The early childhood years are highly significant for children's development. This Unit provides students with a clear conceptual foundation on which to build their understanding of children's complex and dynamic development in the years prior to school. The Unit encompasses a focus on cognitive, communicative-language, physical-motor social and emotional development. It considers the impact and role of parents, family, community and culture on development, and the impact of inherited and environmental factors. It introduces students to both classical and recent understandings of early childhood development with a particular emphasis on the dynamics of pre-natal, neonatal, infant, toddler and pre-schooler development, and encourages students to critically assess the relevance of past and present theory for teaching and learning. Students will also explore the role of play in young children¿s development.

This unit of study explores the health and wellbeing of infants, toddlers and preschoolers in early childhood education settings. Legislative requirements, socio-cultural and poststructuralist theories, current research, and the positioning of early childhood teachers as autonomous and ethical professionals will be used to critically consider issues such as immunisation, the provision of 'safe' early learning environments, nutrition, child protection and infection control. Consideration will be given to ensuring children's health and wellbeing in ways that promote the rights, needs and best interests of young children and their families. Upholding duty of care in the context of `risk society¿ and families¿ diverse values, beliefs and cultural practices will also be critically explored.

The ability to communicate effectively in a range of different contexts and for different purposes is central to children's life chances. This unit of study enables students to begin to develop understandings, knowledge and skills about the language development of young children. It will provide key ideas about how young children begin to make meaning from the moment they are born as they learn to talk, listen and interact with those around them, Through lectures, workshops, readings, and other activities, the theoretical ideas and practical knowledge required to guide young children's learning of language and emergent literacy practices are examined. Students will learn how to listen carefully to young children's language and analyse their development intelligently. The unit also emphasises the centrality of providing rich language arts experiences including quality literary texts in early childhood settings. The intersections between play and language development are carefully explored. Pre-service early childhood teachers are encouraged to further develop their own interest in language and literature, and to reflect on how they can partner with parents and caregivers to help children learn through and about language. Making a difference for those children who experience delay/ difficulty with language will also be addressed.

This unit provides a foundational overview of the theoretical perspectives that have contributed to the history and philosophy of early childhood education. It examines philosophies, theories and theorists over time that have helped shape views about children and children's learning, curriculum development, and the role of the teacher. The unit will enable students to recognise the importance of philosophy in early childhood education as they read research and engage with philosophical ideas about teaching young children. Students will also begin to develop a broad knowledge of curriculum approaches, including Froebel, Montessori, Steiner and Reggio Emilia that are implemented across Australia in contemporary early childhood settings. These approaches will be examined with respect to the principles, practices and outcomes of Australia's Early Years Learning Framework.

This unit is the first of three professional experience units that provides opportunities for students to gain teaching experience in early childhood education settings. It enables students to apply the theories and strategies around early childhood development and teaching covered in other units of study in a practical context. This first Professional Experience placement involves observation of practices and routines of the setting and written observations of young children as they go about their daily activities. Students will also prepare and present learning experiences with individuals and small groups based on children's discerned strengths, interests and engagement with learning as evidenced through these observations. Students will be expected to implement play-based experiences and age appropriate teaching strategies drawn from contemporary curriculum models aimed at strengthening individual, as well as group learning, fostering creativity, healthy self-concepts, wellness, and a regard for others. This professional experience will enable students to gain an understanding of the world of early childhood education which will form the foundation for their subsequent professional experiences.This unit incorporates 20 days of supervised professional experience with children aged 3 to 5 years.

Infants, toddlers and young children are naturally curious about the world around them, questioning, making assumptions and conducting experiments through play to determine how things work. This unit of study assists students to develop knowledge, understanding and skills around guiding young children's investigations into science and technology and promoting environment sustainability in the early childhood setting. It equips students with the capacity to develop young children's foundational understanding of science and technology concepts as part of their everyday world.

This unit emphasises the centrality of providing rich, quality Creative Arts experiences in early childhood settings. Working with young children from birth to five requires early childhood teachers to develop understandings, knowledge and skills in the Creative Arts. This unit of study explores the fundamental importance of the Arts in the ongoing development of young children's imagination and creativity. Through workshops, readings, observations and other activities, students will examine the theoretical underpinnings, research literature and practical knowledge required to help young children build on their innate love of music, movement, song, art, dance, picture books and drama. Excursions to art galleries, museums and children's theatre will also be considered. Students will also explore the need to work with parents and caregivers around the importance of arts experiences for young children. A focus on young children's engagement with the creative arts through their spontaneous play is an important feature of this unit.

This unit of study supports students' development of the knowledge understanding of the cognitive development of infants, toddlers and young children, and in particular, the way understandings about numbers, patterns, measurement, spatial awareness and other mathematical concepts are supported in the early childhood context. Assessing mathematical learning using authentic assessment methods will be explored as a basis for planning developmentally appropriate learning opportunities, including the use of digital technologies.

The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This subject will explore current theories of diversity, social education and inclusion in the early childhood context. An investigation of the social and historical context of inclusion in Australia provides a framework for the discussion and focus on issues of disability, family engagement, attitudes and the promotion of interagency collaboration. 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. Further, students will look at early childhood intervention as family-cented practice when providing for children with additional needs.

The role of the professional teacher in early childhood services is multifacated and complex with high levels of site-based administration and management for staff at all levels of the organisation. Students in this unit will learn about leadership, management and administrative strategies to enable effective operation of high quality programs and services from their perspectives as beginning teachers. They will explore what it means to be in positions of authority and leadership and to become strong advocates for young children and their families. While organisational and management structures of early childhood services vary, early childhood teachers must be able to assume responsibility for the overall care, education and general well being of children of various ages from diverse backgrounds, in addition to being responsive to families, supervising staff, and conforming to legislative requirements. In many cases, graduates will quickly become managers of small businesses accountable for all management and financial matters associated with the day to day running of the early childhood service. Early childhood professionals must be leaders in their field, irrespective of the role they assume in a service. Content in this unit is aligned with the Professional Experience unit EDMT6634 which is completed in a Birth to 2 setting.

Central to quality in early childhood services is recognition that families are the most important contributors to their children's care, welfare, social and educational outcomes. Families' perspectives on education and care of infants, toddlers and young children inform early childhood sector policy development and are central to planning early childhood programs. Early childhood services are most beneficial to children, families and the broader community when educators partner with families and both understand and apply the concept of partnership. When working in partnership, families and early childhood professionals develop a shared appreciation of each child's home and early childhood service contexts. Family partnerships are built on mutual trust over time as families' interests and concerns about their children are shared with educators and as families and educators collaborate to create culturally rich and responsive learning environments. Early childhood teachers also have a reciprocal responsibility to share their knowledge and expertise with families to promote children's development and learning. In this unit students develop communication skills, leadership qualities and relationship-building with families, as they relate to quality education, care and service provision in early education and care settings.

This is the second Professional Experience unit in the Master of Teaching (Early Childhood) degree. The unit includes a 20 day supervised placement that supports the learning and professional development of pre-service early childhood teachers in a birth to 2 setting. Students are expected to: draw on aspects of their knowledge acquired in both this unit as well as units taught in previous semesters, observe infants and toddlers in their placement settings, develop context specific curriculum, and document appropriate learning experiences for them based on their strengths and interests. In this Professional Experience, students will be expected to take increasing responsibility for planning in the room in consultation with their Supervising Teacher over the first three weeks of the placement. Students will take full responsibility for planning and documenting systems during the fourth week, while working with the Supervising Teacher and other educators.

This unit enables students to experience the professional work of early childhood teachers over a sustained period of 36 days in an early childhood setting. With the guidance of a Supervising Teacher, students will consolidate and apply their knowledge, skills and understandings of early childhood teaching and learning. The student will assume substantive teaching responsibility and related duties within an early childhood program in collaboration with a qualified early childhood teacher. The student will also consolidate their appreciation of teacher research by engaging in a Professional Research Project focused on their own practice and professional development (as approved by the University and centre). The student normally assumes a teaching load equivalent to 60% of a normal weekly teaching load from week 3. This is usually spread over four days. The fifth day is spent planning, evaluating and documenting teaching, undertaking on-campus internship and EDMT6010 research workshops.

The central focus of this unit is the design, implementation, and reporting of a Professional Learning Research Project during the early childhood extended placement (EDMT6009 Professional Internship. The Professional Research Project articulates development of and/or change of educational practice relevant to the intern's practice over the 9 weeks of the placement. 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, students are expected to demonstrate current knowledge and proficiency to engage, support and/or document children¿s learning. The Professional Research Project must be developed in collaboration with the supervising teacher or centre director. Projects should focus on application of knowledge, skills and understandings around early childhood teaching and learning, exploration of an aspect of the legal, social and ethical responsibilities in the centre, or implementation of an aspect the Early Years Learning Framework.

EDMT5676 is the first unit in the `Study 1¿ suite of compulsory MTeach units (followed by EDMT5502, EDMT6500 and EDMT6012). Study 1 is the foundation of the MTeach, extending out to Curriculum study (Study 2) and Professional Experiences (Study 3). Study 1 is grounded in the recognition of teaching as problematic, that is, teaching is not a simple, routine task, rather an ongoing process of constant decision making, drawing upon multiple sources of information. Stemming from this is the understanding that teacher education must support pre-service teachers/school counsellors to think, seek and recognise information, interpret information and act on information. This information comes from students, schools, parents, policy, curriculum, research, theory, colleagues and the community. Study 1 also recognises relationships as being at the core of teaching ¿ relationships between teaching and learning, students and teachers, schools and the community, and between theory, research and practice. These relationships will be explored throughout all of the Study 1 units, while each unit will take a particular emphasis on one relationship. EDMT56576 provides an introduction to these relationships with particular emphasis on the relationship between students and teachers (EDMT5502 will focus on the relationship between teaching and learning, EDMT6500 will focus on the relationship between schools and the community and EDMT6201 will focus on the relationship between research and practice). Through in-school observations pre-service teachers/school counsellors will gather a range of information to be analysed to support an understanding of schools, students and teachers. Central to the relationship between students and teachers is the support of students¿ social and learning behaviour. Maintaining the view of teaching as problematic, EDMT5676 recognises the complex relationships between students, teachers, pedagogy and student behaviour. Key thinking regarding student behaviour will be explored, along with school policies and how pedagogy may support and guide student behaviour. EDMT5676 also inducts pre-service teachers/school counsellors into the role of active learner, enabling them to directly experience the teaching and learning under exploration. As such, all pre-service teachers/school counsellors will be expected to commit to the learning opportunities to direct their development as a teacher.

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.

EDMT5502 'Teachers and Learners: School Communities' is the second unit in the Study 1 suite of compulsory MTeach units. This unit continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. The unit is divided into three themes separated by the first professional experience. The first half of the unit will focus on the theme of 'Teaching and Learning¿, exploring the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Underpinning this will be an exploration of the learning role pre-service teachers take in professional experience, with an emphasis on how to simultaneously be a `guest¿ in another teacher¿s classroom, while maintaining an open view to longer term professional development. Following the school based professional experience the focus will shift to theme two 'Reflection on Action', drawing on the professional experience to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher. Theme three 'Schooling and Education: a messy tangled web' will explore alternatives, innovations and dilemmas, with a focus on ongoing professional learning.

Students undertake their first 20 days professional experience in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Supervising 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 Supervising 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 Graduate Teacher Stage of the National Professional Standards for Teachers.

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.

Many primary aged students born in Australia or overseas need support in developing English language. The type of support depends on the learners' needs. For example, some young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English as will some older students who arrive in Australia during their school years. Other students may be fluent and literate in their first language but others may have missed several years of schooling and may not be literate in any language. The aim of this unit of study is to provide you with both a foundation and a framework for the successful teaching of English as an additional language in a mainstream classroom. You will be encouraged to build on what you are discovering about the development of literacy in English 1 K-6 and how you may build on this knowledge and make decisions about an appropriate pedagogy for supporting students learning English as an additional language or dialect (EALD).

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 themselves, their community, their nation and the world. Recent curriculum changes to HSIE K-6¿ are addressed in this unit of study where our focus will be on the newly developed NESA syllabuses for history K-6 and geography K-6. Drawing on current cognitive and sociocultural research, you will examine the implications of disciplinary approaches to teaching and learning and explore and develop a range of effective curriculum resources for teaching history and geography in the primary classroom.

The focus for this unit is the Number and Algebra and Working Mathematically strands of the NSW 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.

This unit comprises four Creative Arts components: Drama, Visual Arts, Music and Dance. It combines both theoretical and practical/studio work across a range of art forms appropriate for K - 6 classrooms. The unit provides students with an understanding of the importance of the Arts both as powerful learning and teaching strategies across the primary curriculum and as creative arts in their own right. Given the experiential nature of this unit, attendance at both lectures and workshops is mandatory.

In this unit you will be introduced to the learning area: Personal Development, Health and Physical Education (PDHPE). The unit will develop students' understanding of what it is to be a teacher within many Health and Physical Education (HPE) contexts. To do this, the unit will examine the current NSW Board of Studies requirements regarding K-6 PDHPE and the emerging F-6 Health and Physical Education (HPE) Australian Curriculum. Through an examination of the K-6 syllabi, modules, support documents and the Health Promoting Schools framework, students will develop the necessary skills to design and implement lesson plans in the primary school learning environment. To help guide this process, students will be expected to reflect upon the teaching professional experience placement (embedded in the middle of this unit). As well as providing students with the opportunity to plan and teach in PDHPE, this unit of study also asks students to practise creating learning links between strands in PDHPE, other KLA and the Health Promoting School Framework.

This unit of study explores diverse histories, cultures and linguistic identities of Aboriginal and Torres Strait Islander children, their families and communities. It examines social, political and economic challenges faced by communities, and active steps that they and their non-Indigenous supporters are taking to address them. The unit emphasises the importance of consultation with Aboriginal communities in NSW contexts, and assists students to identify key stakeholders, in order to develop productive educational partnerships. Students will develop their skills for designing culturally responsive curriculum to enhance educational outcomes for Indigenous students K-6.

This unit examines effective pedagogy and engaging resources relevant to the teaching of Science and Technology in the K-6 curriculum. While the unit focuses on the value of learning through enjoyable tasks with familiar objects, it also emphasises that teaching must focus on the development of conceptual understanding of content in combination with learning skills in working scientifically and working technologically. The unit will include aspects of: 1) lesson planning in science and technology; 2) the selection/ development of learning experiences and resources to cater for student diversity; 3) planning learning sequences and units of work; 4) integrating literacy, numeracy and ICT; 5) organising and managing classrooms to ensure safety and promote meaningful learning; 6) using toys and representations to engage children and support development of scientific thinking and conceptual understanding.

EDMT6500 is the third unit in the 'Study 1' suite of compulsory MTeach units (along with EDMT5676, EDMT5502 and EDMT6012). EDMT6500 builds on the previous two units through a focus on the relationship between schools and the community. This relationship will be investigated through exploration of the ways in which student and school success is measured and communicated to the wider community. This exploration will include consideration of the role and forms of assessment. Central to this unit will be the issues of diversity and equity in schooling. EDMT6500 connects to the final professional experience with an emphasis on pre-service teachers/counsellors directing their ongoing professional learning. EDMT6500 also leads into EDMT6012 through the exploration of specific issues/topics for self-directed professional learning.

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, engaging in tutorials that highlight evidence-based practices and behaviour supports 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 high quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the second year of the program. During the placement students are assigned to one or more Supervising 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 Supervising 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 Graduate Stage of the Professional Teaching Standards for Teachers.

Among the central features of the Master of Teaching course lie the interplay between research, policy and practice, and the need for teachers to critically reflect on their practice for transformation. This is the final foundational unit of the MTeach and focusses on the design, implementation, and reporting of a Practitioner Research Project (PRP) undertaken by each PST during the Internship. Practitioner research relates to ongoing professional learning for the development of classroom practice to impact student learning. The PRP articulates the development of teaching practices, the related professional learning, and analysis of classroom based evidence to inform ongoing development.

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 knowledge and skills with respect to the Graduate Stage of the National Professional Standards for Teachers 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.

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. Students will develop 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. The importance of making connections between current syllabus demands and the texts and learners found in classrooms today will be emphasised. 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. Strategies for teaching reading, writing, speaking, listening, viewing and representing , the use of ICT and digital texts, as well as assessment will also be components of this unit.

This unit of study focuses on providing the foundation for quality teaching through effective programming across the primary Key Learning Areas. It investigates the nature of integrated curriculum content and pedagogies teachers use for teaching and learning across the K-6 curriculum. It looks at embedding the use of ICT, engaging students in productive learning and provides a way to make real world connections across the KLAs.

This unit will draw on the content from all strands in the NSW syllabus. It will focus on the development of concepts and processes from the Measurement and Geometry strand. It will explore children's understanding of Probability and Statistics 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 EDMT5683 by focusing on Stage 2 and 3 of the Number and Algebra strand. The working mathematically processes and effective use of digital technologies will be integrated throughout all content areas.

This unit focuses on the imaginative and creative 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 and the importance of creative writing in the classroom. 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.

In this unit of study we will discuss the social construction of literacy, with a focus on teaching grammar in the context of factual texts in the primary school and in the middle years. The focus is using 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. Therefore in each session a variety of factual texts will be used as will some practical strategies for developing knowledge about grammar and language. There will also be opportunities to analyse and discuss texts and to experience strategies which can be used in the classroom to develop both reading and writing in the subject area.

This English option unit provides students with an overview of some key principles for understanding and teaching about digital literacy and digital media in the K-6 classroom . Digital media (including multimodal texts, movies, video and interactive media) is a core aspect of the English curriculum as well as being part of the larger social and cultural experiences for most primary school students. By considering the social and cultural construction of literacy in terms of multiliteracies, new literacies and multimodality, the unit will then contextualise the development of participants' technical skills using various software. The unit will develop participants' skills in using learning design and digital multimedia software, including social media, combined with the development of a set a digital resources. Issues of literacy skills, resource use, pedagogy, classroom activities and cross curriculum applications will also be considered.

EDMT5676 is the first unit in the `Study 1¿ suite of compulsory MTeach units (followed by EDMT5502, EDMT6500 and EDMT6012). Study 1 is the foundation of the MTeach, extending out to Curriculum study (Study 2) and Professional Experiences (Study 3). Study 1 is grounded in the recognition of teaching as problematic, that is, teaching is not a simple, routine task, rather an ongoing process of constant decision making, drawing upon multiple sources of information. Stemming from this is the understanding that teacher education must support pre-service teachers/school counsellors to think, seek and recognise information, interpret information and act on information. This information comes from students, schools, parents, policy, curriculum, research, theory, colleagues and the community. Study 1 also recognises relationships as being at the core of teaching ¿ relationships between teaching and learning, students and teachers, schools and the community, and between theory, research and practice. These relationships will be explored throughout all of the Study 1 units, while each unit will take a particular emphasis on one relationship. EDMT56576 provides an introduction to these relationships with particular emphasis on the relationship between students and teachers (EDMT5502 will focus on the relationship between teaching and learning, EDMT6500 will focus on the relationship between schools and the community and EDMT6201 will focus on the relationship between research and practice). Through in-school observations pre-service teachers/school counsellors will gather a range of information to be analysed to support an understanding of schools, students and teachers. Central to the relationship between students and teachers is the support of students¿ social and learning behaviour. Maintaining the view of teaching as problematic, EDMT5676 recognises the complex relationships between students, teachers, pedagogy and student behaviour. Key thinking regarding student behaviour will be explored, along with school policies and how pedagogy may support and guide student behaviour. EDMT5676 also inducts pre-service teachers/school counsellors into the role of active learner, enabling them to directly experience the teaching and learning under exploration. As such, all pre-service teachers/school counsellors will be expected to commit to the learning opportunities to direct their development as a teacher.

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 of study is a compulsory component of the Master of Teaching (Secondary) program. It develops pre-service teachers' knowledge and understanding of the role of education in addressing current social, political and economic challenges faced by Indigenous communities, past and present. Within this unit, pre-service teachers will explore the diversity of Indigenous Australian histories and cultures and the importance of Aboriginal identity to Aboriginal student success in secondary school contexts. The unit is designed to develop pre-service teachers' capacity to critically analyse teaching resources in order to effectively apply Aboriginal perspectives to their particular curriculum area.

EDMT5502 'Teachers and Learners: School Communities' is the second unit in the Study 1 suite of compulsory MTeach units. This unit continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. The unit is divided into three themes separated by the first professional experience. The first half of the unit will focus on the theme of 'Teaching and Learning¿, exploring the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Underpinning this will be an exploration of the learning role pre-service teachers take in professional experience, with an emphasis on how to simultaneously be a `guest¿ in another teacher¿s classroom, while maintaining an open view to longer term professional development. Following the school based professional experience the focus will shift to theme two 'Reflection on Action', drawing on the professional experience to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher. Theme three 'Schooling and Education: a messy tangled web' will explore alternatives, innovations and dilemmas, with a focus on ongoing professional learning.

Students undertake their first 20 days professional experience in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Supervising 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 Supervising 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 Graduate Teacher Stage of the National Professional Standards for Teachers.

This unit of study examines issues relevant to teaching in contemporary secondary schools. The unit consists of 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, the changing construct of 'the good teacher', teacher beliefs, bullying in schools and classroom management. There is a strong reflective element in this unit of study and assessments require students to reflect on their life as learners, their transition to teacher education and their projected transition to teaching.

This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It is designed to equip students with the knowledge, understanding and skills required to meet the language, literacy and numeracy needs of secondary school students across the curriculum. It explores the language, literacy, numeracy and mathematics demands of the secondary school curriculum, across and within the range of subject areas. The unit examines effective approaches to supporting students' language, literacy and numeracy development and explores research-based practical strategies for moving all students from everyday to academic school language. There is a particular focus on the needs of EALD learners. There is a particular focus on the needs of students learning English as an additional language or dialect (EALD), that is students of Aboriginal or Torres Strait Island backgrounds, refugee, migrant or international students.

This unit of study prepares pre-service teachers for teaching Stages 4 and 5 Aboriginal Studies in NSW secondary schools. Through learning on country, pre-service teachers explore how local Aboriginal community knowledge reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures in today¿s society. Consequently, they will develop culturally responsive relationships-based pedagogical practices, programs and assessment strategies. This will support them in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

This unit of study prepares pre-service teachers for teaching Stage 6 Aboriginal Studies in NSW secondary schools. Through the development of teaching resources, assessment tasks and case studies, pre-service teachers will develop teaching and learning strategies that analyse current socio-political issues in contemporary Australia with a focus on social justice and human rights issues for Indigenous communities at local, national and international levels. This will support them in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

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 5. 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 and 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 and effective pedagogy for successful learning; develop your understanding of the theories underpinning the secondary English syllabus and support documents; and raise your awareness of the debates and issues relevant to teaching secondary English in contemporary educational contexts.

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 Geography K-10 Syllabus (Australian Curriculum) 2015 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 the Geography K-10 Syllabus (Australian Curriculum) 2015 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 excursion 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 the Australian Curriculum (History) 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 NESA 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. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and NESA documentation.

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. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and NESA documentation

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. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and NESA documentation

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 secondary 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 and early secondary mathematics classrooms. 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 secondary 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 to support high school students achievement of the NSW Board of studies (2012) 7-10 syllabus outcomes. All students must participate as mentors in the i-science project.

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 high school pupils' learning of science. The unit will examine: the planning of science teaching and learning activities; the interpretation and implementation of syllabus aims; objectives, outcomes and content guidelines in the development of lessons and units of work; the integration of individual science disciplines within a multidisciplinary science curriculum. Across-curriculum perspectives and policies in science curriculum will be discussed.

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. This unit provides students with the opportunity to explore in more depth the nature of the science education research literature, its role in informing practice and policy in science teaching, learning, assessment and curriculum, and the key themes in current research in science education. The unit will examine the notion of research led teaching, its implications for teacher awareness of trends in the contemporary literature and the role of the teacher as a researcher

Thirty 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.

EDMT6500 is the third unit in the 'Study 1' suite of compulsory MTeach units (along with EDMT5676, EDMT5502 and EDMT6012). EDMT6500 builds on the previous two units through a focus on the relationship between schools and the community. This relationship will be investigated through exploration of the ways in which student and school success is measured and communicated to the wider community. This exploration will include consideration of the role and forms of assessment. Central to this unit will be the issues of diversity and equity in schooling. EDMT6500 connects to the final professional experience with an emphasis on pre-service teachers/counsellors directing their ongoing professional learning. EDMT6500 also leads into EDMT6012 through the exploration of specific issues/topics for self-directed professional learning.

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, engaging in tutorials that highlight evidence-based practices and behaviour supports 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 high quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the second year of the program. During the placement students are assigned to one or more Supervising 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 Supervising 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 Graduate Stage of the Professional Teaching Standards for Teachers.

Among the central features of the Master of Teaching course lie the interplay between research, policy and practice, and the need for teachers to critically reflect on their practice for transformation. This is the final foundational unit of the MTeach and focusses on the design, implementation, and reporting of a Practitioner Research Project (PRP) undertaken by each PST during the Internship. Practitioner research relates to ongoing professional learning for the development of classroom practice to impact student learning. The PRP articulates the development of teaching practices, the related professional learning, and analysis of classroom based evidence to inform ongoing development.

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 knowledge and skills with respect to the Graduate Stage of the National Professional Standards for Teachers 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.

This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It builds on students' knowledge and skills gained from addressing information and communication technologies (ICT) in their curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using digital tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful teaching and learning resources relevant to their curriculum subjects.

This unit of study prepares pre-service teachers for conducting ethical research in consultation with Aboriginal people and communities as a significant component of the Stage 6 Aboriginal Studies course in NSW secondary schools. Pre-service teachers will complete a major project along the same lines as the HSC students they will teach, reflect on and share their experiences with each other and current teachers and students in Aboriginal Studies classes. They will consider critical and culturally responsive pedagogies in creating socially just teaching and learning spaces. Critical analysis of current trends in education and their impact on Aboriginal Studies and Aboriginal education will support pre-service teachers in becoming multi-skilled, pro-active critical thinkers, intercultural communicators and educators for the future.

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 focusing 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 NSW NESA 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 NESA History Extension Syllabus, Stage 6. Appropriate teaching materials are considered for this level of schooling and also the assessment modalities that are required by NESA.

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. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and NESA documentation

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. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and NESA documentation.

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 and Senior 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 Chemistry in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Chemistry and Senior 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 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 and Senior Science for years 11-12. Students will examine teaching and learning strategies and resources to meet the needs of diverse 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.

EDMT5676 is the first unit in the `Study 1¿ suite of compulsory MTeach units (followed by EDMT5502, EDMT6500 and EDMT6012). Study 1 is the foundation of the MTeach, extending out to Curriculum study (Study 2) and Professional Experiences (Study 3). Study 1 is grounded in the recognition of teaching as problematic, that is, teaching is not a simple, routine task, rather an ongoing process of constant decision making, drawing upon multiple sources of information. Stemming from this is the understanding that teacher education must support pre-service teachers/school counsellors to think, seek and recognise information, interpret information and act on information. This information comes from students, schools, parents, policy, curriculum, research, theory, colleagues and the community. Study 1 also recognises relationships as being at the core of teaching ¿ relationships between teaching and learning, students and teachers, schools and the community, and between theory, research and practice. These relationships will be explored throughout all of the Study 1 units, while each unit will take a particular emphasis on one relationship. EDMT56576 provides an introduction to these relationships with particular emphasis on the relationship between students and teachers (EDMT5502 will focus on the relationship between teaching and learning, EDMT6500 will focus on the relationship between schools and the community and EDMT6201 will focus on the relationship between research and practice). Through in-school observations pre-service teachers/school counsellors will gather a range of information to be analysed to support an understanding of schools, students and teachers. Central to the relationship between students and teachers is the support of students¿ social and learning behaviour. Maintaining the view of teaching as problematic, EDMT5676 recognises the complex relationships between students, teachers, pedagogy and student behaviour. Key thinking regarding student behaviour will be explored, along with school policies and how pedagogy may support and guide student behaviour. EDMT5676 also inducts pre-service teachers/school counsellors into the role of active learner, enabling them to directly experience the teaching and learning under exploration. As such, all pre-service teachers/school counsellors will be expected to commit to the learning opportunities to direct their development as a teacher.

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 of study is a compulsory component of the Master of Teaching (Secondary) program. It develops pre-service teachers' knowledge and understanding of the role of education in addressing current social, political and economic challenges faced by Indigenous communities, past and present. Within this unit, pre-service teachers will explore the diversity of Indigenous Australian histories and cultures and the importance of Aboriginal identity to Aboriginal student success in secondary school contexts. The unit is designed to develop pre-service teachers' capacity to critically analyse teaching resources in order to effectively apply Aboriginal perspectives to their particular curriculum area.

EDMT5502 'Teachers and Learners: School Communities' is the second unit in the Study 1 suite of compulsory MTeach units. This unit continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. The unit is divided into three themes separated by the first professional experience. The first half of the unit will focus on the theme of 'Teaching and Learning¿, exploring the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Underpinning this will be an exploration of the learning role pre-service teachers take in professional experience, with an emphasis on how to simultaneously be a `guest¿ in another teacher¿s classroom, while maintaining an open view to longer term professional development. Following the school based professional experience the focus will shift to theme two 'Reflection on Action', drawing on the professional experience to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher. Theme three 'Schooling and Education: a messy tangled web' will explore alternatives, innovations and dilemmas, with a focus on ongoing professional learning.

This unit allows students the opportunity to learn about the profession of school psychology as part of the MTeach (School Counselling) program. The unit focuses on working as a school counsellor under the supervision of university staff, who are all registered psychologists, and experienced field school counsellors. The role of the school counsellor includes counselling and assessing children and adolescents with difficulties, developing intervention programs for children with learning and behavioural challenges, liaising with parents and teachers to enhance classroom and home learning, 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 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, with particular emphasis placed on the critical evaluation of commonly used individually administered intelligence tests. The multiplicity of factors contributing to successful, ethical assessment work 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 IV 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 class workshop sessions. Competency is expected in the administration and scoring of key cognitive instruments and in the writing of assessable reports.

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 teamwork, techniques for consultation, systemic approaches, and preventative and proactive approaches within school specific contexts, in relation to work with children and adolescents, and their families.

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 DoE practice in NSW is highlighted. Appropriate strategies for the assessment of behaviour problems, programming for classroom behaviour management, programming support strategies for 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.

EDMT6500 is the third unit in the 'Study 1' suite of compulsory MTeach units (along with EDMT5676, EDMT5502 and EDMT6012). EDMT6500 builds on the previous two units through a focus on the relationship between schools and the community. This relationship will be investigated through exploration of the ways in which student and school success is measured and communicated to the wider community. This exploration will include consideration of the role and forms of assessment. Central to this unit will be the issues of diversity and equity in schooling. EDMT6500 connects to the final professional experience with an emphasis on pre-service teachers/counsellors directing their ongoing professional learning. EDMT6500 also leads into EDMT6012 through the exploration of specific issues/topics for self-directed professional learning.

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, engaging in tutorials that highlight evidence-based practices and behaviour supports 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 high quality education programs.

Students undertake their first 20 days professional experience in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Supervising 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 Supervising 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 Graduate Teacher Stage of the National Professional Standards for Teachers.

This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It builds on students' knowledge and skills gained from addressing information and communication technologies (ICT) in their curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using digital tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful teaching and learning resources relevant to their curriculum subjects.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the second year of the program. During the placement students are assigned to one or more Supervising 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 Supervising 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 Graduate Stage of the Professional Teaching Standards for Teachers.

The School Counselling Internship provides students with the opportunity to further develop and strengthen the knowledge, capacities and skills required for the role of the school counsellor/psychologist. The Internship is designed to prepare students as thoroughly as possible for their first year as a qualified professional in schools. With the support and mentoring of experienced field school counsellors, students are expected to demonstrate consolidation of the outcomes achieved in previous fully supervised Professional Experience placements.

This unit of study is focused on the planning and execution of a series of linked case studies or work with a small group of students in a relevant school counselling and/or 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 of the MTeach School Counselling presentation day, present their research project and submit written materials as specified in the unit outline.

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 interviewing and other assessment of the concerns, the development of therapeutic and intervention plans appropriate for students within the educational environment, and home and community settings when necessary, and the processes and skills required in counselling, including specific skills related to key therapies, with a focus on internalising mental health issues.

EDMT5676 is the first unit in the `Study 1¿ suite of compulsory MTeach units (followed by EDMT5502, EDMT6500 and EDMT6012). Study 1 is the foundation of the MTeach, extending out to Curriculum study (Study 2) and Professional Experiences (Study 3). Study 1 is grounded in the recognition of teaching as problematic, that is, teaching is not a simple, routine task, rather an ongoing process of constant decision making, drawing upon multiple sources of information. Stemming from this is the understanding that teacher education must support pre-service teachers/school counsellors to think, seek and recognise information, interpret information and act on information. This information comes from students, schools, parents, policy, curriculum, research, theory, colleagues and the community. Study 1 also recognises relationships as being at the core of teaching ¿ relationships between teaching and learning, students and teachers, schools and the community, and between theory, research and practice. These relationships will be explored throughout all of the Study 1 units, while each unit will take a particular emphasis on one relationship. EDMT56576 provides an introduction to these relationships with particular emphasis on the relationship between students and teachers (EDMT5502 will focus on the relationship between teaching and learning, EDMT6500 will focus on the relationship between schools and the community and EDMT6201 will focus on the relationship between research and practice). Through in-school observations pre-service teachers/school counsellors will gather a range of information to be analysed to support an understanding of schools, students and teachers. Central to the relationship between students and teachers is the support of students¿ social and learning behaviour. Maintaining the view of teaching as problematic, EDMT5676 recognises the complex relationships between students, teachers, pedagogy and student behaviour. Key thinking regarding student behaviour will be explored, along with school policies and how pedagogy may support and guide student behaviour. EDMT5676 also inducts pre-service teachers/school counsellors into the role of active learner, enabling them to directly experience the teaching and learning under exploration. As such, all pre-service teachers/school counsellors will be expected to commit to the learning opportunities to direct their development as a teacher.

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 of study is a compulsory component of the Master of Teaching (Secondary) program. It develops pre-service teachers' knowledge and understanding of the role of education in addressing current social, political and economic challenges faced by Indigenous communities, past and present. Within this unit, pre-service teachers will explore the diversity of Indigenous Australian histories and cultures and the importance of Aboriginal identity to Aboriginal student success in secondary school contexts. The unit is designed to develop pre-service teachers' capacity to critically analyse teaching resources in order to effectively apply Aboriginal perspectives to their particular curriculum area.

EDMT5502 'Teachers and Learners: School Communities' is the second unit in the Study 1 suite of compulsory MTeach units. This unit continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. The unit is divided into three themes separated by the first professional experience. The first half of the unit will focus on the theme of 'Teaching and Learning¿, exploring the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Underpinning this will be an exploration of the learning role pre-service teachers take in professional experience, with an emphasis on how to simultaneously be a `guest¿ in another teacher¿s classroom, while maintaining an open view to longer term professional development. Following the school based professional experience the focus will shift to theme two 'Reflection on Action', drawing on the professional experience to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher. Theme three 'Schooling and Education: a messy tangled web' will explore alternatives, innovations and dilemmas, with a focus on ongoing professional learning.

Students undertake their first 20 days professional experience in a secondary or primary school (depending on the program they are enrolled in). During the practicum students are assigned to one or more Supervising 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 Supervising 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 Graduate Teacher Stage of the National Professional Standards for Teachers.

This unit of study examines issues relevant to teaching in contemporary secondary schools. The unit consists of 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, the changing construct of 'the good teacher', teacher beliefs, bullying in schools and classroom management. There is a strong reflective element in this unit of study and assessments require students to reflect on their life as learners, their transition to teacher education and their projected transition to teaching.

This unit is the first of two that focuses on the Health curriculum to be delivered by secondary teachers of Personal Development, Health and Physical Education in the NSW educational system teaching. It provides subject specific content knowledge regarding the development of health priorities for Australia and how social determinants of health help to construct very particular types of understandings about health and individuals. The unit provides instruction on a number of pedagogical approaches to teaching health including: strength based approaches, health literacy, whole school approach and how to teach sensitive issues. Students will also focus on the curriculum areas of safely and child protection. The unit provides students with skills in designing lesson plans, program scopes and assessment strategies for Personal Development, Health and Physical Education at secondary schools.

This unit of study is the first of three examining pedagogical practice in physical education. The three units move pre-service teachers along a spectrum of styles for teaching physical education, ranging from teacher-centred to more student centred styles. This unit specifically focuses on the Year 7-10 PDHPE Syllabus, and future Australian Curriculum focus areas of challenge/adventure activities, movement fundamentals including fundamental movement skills, and minor games. A developmental PE approach (Gallahue and Ozmun, 2006) will be taken in delivering this unit which takes into account the psychomotor, cognitive and affective domains as youth learn through physical activity. Skills will be developed and rehearsed in tutorial sessions allowing students to acquire a level of mastery and to transfer the learning theory into practice in a supportive environment through both peer and instructor feedback. There will be an additional cost for the 2 day field trip -approximately $200. An alternative learning experience and assessment will be offered for those pre-service teachers who are not able to finance this trip.

This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It is designed to equip students with the knowledge, understanding and skills required to meet the language, literacy and numeracy needs of secondary school students across the curriculum. It explores the language, literacy, numeracy and mathematics demands of the secondary school curriculum, across and within the range of subject areas. The unit examines effective approaches to supporting students' language, literacy and numeracy development and explores research-based practical strategies for moving all students from everyday to academic school language. There is a particular focus on the needs of EALD learners. There is a particular focus on the needs of students learning English as an additional language or dialect (EALD), that is students of Aboriginal or Torres Strait Island backgrounds, refugee, migrant or international students.

This unit is the second health-based unit developed for the new MTeach program stream of Health and Physical Education. This unit builds upon the Personal Development, Health and Physical Education (PDHPE) curriculum to be taught in the NSW secondary education system and extends the programming and assessment elements of Health Curriculum 1. The unit continues with the examination of health as a social construction and explores the influence of social media and cyber bullying in the education context as well as identifying the incidence of bullying more broadly at school. It also highlights the role of bullying policies and practice at school and how anti-homophobia strategies are also addressed. The unit also provides instruction on the subject content areas of: food and nutrition; health benefits of physical activity; sexual health education; drug education; and mental health. The unit provides students with skills in designing lesson plans, program scopes and assessment strategies for Personal Development, Health and Physical Education at secondary schools in preparation for the student¿s professional experience. This unit completes the delivery of the subject content areas required for Years 7-10 practice and provides additional knowledge and understanding of the literacy and numeracy demands of the 7 ¿ 10 syllabus. This unit also introduces the Stage 6 PDHPE syllabus and the health modules within this syllabus.

This is the second unit of study in the Physical Education stream and it examines the major sports in the Year 7-10 New South Wales Personal Development, Health and Physical Education (PDHPE) Syllabus. In particular invasion games (soccer football, netball, touch football, lacrosse); net/wall games (tennis, volleyball); striking games (cricket, softball); target games (lawn bowls); gymnastics and dance are taught using both direct and indirect instruction with a focus of peer observation, technique detection and correction. All subject matter in this unit is underpinned and governed by organisation; risk management; inclusivity; differentiation; curriculum planning, programming and assessment. In the practical workshops skills will be developed, corrected and refined, while curriculum content and pedagogy will be examined in relation to physical education and general education learning theory. Issues related to authentic assessment in physical education pedagogy are also explored. The unit will also integrate theoretical and practical knowledge in the study of physical education pedagogy focused on the intellectual dimensions of movement, inclusive pedagogy and the development of skills within contexts that give it meaning and relevance for learners.

EDMT6500 is the third unit in the 'Study 1' suite of compulsory MTeach units (along with EDMT5676, EDMT5502 and EDMT6012). EDMT6500 builds on the previous two units through a focus on the relationship between schools and the community. This relationship will be investigated through exploration of the ways in which student and school success is measured and communicated to the wider community. This exploration will include consideration of the role and forms of assessment. Central to this unit will be the issues of diversity and equity in schooling. EDMT6500 connects to the final professional experience with an emphasis on pre-service teachers/counsellors directing their ongoing professional learning. EDMT6500 also leads into EDMT6012 through the exploration of specific issues/topics for self-directed professional learning.

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, engaging in tutorials that highlight evidence-based practices and behaviour supports 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 high quality education programs.

Students undertake their second Professional Experience of 20 days in a secondary or primary school in the second year of the program. During the placement students are assigned to one or more Supervising 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 Supervising 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 Graduate Stage of the Professional Teaching Standards for Teachers.

Among the central features of the Master of Teaching course lie the interplay between research, policy and practice, and the need for teachers to critically reflect on their practice for transformation. This is the final foundational unit of the MTeach and focusses on the design, implementation, and reporting of a Practitioner Research Project (PRP) undertaken by each PST during the Internship. Practitioner research relates to ongoing professional learning for the development of classroom practice to impact student learning. The PRP articulates the development of teaching practices, the related professional learning, and analysis of classroom based evidence to inform ongoing development.

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 knowledge and skills with respect to the Graduate Stage of the National Professional Standards for Teachers 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.

This unit of study is a compulsory component of the Master of Teaching (Secondary) program. It builds on students' knowledge and skills gained from addressing information and communication technologies (ICT) in their curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using digital tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful teaching and learning resources relevant to their curriculum subjects.

This unit examines pedagogical and professional practices in 9-12 Health and Physical Education (HPE). Students will examine current syllabus (NESA) and policy documents (NSWDoE) to refine planning and programming skills for the elective Stage 5 and 6 HPE courses. Throughout the unit of study, students will participate in a number of small group and individual class-based activities designed to encourage skill development, facilitate communication and research skills, and to promote criticial reflection on learning and professional practices.

This is the third of three Physical Education Units in the Master of Teaching (Health and Physical Education) degree. This specific unit focuses on inclusivity and differentiation during the planning and implementation of Physical Education lessons. The unit also has a strong focus on organisation and risk management. These key topics are taught through the sports of aquatics and track and field and are related, in part, to the Sport, Lifestyle and Recreational Studies and the Physical Activity and Sports Studies syllabi.