Recommended Study Sequence

This is the first of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students will explore and attempt to understand the effects of quality school-based teaching and learning on adolescent learners, particularly indigenous, and culturally and linguistically diverse learners in Western Sydney. Students will critically reflect on their personal constructs of teaching and values about the individuality, diversity and emerging maturity of secondary students. The application of ICT to engage and motivate learners and the development of an understanding of key learning area literacy demands are major foci for the unit.

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

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

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

This is the second of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students deconstruct and critique curriculum and issues of quality pedagogy impacting on diverse groups in secondary contexts. Key themes include oral, aural, visual and written literacy as mechanisms for curriculum area learning; communication increasingly undertaken through the application of ICT, linking of assessment and reporting to classroom teaching and learning and critical reflection as a foundation for self-evaluation. Throughout the unit a curriculum design approach will inform student learning and scaffold discussion.

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.

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

This is the first of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students will explore and attempt to understand the effects of quality school-based teaching and learning on adolescent learners, particularly indigenous, and culturally and linguistically diverse learners in Western Sydney. Students will critically reflect on their personal constructs of teaching and values about the individuality, diversity and emerging maturity of secondary students. The application of ICT to engage and motivate learners and the development of an understanding of key learning area literacy demands are major foci for the unit.

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.

This is the second of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students deconstruct and critique curriculum and issues of quality pedagogy impacting on diverse groups in secondary contexts. Key themes include oral, aural, visual and written literacy as mechanisms for curriculum area learning; communication increasingly undertaken through the application of ICT, linking of assessment and reporting to classroom teaching and learning and critical reflection as a foundation for self-evaluation. Throughout the unit a curriculum design approach will inform student learning and scaffold discussion.

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

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.

This is the first of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students will explore and attempt to understand the effects of quality school-based teaching and learning on adolescent learners, particularly indigenous, and culturally and linguistically diverse learners in Western Sydney. Students will critically reflect on their personal constructs of teaching and values about the individuality, diversity and emerging maturity of secondary students. The application of ICT to engage and motivate learners and the development of an understanding of key learning area literacy demands are major foci for the unit.

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

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

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

This is the second of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students deconstruct and critique curriculum and issues of quality pedagogy impacting on diverse groups in secondary contexts. Key themes include oral, aural, visual and written literacy as mechanisms for curriculum area learning; communication increasingly undertaken through the application of ICT, linking of assessment and reporting to classroom teaching and learning and critical reflection as a foundation for self-evaluation. Throughout the unit a curriculum design approach will inform student learning and scaffold discussion.

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.

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

This is the first of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students will explore and attempt to understand the effects of quality school-based teaching and learning on adolescent learners, particularly indigenous, and culturally and linguistically diverse learners in Western Sydney. Students will critically reflect on their personal constructs of teaching and values about the individuality, diversity and emerging maturity of secondary students. The application of ICT to engage and motivate learners and the development of an understanding of key learning area literacy demands are major foci for the unit.

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.

This is the second of two units emphasising contemporary practices in pedagogy to develop a sense of teaching as a profession through reflection on practice. Students deconstruct and critique curriculum and issues of quality pedagogy impacting on diverse groups in secondary contexts. Key themes include oral, aural, visual and written literacy as mechanisms for curriculum area learning; communication increasingly undertaken through the application of ICT, linking of assessment and reporting to classroom teaching and learning and critical reflection as a foundation for self-evaluation. Throughout the unit a curriculum design approach will inform student learning and scaffold discussion.

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

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

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

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

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

This unit focuses on building positive learning environments, responding effectively to a range of student behaviours, and promoting student mental health and wellbeing. The complex needs of adolescent learners are explored through examining critical developmental issues in light of individual, familial, social and cultural factors that influence pre-teen and adolescent development. Current behaviour management and teacher effectiveness research are applied with an emphasis on practical skill development for beginning teachers. Teacher and school student welfare and discipline responsibilities are examined through critical analysis of school-based policies and practices, and familiarisation with key government initiatives. A case-based approach is applied throughout the unit.

It is crucial for students to recognise how pedagogy, the curriculum, learning and schooling generally, are connected to broader cultural, social, economic and political discourses operating in Australian society. Within this context, understanding how equity/inequality is constructed through schooling is essential, including the practices in which individual teachers engage. Knowledge of cultural diversity, how it is represented in schooling and the role identity has on influencing schooling experiences is central. Developing students’ awareness of their own subjectivity in relation to cultural diversity and identity issues is crucial to reflexivity and the development of socially just relationships and practices in schooling. Issues relating to Aboriginal and Non English Speaking Background students are examined in depth.