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.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. It provides an introduction to the field of special and inclusive education. It also introduces students to classroom diversity and issues of effective teaching practices and behaviour support. Emphasis is given to the concepts of additional needs, attitudes towards students with disabilities and special education needs, and teaching strategies promoting inclusive whole-school and classroom environments.

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 20 days prof experience and 2 days pre-prac visits 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 a focus on learning to read and write in the early years of schooling.

The focus for this unit is the Number, Algebra and Working Mathematically strands of the NSW Mathematics Syllabus and Australian Curriculum 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.

One in six students in NSW are developing English as an additional language and 25% of students come from bilingual/bicultural backgrounds. This unit explores ways to engage and scaffold student learning to achieve challenging outcomes. Participants will develop understandings of the social and political contexts of TESOL, second/additional language and literacy development and strategies for developing spoken and written competency in everyday and academic English.

Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge, understandings, skills, values and attitudes inherent in HSIE K-6 provide opportunities for the primary learner to explore cultures and social systems and structures as well as the disciplines of history and geography. This unit of study, strongly aligned with the NSW Institute of Teachers Graduate Teacher Standards, provides an overview of the NSW Board of Studies HSIE K-6 syllabus documents, various policies and the new Australian curriculum: history. You will learn about the central concepts, modes of enquiry and structure of HSIE and consider research-based pedagogies for teaching HSIE in a primary classroom.

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.

This unit focuses on the imaginative use of contemporary literature for children and young adolescents in primary classrooms. It emphasises practical and theoretical issues surrounding picture books, chapter books, novels and poetry for children in K-6 but will also examine the impact of new media on emerging forms of narrative. The sessions will involve discussion of participants' wide and close reading of a range of children's literary texts and of the recent theory and research relating the characteristics of such texts to the classroom practicalities of literacy pedagogy. The unit uses both formative and summative assessment strategies.

This special interest unit focuses on key elements of Aboriginal education. In particular the unit addresses the areas of policy, classroom practice and the role of the Aboriginal Community in our schools. The mandatory implementation in all NSW public schools of the Department of Education and Training (DET) Aboriginal Education and Training Policy (2008) is a central component of this unit of study.

Effective home-school-community partnerships improve educational outcomes, particularly for students in disadvantaged communities. Collaborating with families, community groups and agencies enhances teachers' understanding of the community, its people, resources and issues that are important in students' lives. Working together schools and communities engage in building mutual capacity, respect and shared goals. The unit provides an introduction to community development with a focus on experiential learning through fieldwork and projects jointly guided by the unit co-ordinator and staff of small agencies working with schools and communities.

This unit of study encourages students to develop innovative strategies for utilising toys to improve science and technology outcomes in primary age children. While the unit focuses on the value of learning through enjoyable tasks with familiar objects, it also stresses that teaching in the science and technology key learning area must focus on the development of conceptual understanding in combination with learning processes.

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. Please note that there is an additional compulsory half-day requirement of special education participation associated with the post-internship conference.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the 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.

As a final component of Professional Experience, the Internship is a bridge between the ending of pre-service professional preparation and the first year of teaching. Under the guidance of the Mentor Teacher, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for their first year of teaching. They will be assisted to consolidate the New South Wales Institute of Teachers Graduate Teacher Professional Teaching Standards through taking independent teaching responsibility for the equivalent of a 0.5-0.6 teaching load. During the Internship pre-service teachers are expected to demonstrate consolidation of the Outcomes achieved within the previous fully supervised Professional Experience units.

Among the central features of the Master of Teaching course is the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of a Professional Research Project (PRP) undertaken by each pass-level candidate during the internship. The PRP articulates the development and/or change of educational practice. This generally relates to some improvement of, or significant development in, a candidate's teaching practice in the classroom and the impacts on the intended outcomes of student learning. In addition to a focus on researching in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.

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 effective planning strategies to enable quality learning in the K-6 classroom. It investigates the range of strategies teachers and schools use to integrate the key learning areas in primary schools. During the professional experience students investigate how the school and your cooperating teacher approach planning for quality learning.

This special interest unit focuses on key elements of Aboriginal education. In particular the unit addresses the areas of policy, classroom practice and the role of the Aboriginal Community in our schools. The mandatory implementation in all NSW public schools of the Department of Education and Training (DET) Aboriginal Education and Training Policy (2008) is a central component of this unit of study.

This unit of study encourages students to develop innovative strategies for utilising toys to improve science and technology outcomes in primary age children. While the unit focuses on the value of learning through enjoyable tasks with familiar objects, it also stresses that teaching in the science and technology key learning area must focus on the development of conceptual understanding in combination with learning processes.

The focus of this unit of study is on teaching grammar in the context of factual texts in the primary school and in the middle years. We will focus on the teaching of factual texts as the context in which grammar is taught to support meaning. Knowledge about grammar is only useful if students use it to read and write, and recognize how authors, including themselves, can use language to make meaning. While the aim is not to focus on the basics, opportunities will be provided to review or address grammar for the first time.

This special interest unit provides students with an overview of some key principles for
teaching and using digital media in the K-6 classroom . Digital media is part of the larger
social and cultural experiences for most primary school students. Students need to be able
to understand, enjoy, as well as critique and create what they see, hear and consume. By
considering some of the concepts around new literacies and multiliteracies, the unit will then
contextualise the development of participants' technical skills using various software.

This unit of study encourages students to develop innovative strategies for utilising the Arts specifically drama and visual arts to improve literacy and English outcomes in primary age children. While the unit focuses on the value of Arts learning, it also stresses that teaching in, across and through the Arts must be done with integrity.

This unit of study provides an introduction to issues concerning learning, teaching, the curriculum and the social and institutional contexts of early childhood education. It examines child development, learning in early childhood settings and early childhood 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 learning approaches 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.

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 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. As part of this unit students visit 8 early learning settings with a community focus.

This unit builds on students' understandings of human development and their knowledge of the sociocultural factors which impact the social, emotional and academic outcomes of infants, toddlers and young children. This unit focuses on the pedagogies associated with supporting, nurturing and teaching children from birth to five years. It highlights the importance of quality interacttions, high expectations and intentional teaching as key basis for enhancing children's development in group settings.

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 teaching about health, safety, nutrition, and wellness at the early childhood level and maintaining safe healthy early childhood centres. 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, including knowledge of relevant regulatory requirements.

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, planning and implementing some learning, with individuals and small groups of children aged three to five years. As part of the process, students will plan and implement strategies and activities relevant to the age, stage, and needs of young children and aligned with the guidelines of the Early Years Learning Framework.

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 enables 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 in an area of professional interest and relevance.

This unit of study fosters students' development of the knowledge and skills about the provision of teaching and learning environments which promote positive social interactions, 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 and to help them understand their membership, role and value as a member of a family, community, nation and world.

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.

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 early childhood 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 operate as well as the legal and other responsibility of centre based supervisors. Early Childhood educators must be competent leaders and advocates for quality 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 relevant policy, regulatory and quality assurance regimes, and mandatory management practices.

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 study may lead into the Action Research Project in the final session of the course.

This unit supports the learning and professional development of pre-service early childhood educators in a birth-2 setting. It is expected that students will draw on knowledge gained in previous units in both this and earlier semesters, to 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.

This unit enables students to experience the professional work of early childhood teachers over a sustained period- 45 days, in a Birth-5 year old setting or preschool setting. With the guidance of the Mentor Teacher interns will apply their knowledge, skills and understandings around early childhood teaching and learning in an early childhood centre, explore the legal, social and ethical responsibilities associated with being a member of the Early Childhood profession, and consider their responsibility as educators in local, national and global early education teaching communities. The intern assumes teaching and related duties within an early childhood program in collaboration with a qualified early childhood teacher mentor.

This unit focuses on the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit is on the design, implementation, and reporting of a Professional Learning Research Project during the early childhood internship. The Research Project articulates the development and/or change of educational practice relevant to the intern's practice during the internship period. It generally relates to some improvement of, or significant development in teaching practice in the early childhood centre and the impacts on the intended outcomes of children's learning. In addition to a focus on researching in context, interns are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage, support and/or document children's learning.

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.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. It provides an introduction to the field of special and inclusive education. It also introduces students to classroom diversity and issues of effective teaching practices and behaviour support. Emphasis is given to the concepts of additional needs, attitudes towards students with disabilities and special education needs, and teaching strategies promoting inclusive whole-school and classroom environments.

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 20 days prof experience and 2 days pre-prac visits 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.

This unit of study examines issues relevant to teaching in secondary schools. The unit begins with a series of lectures on issues such as making the transition to 'becoming a teacher', the role of popular culture in teacher identity, teaching standards, teacher professionalism and classroom management. The latter half of the unit focuses on the health and wellbeing of students, with a particular emphasis on school sport and the role of teachers during sport. The unit also provides an overview of the PDHPE syllabuses, the Health Promoting Schools concept, as well as an array of contemporary youth health issues of relevance to teachers in secondary schools.

In every school in NSW there are students who are learning English as an additional language or dialect. These students may be of Aboriginal or Torres Strait Island backgrounds, from bilingual/ bicultural backgrounds, refugee, migrant or international students. This unit explores the language demands of different subject areas and how to support students' language and literacy development. It looks at strategies for moving from everyday to academic school language.

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 of study aims to make students confident, enthusiastic and competent teachers of Commerce. It 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 (Stage 4/5)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. It 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 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.

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 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 of two core units undertaken by all students preparing to teach 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 7-10 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. All students will participate as science mentors in the i-science project for high schools.

This unit of study is to be undertaken by double method science preservice teachers. This unit builds upon concurrent study of the integration of the Science as a Human Endeavour strand in the National Science Curriculum. The focus of this unit is to extend preservice teachers' understanding of some significant issues in the history and philosophy of science and the Nature of Science in supporting the development of quality learning experiences in science classes.

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.

This unit of study is for double method science students who will have addressed the NSW Institute of Teachers' requirements for accreditation as a science teacher (in two secondary science areas) in their other units of study. Using a set of case studies, this unit provides students with an opportunity to explore in detail several contemporary issues in science pedagogy and assessment, and to undertake an in-depth study of a specific issue of their choosing which is relevant to their understanding of science teaching.

Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds and many need support in the development of English. This unit gives a background in teaching English to young people and adults. It explores the diversity of learners: refugee, migrant and international students; and covers issues in language development, teaching and learning. The focus is on building skills and understandings in teaching spoken language and reading. There is also a focus on building participants' own understanding of the systems of English.

Secondary students learning English as an additional language must develop competency in academic English in a range of subject areas a very short time if they are to succeed. This unit explores the ways students develop writing and the different writing demands in Science, HSIE, English and other subjects. It also develops participants' understanding of the academic language demands of different curriculum areas, such as nominalisation, technical language and modality. These are integrated into a focus on assessment and planning programs and units of work.

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. Please note that there is an additional compulsory half-day requirement of special education participation associated with the post-internship conference.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the 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.

As a final component of Professional Experience, the Internship is a bridge between the ending of pre-service professional preparation and the first year of teaching. Under the guidance of the Mentor Teacher, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for their first year of teaching. They will be assisted to consolidate the New South Wales Institute of Teachers Graduate Teacher Professional Teaching Standards through taking independent teaching responsibility for the equivalent of a 0.5-0.6 teaching load. During the Internship pre-service teachers are expected to demonstrate consolidation of the Outcomes achieved within the previous fully supervised Professional Experience units.

Among the central features of the Master of Teaching course is the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of a Professional Research Project (PRP) undertaken by each pass-level candidate during the internship. The PRP articulates the development and/or change of educational practice. This generally relates to some improvement of, or significant development in, a candidate's teaching practice in the classroom and the impacts on the intended outcomes of student learning. In addition to a focus on researching in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.

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 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 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 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 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 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. Appropriate teaching materials are considered for this level of schooling and also the assessment modalities that are required by the Board of Studies.

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 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 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.

This unit of study aims to prepare graduates for the teaching of Biology in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Biology in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare graduates for the teaching of Chemistry in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Chemistry in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare graduates for the teaching of Earth and Environmental Science in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Earth and Environmental Science in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare graduates for the teaching of Physics in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Physics for years 11-12. Students will examine teaching and learning strategies to meet the needs of the dirverse learners in Stage 6 and how to plan units of work and assess students' achievements.

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.

The role of the TESOL teacher has become increasing complex. Graduates may be working in Australia with teenagers in Intensive English Centres or in high schools, with adults in a range of contexts, or overseas. They need to skills and flexibility to adapt to a wide range of teaching contexts. This unit focuses on topics such as needs analysis and establishing programs, assessing and developing pronunciation programs, developing intercultural skills, research skills and professional development for TESOL teachers.

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.

This unit addresses mandatory requirements to be met by every graduate pre-service teacher. It provides an introduction to the field of special and inclusive education. It also introduces students to classroom diversity and issues of effective teaching practices and behaviour support. Emphasis is given to the concepts of additional needs, attitudes towards students with disabilities and special education needs, and teaching strategies promoting inclusive whole-school and classroom environments.

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 teaching 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 DEC practice in NSW will be highlighted. Appropriate strategies for the assessment of behaviour problems, programming for classroom 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.

Students undertake their first 20 days prof experience and 2 days pre-prac visits 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.

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. Please note that there is an additional compulsory half-day requirement of special education participation associated with the post-internship conference.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the 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 focussed on the planning and execution of a series of linked case studies or work with a small group of students in a relevant mental health area, with the student's own reflection and learning being critical to and evident in the write-up and presentation. Students must complete an approved Applied Research during their Internship in schools, attend all scheduled sessions on both days of the MTeach conference, present their research project and submit written materials as specified in the unit outline.

The school psychology internship allows students the opportunity to learn about the profession of and to develop further in the role of school counsellor/psychologist as part of the training program. The School Psychology Internship 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 children and adolescents with problems, assessing children and adolescents with problems, and developing intervention programs for those with learning and behaviour 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 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.