This unit of study provides an introduction to the three message systems of education: curriculum, pedagogy and assessment. This unit provides the theoretical and contextual framework for the other units of study in this program by providing students with opportunities for critical reflection on the nature and purpose of schools, schooling and the educational process in general.

Information Technology in Education (MITE) explores current practices of information and communication technologies (ICT). This unit of study will provide students with knowledge and skills needed for planning and managing successful learning and teaching through integration of information and communication technologies into curriculum areas. The emphasis will be on the innovative uses of ICT supporting teaching and learning processes. Through hands-on experiences, students will be provided with opportunities to learn basic operational and information technology skills, and learn how a number of ICT tools may be used for planning, assessing and reporting effective learning to foster interest, creativity and support student's learning.

This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in creating a school community. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.

Students undertake their first Professional Experience of 25 days in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Cooperating Teachers in a single discipline area (or in Primary) and will be responsible for teaching one or more classes for a total of between 10 and 14 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the NSW Institute of Teachers Professional Teaching Standards for the Graduate Teacher.

In this unit of study you will investigate the development of language in young children.The nature of the interactions between children and those around them will be considered as will the variation in those interactions. The language bases in talking and listening will be investigated, leading to particular focus on a balanced approach to learning to read and write in the early years of schooling.

The focus for this unit is the Number, Patterns and Algebra, Data and Working Mathematically strands of the NSW K-6 Mathematics Syllabus with particular emphasis on the first three years of school. It will explore how children's mathematical thinking strategies develop via a research-based framework of number and will introduce the important connection between assessment and planning for instruction.

The goal of this course is to provide you with a foundation and a framework for the successful teaching of English as an additional language in the context of multilingual primary classrooms. The course will encourage you to make decisions about appropriate classroom strategies and methods across the curriculum; give insight into current debates within the field; and suggest a direction for future thinking.

Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge and understandings, skills and strategies, values and attitudes inherent in HSIE K-6 provide opportunities for young children to learn about History, Environments, Cultures, Social Systems and Structures. You will have the opportunity to learn about the central concepts, modes of enquiry and structure of HSIE K-6 as well as look at best practice in terms of pedagogy, resources and assessment. This course provides an overview of the HSIE K-6 syllabus as well as NSW curriculum requirements for the subject. The course is strongly aligned with The Framework of Professional Teaching Standards.

The Education Act 1990 (NSW) sets out minimum curriculum requirements for primary schools. In particular, the Act states that "courses of study in both art and music are to be included in the key learning area of the Creative and Practical Arts." With the introduction of the Creative Arts K-6 Syllabus in 2000, this requirement has been broadened to include creative arts experiences in drama and dance which became mandatory in 2005. The unit of study, Creative Arts 1 provides students with an understanding of the importance of drama, music, visual arts and dance both as powerful learning and teaching strategies across the primary curriculum and as creative arts in their own right.

Through an examination of the two main learning processes Investigating Scientifically, and Design and Make this unit considers issues, strategies and resources relevant to the teaching of Science and Technology in the K-6 curriculum. The unit will consider aspects of: 1) lesson planning in science and technology, 2) the selection/development of learning experiences and resources which promote children's acquisition of the learning processes in science and technology, 3) planning units of work to support children's development of scientific concepts, 4) supporting the development of children's scientific literacy and numeracy, 5) organising and managing classrooms to promote students' learning in science and technology.

In this unit you will be introduced to the Key Learning Area (KLA) Personal Development, Health and Physical Education (PDHPE). The unit will develop students' understanding of what it is to be a teacher within a specific PDHPE context. To do this, the unit will examine the current NSW Board of Studies requirements regarding K-6 PDHPE and will focus on the primary school learning and teaching environment. Through an examination of the K-6 syllabus, modules and support documents students will develop the necessary skills to design and implement lesson plans for selected content strands. To help guide this process, students will be expected to reflect on the teaching practicum (embedded in the middle of this unit). During these in-school Professional Experience components, students will have the opportunity not only to observe PDHPE teaching contexts but also to implement teaching activities. As well as providing students with the opportunity to begin to develop their planning and teaching skills in PDHPE, this unit of study also allows students to practice creating learning links between strands in the PDHPE, other KLA's and the Health Promoting School Framework. The notion of the Health Promoting School will be addressed in relation to the need for whole school planning and the place of PDHPE lessons in the school's curriculum and life.

There will be five special interest options offered each semester this is scheduled. In 2010 these were Digital Media, Koori Kids in the Classroom, Science and Technology with Toys, Introduction to Community Development and Beyond the Line community visit.

This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling, the development of professional portfolios and the principles of Action Research. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in a second year of the program. During the practicum students are assigned to one or more Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the NSW Institute of Teachers Professional Teaching Standards for the Graduate Teacher.

In this unit of study students will focus on the use of literary and multimedia texts, including picture books and novels for developing critical literacies in children working at Stage three in primary school. The emphasis will be on developing learning experiences that encourage students to read for enjoyment at the same time as developing their abilities to negotiate and discuss meanings (both verbal and visual) in a range of texts. Emphasis will be on making connections between prior learning to current syllabus demands and the texts and learners found in classrooms today. It is expected that students will continue to expand their theoretical knowledge of principles of English teaching as well as develop explicit knowledge of metalanguage to inform their understandings of text construction. Students will be asked to reflect on key readings to challenge, to make links to their own experiences and to question past research and current practice.

Mathematics Education 2 will draw on the content from 5 different strands in the NSW syllabus. It will focus on the development of concepts and processes from the Data strand, Space and Geometry strand and Measurement strand. It will explore children's understanding of chance and data handling and investigate ways in which concepts from other strands of the syllabus can be taught in an integrated manner. It will also build on content and processes established in Mathematics Education 1 by focusing on Stage 2 and 3 Number Strand. The working mathematically strand will be integrated throughout all content areas.

This unit of study focuses on the process of conceptual programming. It investigates the range of strategies teachers and schools use to integrate the key learning areas in primary schools. During the practicum-professional experience students investigate how the school and your cooperating teacher approach conceptual programming.

There will be five special interest options offered each semester this unit is scheduled. In 2010 these were Science and Technology with Toys, Classroom Issues for Koori Kids, Digital Media, Improving Literacy, Drama and Visual Arts, and TESOL.

Students undertake their Internship of at least 40 days (usually 45 days) in the second semester in second year of the program. Students may only be in the Internship in a school or other educational institution which is approved by the Faculty, and must do it in the curriculum area(s) that they have been enrolled in and are conditionally certified to teach in. During the Internship students are assigned to one or more mentor teachers, usually in a single discipline area and will be responsible for teaching one or more classes for a total of between 14 and 17 lesson periods per week. The mentor teacher will monitor the Intern in their work in the school and in discussion with the Tertiary Mentor, will be responsible for writing the report on the Internship that will form the basis of the assessment. Assessment is aligned with the NSW Institute of Teacher's Professional Teaching Standards for the Graduate Teacher.

All candidates for the Master of Teaching degree are required to attend, participate in and submit assigned work for the one- day Post-Internship Conference as the final component of their course. The central focus of this unit of study is on design, implementation and reporting of an independent action research project undertaken by each pass-level candidate during the internship and participation in a professional conference following the internship.

This unit of study provides an introduction to issues concerning learning, teaching, the curriculum and the social and institutional context of education. It examines child development, learning in early childhood settings and teaching as a profession. A set of case studies provides a range of contexts to assist students to link the themes and develop a greater understanding of the complex nature of teachers' work. An introduction to major curriculum areas in early childhood education and care is also provided.

This unit of study assists students to develop knowledge and skills in the language arts at the early childhood level. It assists students to gain and understanding of different theories about how young children develop language. It helps students to develop skills and knowledge about how to help young children begin to make meaning from the moment they are born through the preschool years in terms of how they learn to talk, listen and interact with those around them. There is a strong emphasis on play as a vehicle for language learning and family involvement in an inclusive and supportive learning environment for young children.

This unit of study assists students to develop knowledge, skills and understanding of the development of children's constructions of mathematical concepts and processes at the early childhood level. It provides students with the ability to help young children gain a beginning understanding and knowledge of mathematics and a beginning awareness of the ever-changing technological environment in which we live. Students will explore the issures of assesssing children's learning needs and identifying children at risk of underachieveing in mathematical understanding and skill. Students will be required to plan developmentally appropriate learning experiences that effectively emply a range of pedagogies and resources (including digital technologies) to enhance children's mathematical thinking and communication.

This unit of study helps students become familiar with the range of early childhood settings available for children from birth to five years, and their families within the community. Students will be required to become familiar with the regulations governing early childhood services and licensing conditions, and their responsibilities in relation to these. Students will also examine the literature relating to quality care and education in early childhood services and review a number of Federal and State based policies.

Children in contemporary society are viewed as capable and resourceful, confident and actively constructing the world around them. This unit of study helps students understand how they can guide children's responses, encourage self discipline and positive interactions with other children and adults in early childhood environments. In the context of this unit, students will also undertake Child Protection training in accordance with the legislative requirements of the Children Care and Protection Act of NSW Department of Community Services.

This unit of study introduces students to contemporary understandings of human development across the life-span with particular emphasis on infants, toddlers, young children and youth. Studies of human development give students a clear foundation on which to build understanding of children's development in the years prior to school. The unit concentrates upon the phases of human development with and across all developmental domains.

This unit of study assists students to explore their own creativity and imagination alongside developing knowledge and skills in the Creative Arts at the early childhood level. There is a strong emphasis on play and exploring the imagination through music, visual arts, drama and dance. Observing and assessing young children's sponteneous play through immersion in the Creative Arts is an important feature of this unit. The unit also emphasises the centrality of providing rich Creative Arts experiences in early childhood settings.

This unit of study assists students to develop knowledge and skills in the teaching of health, safety, nutrition, and wellness at the early childhood level. It provides students with the ability to help young children gain a beginning understanding of the world around them in a way that makes sense to them, a beginning understanding of health, safety, nutrition, and wellness behaviours and habits that will help sustain them for a lifetime. Play and family involvment are emphasised in assisting this process. This unit also provides students with the ability to plan and operate healthy and safe early childhood learning and care environments.

This unit is the first of two that provide opportunities for students to gain teaching experience in early childhood education and care settings. It will enable students to apply the theories and strategies covered in other units of study including Teaching and Learning 1 and 2. Initially this experience will consist of observation of practices and routines of the setting, some lesson undertaking with individuals and small groups, and progress to lesson undertaking with larger or whole groups in a 3-5 year setting. As part of the process, students will plan and implement strategies and activities relevant to the age, stage, and needs of young children.

This unit assists students to develop knowledge and skills in the teaching of science at the early childhood level. It provides students with the ability to help young children gain a beginning understanding of the world around them, a beginning understanding of the physical and biological aspects of the world and the universe, and a beginning awareness of the ever-changing technological environment in which we live. An emphasis is upon play as a vehicle for learning and family involvement in an inclusive and supportive learning environment for young children.

This unit explores diversity and inclusion in early childhood settings. Class, ethnicity, culture, disability, gender, religion, and other social categories have an impact upon children's development. For the creation of inclusive classrooms, early childhood educators must have an understanding of the significance of the personal and social attributes that children bring to the setting. The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This unit will explore current theories and practices surrounding diversity, social education and inclusion in the early childhood context. Throughout this unit of study students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as others.

Early childhood professionals act in various capacities in a range of settings. They have an obligation to promote and support respectful relationships with children, families, other staff and a range of service and community professionals. This unit allows students an opportunity to explore and further develop their understanding of an area of professional interest through a review of literature. Students will be allocated a 'professional friend', familiar with the industry, to support them through the writing process.

This unit of study fosters students' development of the knowledge and skills about the provision of a teaching and learning environment which promotes positive social interactions, a respect for social justice and reflects the diversity of the participants within early childhood settings and the broader community. The unit equips students with the ability to guide young children's understanding and appreciation of the socially and culturally diverse world around them in developmentally appropriate ways, to help them understand their membership, role and value as a member of a family, community, nation and world.

The focus of the unit is on the principles of inclusion, constructed views of normality, individual differences, identification and assessment of babies' and young children's development, and support for children and families. Transitions across multiple contexts over the time young children are in early childhood services will also be addressed. The unit looks at children in the contexts of their families, and offers ways to empower and support families as they make decisions about their children's development and education. Includes six hours field placement in an early intervention setting.

This unit will provide students with opportunities to investigate a variety of planning processes required in order to effectively document children's learning, understand the phases of effective planning in high quality EC settings, and critically examine the current research, as well as community and early childhood attitudes towards practices concerning early childhood curriculum.

This unit outlines the management and leadership issues involved in organising and sustaining early childhood services, the social and political context within which services are operating as well as the legal and other responsibility of centre based supervisors. Early Childhood educators must be competent leaders and advocates for change in the early childhood field and must be able to encourage team building, enthusiasm, good communication skills and harmonious work environments in addition to keeping up to date with mandatory management practices.

In quality early childhood contexts, families' perspectives on the care and education of young children are taken into account by early childhood professionals who operate in partnership with parents on behalf of their children. When working in partnership, families and qualified early childhood educators develop mutual trust and a shared appreciation of each child across home/service contexts

Early Childhood professionals act in various capacities in a range of settings. They have an obligation to promote and support respectful life-enhancing relationships with children, families, other staff and community members as they take on a leadership role in early childhood settings. This unit allows students to engage in a literature review designed to further their understanding about a topic or area of professional interest.

This unit supports the learning and professional development of pre-service early childhood educators in a 0-2 setting. It is expected that students will draw on knowledge gained in previous units in both this and previous semesters, which will enable them to observe infants and toddlers in their placement settings, and to plan for and document developmentally appropriate experiences for them in consultation with families, in the early childhood setting.

Students undertake their Internship of at least 40 days (usually 45 days) in the second semester in second year of the program. Students may only be in the Internship in a school or other educational institution which is approved by the Faculty, and must do it in the curriculum area(s) that they have been enrolled in and are conditionally certified to teach in. During the Internship students are assigned to one or more mentor teachers, usually in a single discipline area and will be responsible for teaching one or more classes for a total of between 14 and 17 lesson periods per week. The mentor teacher will monitor the Intern in their work in the school and in discussion with the Tertiary Mentor, will be responsible for writing the report on the Internship that will form the basis of the assessment. Assessment is aligned with the NSW Institute of Teacher's Professional Teaching Standards for the Graduate Teacher.

All candidates for the Master of Teaching degree are required to attend, participate in and submit assigned work for the one- day Post-Internship Conference as the final component of their course. The central focus of this unit of study is on design, implementation and reporting of an independent action research project undertaken by each pass-level candidate during the internship and participation in a professional conference following the internship.

This unit of study provides an introduction to the three message systems of education: curriculum, pedagogy and assessment. This unit provides the theoretical and contextual framework for the other units of study in this program by providing students with opportunities for critical reflection on the nature and purpose of schools, schooling and the educational process in general.

Information Technology in Education (MITE) explores current practices of information and communication technologies (ICT). This unit of study will provide students with knowledge and skills needed for planning and managing successful learning and teaching through integration of information and communication technologies into curriculum areas. The emphasis will be on the innovative uses of ICT supporting teaching and learning processes. Through hands-on experiences, students will be provided with opportunities to learn basic operational and information technology skills, and learn how a number of ICT tools may be used for planning, assessing and reporting effective learning to foster interest, creativity and support student's learning.

This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in creating a school community. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.

Students undertake their first Professional Experience of 25 days in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Cooperating Teachers in a single discipline area (or in Primary) and will be responsible for teaching one or more classes for a total of between 10 and 14 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the NSW Institute of Teachers Professional Teaching Standards for the Graduate Teacher.

The unit consists of a series of lectures on current issues, policies and mandated areas of study in secondary school education.

This unit of study explores important aspects of occupational health and safety (OH&S) and personal development, health and physical education (PDHPE) within the context of the whole secondary school community and curriculum.

This Unit introduces candidates to the knowledge base underpinning the principles and practices of learning and teaching in the Visual Arts. In addition candidates will explore the aims, objectives, outcomes, content, key terms and course requirements of the all Stage 4 and 5 arts syllabi. Students will examine models of pedagogy for teaching Visual Arts and are introduced to ways of differentiating the Visual Art curriculum to meet the diverse needs of learners. In particular candidates will investigate behaviour management strategies in Visual Art classrooms that address students who display challenging classroom behaviour. This Unit will also introduce candidates to a range of literacy and numeracy strategies to meet the need of all students, specifically non-English speaking background students (NESB).

This Unit builds on the content of the core unit EDBT5602 and further investigates the knowledge base underpinning the principles and practices of learning and teaching in the Visual Arts in Stages 4 and 5. In particular this Unit facilitates the development, implementation and critical assessment of models of pedagogy for teaching Visual Arts in Stage 4. Additionally the role and value of various student learning resources are investigated and specific criteria are developed to assess the suitability and appropriateness of these student learning objects. Furthermore candidates will examine the central concepts, modes of enquiry and the structures of painting, drawing or wet photography; subsequently they are to critically investigate current models of pedagogies related to these specific disciplines.

This course closely examines the knowledge base underpinning the principles and practices of learning and teaching in the Visual Arts in the Stage 6 course by investigating the aims, objectives, outcomes, content, key terms and course requirements of all visual arts syllabi. In particular this Unit focuses on introducing pedagogy strategies for assessing for learning in the Visual Arts 7-12 and the other syllabi studied. Subsequently a range of strategies for teaching and assessing visual arts practices will be explored. In addition this Unit will introduce candidates to various pedagogy strategies for teaching Visual Arts 7-12, to meet the needs of all students, specifically Aboriginal and Torres Strait Islander students and students with special education needs. Through thorough and critical research of contemporary models of pedagogy in the Visual Arts and exploring the professional standards framework and its impact on the work of a teacher, candidates will begin to develop a teaching philosophy.

This unit builds further on the learning in EDBT5652 and further explores the knowledge base underpinning the principles and practices of learning and teaching in the Visual Arts in the Stage 6 course through investigating the aims, objectives, outcomes, content, key terms and course requirements of the arts syllabi. Candidates will be introduced to the central concepts, modes of enquiry and the structures of ceramics, object design or print media and explore various pedagogies for assessing learning in these media in the Visual Arts 7-12. Subsequently candidates will further critically examine current knowledge and understandings of art education issues specifically related to Aboriginal and Torres Strait Islander students and those with special education needs. In addition candidates are introduced to the significance of case studies as a means of developing greater insight into the visual arts and consider a range of strategies in implementing case studies in a Stage 6 HSC program of learning.

This unit introduces teaching Drama 7-12, with a focus on Stages 4 & 5. Students will examine the history of drama education, examine teaching strategies for playbuilding and key forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of Drama related to the NSW Year 7-10 Drama Syllabus.

This unit continues the preparation for teaching Drama 7-12, with a focus on Stage 6, HSC Drama. Students examine the issues relating to individual project work and the collaborative aspects of the drama syllabuses. This unit also explores issues related to assessment and programming of drama as well as exploring quality teaching in drama education. Students will deepen their understanding of the cognitive/affective development which the study of Drama anticipates, and further develop their own personal style of teaching.

The unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Business Studies. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 Commerce Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout.

This unit of study will build on the teaching of Years 7-10 Commerce Syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Commerce education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Commerce. The unit will also focus on the National Consumer and Financial Literacy Framework. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on civics and citizenship education and ICT.

This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Economics. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 Commerce Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout the unit.

This unit of study will build on the study of Years 7-10, Commerce Syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Commerce education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing student's achievement in Commerce. The unit will also focus on the National Consumer and Financial Literacy Framework. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on civics and citizenship education and ICT.

This unit of study is the first in a suite of curriculum methodology units designed to equip you to teach secondary English 7-12. This unit will introduce you to the principles of teaching and learning in subject English, develop your understanding of the theories underpinning the secondary English syllabus documents and raise your awareness of the debates and issues relevant to teaching Secondary English.

This unit will examine the current syllabus documents and explore the ways in which contemporary theoretical perspectives underpin and inform these. The unit will continue to examine the practical uses of information technology in teaching and learning in English. There will be an emphasis on teaching English in the senior secondary years.

This unit of study aims to make students confident, enthusiastic and competent teachers of Geography. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Geography in Stage 4. An understanding of the NSW Board of Studies Year 7-10 Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Geography teaching materials. There will be an emphasis on ICT, literacy, civics and citizenship education throughout the unit.

This unit of study will build on the study of Years 7-10 Geography Syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Geography education in Stage 5.The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography. A particular focus will be placed on the use of Geography tools and skills in teaching Years 7-10 Geography. Students will also learn to design and implement an exursion for Years 7-10. Further emphasis throughout will be placed on literacy, civics and citizenship education and ICT.

This unit of study aims to prepare graduates in the theory and practice of teaching history in the secondary school. Students will investigate the nature and purpose of history teaching and learning as well as human society and its environment education across years 7-10. The unit draws on current research, thinking and practice in the field of history education and relates to the realities of history teachers' work and instruction.

This module aims to introduce students to a range of source-based experimental approaches to history teaching and learning. It is also intended to provide the opportunity for individuals to pursue a topic of historical interest, to consider the ways in which this topic may be represented in the history classroom and work collaboratively in the development of teaching and learning materials. This unit is also designed to develop students' skills in applying cross curriculum content and perspectives especially civics and citizenship, literacy and numeracy and multiculturalism to the development of learning strategies and teaching resources.

This unit of study is the first in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5 and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension Syllabus. The unit develops foundational skills for language pedagogy for the classroom teaching of Classical Hebrew texts in the local Judaic Studies educational context.

This unit of study is the second in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5 and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and extension syllabus. The unit focuses on applications in the classroom of understanding of adolescent development, classroom management, lesson planning and specialised pedagogy of the discipline, including literacy skills and integrating texts within the Classical Hebrew outcomes of the Stage 4-5 Modern Hebrew Syllabus

This unit is designed to build pre-service language teachers' awareness, skills and understandings in languages education, to guide and prepare them for their future language teaching. Students will gain broad understandings about the nature and scope of languages education in the New South Wales context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and Board of Studies documentation.

This unit is designed for pre-service language teachers with an additional language other than English. The unit will continue to build pre-service language teachers' awareness, skills and understandings in languages education, to guide and prepare them for their future language teaching.

This unit is designed to build knowledge, skills and competencies developed in Languages Curriculum 1. With a deepening knowledge of the theories and practices of intercultural languages education and languages classrooms in the Australian context, students will continue to investigate issues in languages curriculum teaching and assessment.

This unit is designed for pre-service language teachers continuing with their curriculum method study in an additional target language. The unit will continue to build pre-service teachers awareness, skills and understandings in languages assessment, differentiation of the curriculum and the use of ICT tools.

The aim of this unit of study is to introduce issues associated with the teaching and learning of mathematics from Kindergarten to Year 12 to student teachers undertaking both double and single mathematics method. The continuum of learning for K to 10 will be explored as it outlines the developmental nature of learning mathematics, building concepts across the transitional stages of schooling, and considering strategies to address the learning needs of the full range of students in the mathematics classroom. The importance of building upon learning in the primary school years will be a key focus in this first mathematics methods unit of study. Particular issues in the teaching and leaning of mathematics will be addressed through the investigation of scenarios related to school contexts. To reflect the collaborative nature of working in a team of teachers in schools, student teachers will form small learning teams to explore scenarios, related to high school settings. In these teams, student teachers will be required to collaboratively investigate the issues raised in the scenarios and plan sequential learning experiences appropriate for high school students.

This first extension unit of study aims to develop further knowledge and understanding of key issues associated with teaching and learning mathematics from Kindergarten to Year 12. By visiting primary school classrooms, student teachers will begin to build knowledge and understanding of the types of learning environments typically used in primary school settings to develop knowledge of mathematics. In particular, student teachers will focus on the teaching strategies typically used in mixed ability settings to cater for the full range of student learning needs and explore programs and practices for addressing the particular needs of students with specific learning needs in primary schools. Issues associated with transition from primary school to secondary school will be explored in detail with opportunities to examine programs established to support transition and build mathematics knowledge. Different approaches to arranging the school curriculum will be considered including middle school programs and semesterised courses with multi-stage classes. In addition, offering elective courses in mathematics will be considered through examples of each of these approaches in practice. Brain-based research into gender differences in adolescence will be explored with implications for practice in mathematics classrooms.

This is the second unit of study for both single and double mathematics method student teachers. The focus of this unit of study is a detailed examination of the school of mathematics curriculum to develop student teachers' knowledge and understanding of the mathematics curriculum requirements and appropriate pedagogy. The rationale, aim, content, course requirements and key terms from the curriculum will be examined and used to plan, program and develop lesson plans for key mathematics concepts. Building on their understandings from Mathematics Curriculum 1, student teachers will examine the content strands of the mathematics curriculum to develop appropriate models of pedagogy for teaching and assessment. Common student misconceptions will form the basis of planning and programming so that student teachers are prepared to meet the needs of the full range of students. Additional strategies for differentiating the curriculum and embedding technology into lessons will be explored. A range of technologies will be examined in this unit including interactive whiteboards, computer software packages and graphics calculators. Strategies for assessing mathematics knowledge, skills and understanding will be considered with student teachers developing skills in designing assessment tasks. Assessment for learning and assessment of learning will be discussed with rich tasks developed for both purposes.

This second extension unit of study for student teachers doing double mathematics method aims to develop further knowledge of mathematics learning from Kindergarten to Year 12 and builds on student teachers' knowledge of the mathematics curriculum documents. The development of algebraic thinking and proportional reasoning in the primary school years and beyond will be explored. These two concepts provide a sound basis for learning across all of the stages of schooling and link closely to many other aspects of the mathematics curriculum. The processes required to work and think mathematically will be explored in detail including problem solving and reasoning. The types of problem solving and modelling tasks, which are most suitable for cooperative groups will be considered with opportunities to evaluate a range of tasks. Rich problem-solving tasks will be designed and evaluated for use in middle school classrooms. The rich tasks will be compared to textbook questions and the pedagogical differences between teaching using rich tasks and teaching from the textbook will be evaluated. Research comparing such approaches will be used to challenge the student teachers' beliefs about the teaching and learning of mathematics in secondary classrooms.

This unit of study is the first in a series of three which aims to prepare graduates for the teaching of Science in high schools as one of their two teaching specialisations. Students will investigate the nature and purpose of science education in the secondary school, contemporary syllabuses in science for 7-12, children's understanding of science, teaching and learning strategies, the planning of learning activities and lessons, and current state, national and international policies on science education.

This unit of study builds upon the work done in the prerequisite course Science Curriculum 1. The unit is designed to develop students' understanding of the nature of science teaching and children's learning of science. The planning of science teaching and learning activities. The interpretation and implementation of syllabus aims, objectives, outcomes and content guidelines. The integration of individual science disciplines within a multidisciplinary science curriculum. Across-curriculum perspectives and policies in science curriculum.

An understanding of the nature of science ought to inform beliefs, practices and policies related to science and technology education in school (and beyond). Teachers of science need to develop an awareness of the pitfalls associated with uninformed views about the history and philosophy of science, particularly as they are now required to focus on both the history of science and the nature and practice of science in the development of teaching programs for the new school science syllabuses in NSW and in other systems' syllabuses. In this unit of study students will examine contemporary issues from the history, philosophy and sociology of science and their relevance to school science teaching and learning, and science curriculum design and implementation.

Students will investigate contemporary issues in science education research, curriculum design and implementation, assessment and professional development. Each student will research, review and report on an assigned issue from the current science education literature.

This unit of study is the first of three which aims to prepare graduates to be teachers of either Years 11-12 Legal Studies or Years 11-12 Society & Culture and one of Geography, Commerce or History in Years 7-10. This unit will develop competencies and skills in lesson planning, programming and pedagogy in one of Geography, Commerce or History in Years 7-10. The NSW Board of Studies Years 7-10 Geography, Commerce or History syllabuses will be introduced and the students will develop lesson plans, programs, teaching resources and a range of teaching materials. Particular emphasis will be placed on integrating literacy and civics and citizenship education into teaching Years 7-10. Students will be expected to develop sophisticated ICT skills for use in teaching 7-10 Commerce, Geography or History.

This unit of study consists of the study of one of Years 7-10 Geography, Commerce or History syllabuses with an emphasis on Stage 5. This unit will build on previous study of the Years 7-10 Syllabuses in Commerce, Geography and History. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of one of Commerce, Geography or History education. The unit further enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography or Commerce or History. Students will also learn to design and implement an excursion for years 7-10. Further emphasis throughout will be placed on literacy, citizenship education and ICT.

This unit relates to the overall goal of the TESOL program, which is to provide students with both a foundation and a framework for the successful teaching of English to speakers of other languages. The unit will encourage them to make decisions about appropriate classroom strategies across the currriculum: give insight into the current debates within the field and suggest a direction for future thinking. The unit outlines the background to the teaching of English to speakers of other languages, with a focus on oral skills and design of interactive tasks.

Literacy is a key area in the learning of English as a second language. For students without high level of literacy in the first language this can be a daunting process. There is strong evidence to suggest common underlying proficiencies in literacy between languages. Teachers need knowledge of English grammar in order to help them assess students' spoken and written language and to plan appropriate teaching programs.

This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling, the development of professional portfolios and the principles of Action Research. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in a second year of the program. During the practicum students are assigned to one or more Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the NSW Institute of Teachers Professional Teaching Standards for the Graduate Teacher.

This course aims to introduce art education issues, perspectives and skills development with a specific focus on the Stage 6 HSC program. Candidates will investigate the aims, objectives, outcomes, content, key terms and course requirements of the HSC requirements of the Visual Arts Stage 6 syllabus, in particular in relation to assessment of art making and art history/theory. This Unit introduces candidates to models of pedagogy for assisting Stage 6 students in examination preparation of the Body of Work and the associated Visual Arts Process Diary, as well as the written examination paper.
This Unit also critically examines curriculum different models of art pedagogy (e.g.Montessori, Steiner, Dalton and the International Baccalaureate); visual art safety and risk management practices, budgeting, selecting, storing, maintaining and replacing materials, equipment and other art education resources, as well as the various national and international professional art teacher associations and the various professional development opportunities available in NSW. Candidates will further examine the current development of the Australian National Curriculum and the latest position of the arts, how they conceive their role as a Visual Arts teacher in schools and the wider community, and how they can contribute to achieve this goal.

This unit builds on the core unit EDBT6602 through a deeper exploration of the knowledge base underpinning the principles and practices of learning and teaching in the Visual Arts in Stage 6 course by investigating the aims, objectives, outcomes, content, key terms and course requirements of the Stage 6 Visual Arts and Content Endorsed syllabi. This unit further explores issues and perspectives of the HSC written examination through mapping and planning a Stage 6 program of learning. Additionally this unit considers the relationship between teachers and the wider community and further explores professional communities within and external to the school environment. In particular this unit facilitates candidates' experiences to contribute to these communities of practice and using their resources, knowledge and experiences to further enhance student learning in a school environment.

This is an advanced unit of study for students who wish to implement the NSW Classical Hebrew Stage 6 Syllabus. It builds on the skills knowledge and understandings developed in Classical Hebrew and Judaism 1 and 2. Students examine the challenges of the subject and engage in a critical reflection of the issues inherent in the teaching of sacred texts. The unit develops advanced skills for classroom teaching as well as focussing on the Stage 6 learner's requirements.

This unit will prepare students to be effective teachers of Stage 6 Business Studies. The unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Business Studies in Stage 6. An understanding of the NSW Board of Studies Years 11-12 Business Studies Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Business Studies teaching materials. Further emphasis will be placed on ways that Board of Studies HSC assessment requirements can be met including developing assessment tasks and programs. Use of ICT for both teaching and preparation will be a focus of this unit.

This unit of study will focus on teaching the Economics Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in Years 7-10 Commerce and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Economics. Added emphasis will be placed on assessment strategies and programs for the Preliminary/HSC course in Economics focusing on NSW Board of Studies requirements. Students will also look at the ways the study of Economics for the HSC can lead to various post school destinations. Professional association membership and HSC marking will be promoted throughout this unit.

This unit continues preparing students for the teaching of secondary Drama. The course will extend the students' experience in teaching devised performing. Students work with critical friends and mentors, collaborating with schools and other educational institutions, critically reflecting on their own and other people's work. Students undergo a group performance project where they learn of the rigorous nature of teaching collaborative drama experientially.

This unit is designed to develop your understanding, knowledge and pedagogical skills in teaching a wide range of texts in English, 7-12. There is an emphasis on theory in practice, wide reading and film, media and multi-media in English. The sessions will be approached as workshops, during which you will be expected to contribute to whole class and small group collaborative tasks.

This unit of study will focus on teaching the Geography Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in Years 7-10 Geography and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Geography. Added emphasis will be placed on assessment strategies and programs for the Preliminary/HSC course in Geography focusing on NSW Board of Studies requirements. Additional emphasis will be placed on strategies, skills and resources for both fieldwork and the Senior Geography Project. Students will also look at the ways the study of Geography for the HSC can lead to various post school destinations. Professional association membership and HSC marking will be promoted throughout this unit.

This unit is designed to develop the skills and understanding necessary to teach current Board of Studies senior history syllabuses. The course also explores the realities of teaching students at this level and the various ways in which higher-order skills may be developed in response to the demands of the new Extension History Syllabus, Stage 6.

This unit will prepare students to be effective teachers of Stage 6 Legal Studies. The unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Legal Studies in Stage 6. An understanding of the NSW Board of Studies Years 11-12 Legal Studies Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Legal Studies teaching materials. Further emphasis will be placed on ways that Board of Studies HSC assessment requirements can be met including developing assessment tasks and programs. Use of ICT for both teaching and preparation will be a focus of this unit.

This unit will prepare students to be effective teachers of Stage 6 Society and Culture. The unit will develop competencies and skills in lesson planning programming and pedagogy in teaching Society and Culture in Stage 6. An understanding of the NSW Board of Studies Year 11-12 Society and Culture Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Society and Culture teaching materials. Further emphasis will be placed on ways that Board of Studies HSC assessment requirements can be met including developing assessment tasks and programs and with particular emphasis on the Personal Interest Project. Use of ICT for both teaching and preparation will be a focus of this unit.

This unit is designed to build on knowledge, skills and competencies developed in Languages Curriculum 1 and 2 to guide and prepare students for their future teaching. Students continue to investigate cases of languages and cultures education, honing skills for understandings and competencies for lifelong professional development.

This unit is the final unit in a series designed for pre-service language teachers continuing with their curriculum method study in an additional target language. The unit will continue to build pre-service teachers awareness, skills and understandings in languages education, especially in regard to the complete series of Board of Studies courses in languages.

This is the third unit of study for both single and double mathematics method student teachers. The focus of this unit of study is a detailed examination of the syllabus documents for the senior secondary students enrolled in mathematics courses for the Higher School Certificate in NSW (HSC). For each of the syllabus documents, the aims, objectives, content, course requirements and key terms will be examined and used to plan, program and develop appropriate teaching strategies as well as learning and assessment tasks for key mathematics concepts. For all of the mathematics courses offered in the senior school, student teachers will evaluate and design learning and assessment tasks using a range of resources as well as plan and program lesson sequences to differentiate learning and support the development of deeper understandings of challenging mathematics concepts including calculus. Retention of students beyond the compulsory years of schooling (Year 10) will be examined to identify issues associated with students' motivation and engagement to continue the study of mathematics. Career choice limitations will be discussed to explore ways the continued learning of mathematics and mathematics and science careers can be promoted in schools.

This third extension unit of study for student teachers doing double mathematics method aims to enrich knowledge, skills and understanding of calculus-based mathematics courses in the senior secondary years of schooling, and provide an examination of various successful approaches to teaching, learning and assessing. By exploring particular topics from the higher-level calculus-based courses, student teachers will design units of work and present research-based teaching ideas to their peers. The impact of high-stakes assessment on students' motivation and engagement in school mathematics will be considered. By collecting samples of alternative assessment tasks, student teachers will evaluate the efficacy of using similar alternatives to provide constructive feedback to students about their knowledge, skills and understanding of mathematics. Self-theories and views of 'ability' will be considered in relation to the development of school students' mathematical identities. The development of a mathematical identity and its impact on choices to continue to study mathematics in the senior years of schooling and beyond will be investigated. The impact of linguistic, social and cultural backgrounds will be highlighted from the research literature with further discussions about the types of social norms frequently established in mathematics classrooms.

Students will investigate contemporary issues in science education research, curriculum design and implementation, assessment and professional development. Each student will research, review and report on an assigned issue from the current science education literature.

An understanding of the nature of science ought to inform beliefs, practices and policies related to science and technology education in school (and beyond). Teachers of science need to develop an awareness of the pitfalls associated with uninformed views about the history and philosophy of science, particularly as they are now required to focus on both the history of science and the nature and practice of science in the development of teaching programs for the new school science syllabuses in NSW and in other systems' syllabuses. In this unit of study students will examine contemporary issues from the history, philosophy and sociology of science and their relevance to school science teaching and learning, and science curriculum design and implementation.

The role of the TESOL teacher has become increasingly complex. Graduates may be working with adults or with teenagers in Australia or overseas and across disciplines or curricula. Traditional career pathways no longer exist as teachers are expected to have the flexibility and knowledge base to adapt to a wide variety of contexts. They need an understanding of students' cultural backgrounds and skills in intercultural communication.

Students undertake their Internship of at least 40 days (usually 45 days) in the second semester in second year of the program. Students may only be in the Internship in a school or other educational institution which is approved by the Faculty, and must do it in the curriculum area(s) that they have been enrolled in and are conditionally certified to teach in. During the Internship students are assigned to one or more mentor teachers, usually in a single discipline area and will be responsible for teaching one or more classes for a total of between 14 and 17 lesson periods per week. The mentor teacher will monitor the Intern in their work in the school and in discussion with the Tertiary Mentor, will be responsible for writing the report on the Internship that will form the basis of the assessment. Assessment is aligned with the NSW Institute of Teacher's Professional Teaching Standards for the Graduate Teacher.

All candidates for the Master of Teaching degree are required to attend, participate in and submit assigned work for the one- day Post-Internship Conference as the final component of their course. The central focus of this unit of study is on design, implementation and reporting of an independent action research project undertaken by each pass-level candidate during the internship and participation in a professional conference following the internship.

This unit of study provides an introduction to the three message systems of education: curriculum, pedagogy and assessment. This unit provides the theoretical and contextual framework for the other units of study in this program by providing students with opportunities for critical reflection on the nature and purpose of schools, schooling and the educational process in general.

Information Technology in Education (MITE) explores current practices of information and communication technologies (ICT). This unit of study will provide students with knowledge and skills needed for planning and managing successful learning and teaching through integration of information and communication technologies into curriculum areas. The emphasis will be on the innovative uses of ICT supporting teaching and learning processes. Through hands-on experiences, students will be provided with opportunities to learn basic operational and information technology skills, and learn how a number of ICT tools may be used for planning, assessing and reporting effective learning to foster interest, creativity and support student's learning.

This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in creating a school community. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.

This unit allows students the opportunity to learn about the profession of school psychology as part of the training program. The unit focuses on working as a school counsellor under the supervision of university staff, who are all registered psychologists and field school counsellors. The role of the school counsellor includes counselling and assessing children and adolescents with problems, and developing intervention programs for those with learning and behavioural challenges, liaising with parents and teachers to enhance the classroom and home learning and psychological environments, and developing prevention programs for at risk students.

This unit provides students with an overview of the key issues for school counsellors working with younger children in preschool and primary school settings, and in work with adolescents experiencing academic difficulties, with a specific focus on language and literacy.

This unit introduces the student to the principles of assessing children, with a specific focus on key cognitive assessment instruments and Sattler's multimodal approach to assessment. The relationship between models of intelligence and cognitive assessment techniques is discussed, with particular emphasis placed on the critical evaluation of commonly used individually administered intelligence tests. The multiplicity of factors contributing to successful assessment is emphasised. The principles of standardised testing and the application of competent, ethical, professional use of intelligence tests are taught using current tools such as the Woodcock-Johnson III Test of Cognitive Abilities, Wechsler Scales and the Stanford Binet (5th Ed). The appropriateness of the assessment of specific groups such as young, and developmentally young children is critically evaluated. Supervised practice of key tests of intelligence is organised in small group workshop sessions. Competency is expected in the administration and scoring of key cognitive instruments and in the writing of assessable reports.

The assessment of behaviour problems, both externalising and internalising, is introduced as it applies to children and young people in educational and home settings. Links between the theories, descriptions and classification of problem behaviour, and DET practice in NSW will be highlighted. Appropriate strategies for the assessment of behaviour problems, programming for class room behaviour management, programming support strategies for and externalising mental health problems', and the evaluation of intervention programs, are discussed as they apply to the educational and other environments in which School Counsellors work. Alternative settings for individuals with behaviour and mental health difficulties are critically evaluated and studied.

This unit of study focuses on ethical and professional skills for school psychology. The focus is on the components of successful work in schools including areas such as collaborative team-work, techniques for consultation, systematic approaches, and preventative and proactive approaches within school specific contexts and in relation to work with children and adolescents, and their families.

This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling, the development of professional portfolios and the principles of Action Research. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in a second year of the program. During the practicum students are assigned to one or more Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the NSW Institute of Teachers Professional Teaching Standards for the Graduate Teacher.

This unit of study is designed to introduce the students to issues and concepts related to counselling children and adolescents within the school setting. The focus will be on accurate assessment of the concerns and the development of therapeutic and intervention plans appropriate for the educational environment.

Students undertake their Internship of at least 40 days (usually 45 days) in the second semester in second year of the program. Students may only be in the Internship in a school or other educational institution which is approved by the Faculty, and must do it in the curriculum area(s) that they have been enrolled in and are conditionally certified to teach in. During the Internship students are assigned to one or more mentor teachers, usually in a single discipline area and will be responsible for teaching one or more classes for a total of between 14 and 17 lesson periods per week. The mentor teacher will monitor the Intern in their work in the school and in discussion with the Tertiary Mentor, will be responsible for writing the report on the Internship that will form the basis of the assessment. Assessment is aligned with the NSW Institute of Teacher's Professional Teaching Standards for the Graduate Teacher.

All candidates for the Master of Teaching degree are required to attend, participate in and submit assigned work for the one- day Post-Internship Conference as the final component of their course. The central focus of this unit of study is on design, implementation and reporting of an independent action research project undertaken by each pass-level candidate during the internship and participation in a professional conference following the internship.

This unit introduces MTeach Honours students to the concepts and skills they need to research and write their Special Study project in Year 2. Seminars provide an overview of the scope of educational research, including the variety of research topics and approaches to research methodology. Seminars blend exploration of conceptual and methodological material with discussion of students' own research ideas and plans. Assessment consists of an essay which aims to help students refine and situate their research question in the context of existing research in their chosen area. By the end of the unit, all students will have been matched with a Supervisor for their Special Study.

This unit prepares MTeach Honours students for researching and writing their Special Study project. Seminars explore the breadth and diversity of approaches to educational research and are designed to help students think through the relationships between existing research, conceptual frameworks, a research question, methodology, and findings. Assessment consists of a critical literature review, which should be reworked for inclusion in the Special Study report, as well as written and classroom exercises linked to the seminar program. During the unit, students are expected to develop a plan for the conduct of their Special Study, including a detailed account of their proposed research method, and to be consulting regularly with their Special Study supervisor.

During this unit, students complete their MTeach Honours Special Study project, working with a supervisor. The report of the Special Study is to be submitted as a thesis of 8000-10000 words (excluding references and appendices). All students are expected to present the results of their Special Study project at the Post-Internship Conference as well as in the Special Study thesis, submitted for assessment.