselves as teachers of the "literacies" of their subject. It is crucial that secondary teachers have a thorough understanding of the specific literacy demands inherent in their various subject disciplines. Failure on a secondary school teacher's part to adopt a literacy perspective as part of their teaching repertoire will result in a curriculum that does not provide access for all students. Fundamentally then, literacy education addresses the equity issue of every student's right to a full and rewarding school education. This unit is designed to develop and extend student teachers' understanding of how to address literacy issues as they arise in the secondary school classroom.

This unit focuses on understanding how children and adolescents grow, develop and learn. It explores how educational and developmental psychology underpin and inform curriculum development and pedagogical practice. Theories of learning, motivation, development and behaviour management will be critically analysed, to ensure that students can employ these theories and principles to create positive environments for effective teaching and learning.

This unit is designed to enable students to engage in evidence-based practice in their area of interest or specialisation. Students will develop skills in analysing, critiquing, and synthesising the education literature in an area of their choosing. Their evaluation of the available research evidence will then form the basis for their undertaking a self-directed project (eg. Action research; evaluation of teaching/learning approach; development of teaching/learning project) which addresses an issue of relevance to their practice.

Teacher education students need to have a variety of experiences that are set in the context of their future profession. This unit bridges preservice teacher education and induction into the teaching profession. As a professional residency, this unit gives students the opportunity to undertake specialised practice with the guidance and support of experienced teaching practitioners.

The understandings, competencies and practical skills required of a teacher are many and complex. This unit provides opportunities for students to develop understandings of the nature of teaching and learning and its effect on school-aged learners. Students are encouraged to critically reflect upon their initial views of teaching and to develop these on the basis of this units and other related curriculum and foundation units. As well as examining holistic and contextual factors that influence the practice of teaching and student learning, this unit examines various discrete teaching skills that will help students develop their personal classroom practice. Opportunities to develop a personal philosophy of teaching which values the individuality, diversity and emerging maturity of school-age learners are provided. Fundamental to the rationale of this unit is that students will begin to develop a sense of teaching as a profession and a personal philosophy of teaching through reflecting on their practice in schools.

Child Protection: All students entering schools and undertaking Professional Experience must have attended the Child Protection Lectures organised by the University. This unit is only available to Education students. As the first Professional Experience unit of the Master of Teaching course, Professional Experience 1 is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for, and evaluation of, the school-based experiences will be integral to this unit.

This unit covers teaching methodology for Years 7-10 in students' FIRST teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary Years 7-10 in their particular chosen first teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 7-10 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level, and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit covers teaching methodology for Years 7-10 in students' SECOND teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen second teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 7-10 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit is designed to extend Student Teachers' learning experiences in classrooms, to such an extent that they are able to demonstrate the competencies expected from a new teacher. Apart from the basic teaching skills, these competencies include being able to incorporate broader educational perspecitives such as technology, literacy, social justice, learning theories and assessment strategies into their teaching. The focus of the unit will be to help prepare students for the classroom by exploring effective pedagogy. The desired effect of this exploration of teaching style will be to introduce the concept of professional development through reflective practice. In this way, the Professional Experience undertaken during this unit will cohere with and enhance the pre-service teacher education student's perspective on the theory and practice of teaching and learning in schools.

This unit covers teaching methodology for Years 11-12 in students' FIRST teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen first teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 11-12 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit covers teaching methodology for Years 11-12 in students' SECOND teaching area. It must be completed by all students seeking qualification in secondary teaching. This unit seeks to develop in students the capacity to teach effectively the curriculum appropriate to the secondary in their particular chosen second teaching area. Current "best practice" in that specific teaching area will be examined and modeled. The specifics of the relevant Years 11-12 Syllabus in NSW and elsewhere will be examined and critiqued. Emphasis will be placed on the principles which should underlie the teaching of the specific secondary subject at this level and on appropriate objectives and outcomes for the teaching of that subject and on course planning. Opportunities for investigation and discussion of current research into the teaching of the specific subject area will be important.

This unit examines socio-cultural and political aspects of teachers' work, teacher's subjectivity, the curriculum, learning and schooling generally, and their intersections with inequality, diversity and difference. Of particular importance is the need to understand socio-cultural diversity and its manifestations and influences on schooling experiences, and to deconstruct its relationship to broader social discourses and ideologies. The unit provides understanding of the theory and practice of working with diverse communities and aims to develop critical reflexive practitioners, actively facilitating educational transformation through socially just pedagogies and practices.

Students need to understand and assess the intellectual, emotional, social and physical needs of all children and young people in regular classrooms. They need to develop appropriate and relevant skills, attitudes and methodologies to enable them to assess, plan, implement and evaluate programs which meet the individual educational needs of students with disabilities, learning difficulties and/or behaviour disorders. This unit of study addresses professional skills, theories, approaches and relevant legislation in the implementation of the principles of inclusive education practices in secondary settings.

The focus of this unit is to enable the student teacher to investigate the central role language plays in learning and to consider how literacy perspectives in teaching can enhance specific subject learning. Particular emphasis will be placed on the need for all subject teachers to see themselves as teachers of the "literacies" of their subject. It is crucial that secondary teachers have a thorough understanding of the specific literacy demands inherent in their various subject disciplines. Failure on a secondary school teacher's part to adopt a literacy perspective as part of their teaching repertoire will result in a curriculum that does not provide access for all students. Fundamentally then, literacy education addresses the equity issue of every student's right to a full and rewarding school education. This unit is designed to develop and extend student teachers' understanding of how to address literacy issues as they arise in the secondary school classroom.

This unit focuses on understanding how children and adolescents grow, develop and learn. It explores how educational and developmental psychology underpin and inform curriculum development and pedagogical practice. Theories of learning, motivation, development and behaviour management will be critically analysed, to ensure that students can employ these theories and principles to create positive environments for effective teaching and learning.

Child Protection: All students entering schools and undertaking Professional Experience must have attended the Child Protection Lectures organised by the University. This unit is only available to Education students. Pre-service teacher education students need extensive and purposeful experience in diverse educational settings. This unit provides students with the opportunity to broaden their professional experience in a range of alternative educational settings within and beyond schools. Professional Experience 3 is based on the general principle of broadening and deepening Student Teacher's understanding of the issues confronting the wider education community. The more informed the Teacher is about these educational issues, the more effective that Teacher can be in their own classroom. To facilitate this understanding, the Teacher needs to explore how learning and teaching are conducted in a variety of settings. Underpinning Professional Experience 3 is the recognition that teachers often only see a limited part of the total curriculum and schooling process, and that students will benefit from working collaboratively with those both within and outside the school settings.

This unit examines socio-cultural and political aspects of teachers' work, teacher's subjectivity, the curriculum, learning and schooling generally, and their intersections with inequality, diversity and difference. Of particular importance is the need to understand socio-cultural diversity and its manifestations and influences on schooling experiences, and to deconstruct its relationship to broader social discourses and ideologies. The unit provides understanding of the theory and practice of working with diverse communities and aims to develop critical reflexive practitioners, actively facilitating educational transformation through socially just pedagogies and practices.

Students need to understand and assess the intellectual, emotional, social and physical needs of all children and young people in regular classrooms. They need to develop appropriate and relevant skills, attitudes and methodologies to enable them to assess, plan, implement and evaluate programs which meet the individual educational needs of students with disabilities, learning difficulties and/or behaviour disorders. This unit of study addresses professional skills, theories, approaches and relevant legislation in the implementation of the principles of inclusive education practices in secondary settings.

The focus of this unit is to enable the student teacher to investigate the central role language plays in learning and to consider how literacy perspectives in teaching can enhance specific subject learning. Particular emphasis will be placed on the need for all subject teachers to see themselves as teachers of the "literacies" of their subject. It is crucial that secondary teachers have a thorough understanding of the specific literacy demands inherent in their various subject disciplines. Failure on a secondary school teacher's part to adopt a literacy perspective as part of their teaching repertoire will result in a curriculum that does not provide access for all students. Fundamentally then, literacy education addresses the equity issue of every student's right to a full and rewarding school education. This unit is designed to develop and extend student teachers' understanding of how to address literacy issues as they arise in the secondary school classroom.

This unit focuses on understanding how children and adolescents grow, develop and learn. It explores how educational and developmental psychology underpin and inform curriculum development and pedagogical practice. Theories of learning, motivation, development and behaviour management will be critically analysed, to ensure that students can employ these theories and principles to create positive environments for effective teaching and learning.

This unit is designed to enable students to engage in evidence-based practice in their area of interest or specialisation. Students will develop skills in analysing, critiquing, and synthesising the education literature in an area of their choosing. Their evaluation of the available research evidence will then form the basis for their undertaking a self-directed project (eg. Action research; evaluation of teaching/learning approach; development of teaching/learning project) which addresses an issue of relevance to their practice.

Teacher education students need to have a variety of experiences that are set in the context of their future profession. This unit bridges preservice teacher education and induction into the teaching profession. As a professional residency, this unit gives students the opportunity to undertake specialised practice with the guidance and support of experienced teaching practitioners.