University of Sydney Handbooks - 2014 Archive

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Master of Teaching

Unit of study descriptions

Candidates must complete 96 credit points of units of study comprising:

EARLY CHILDHOOD STREAM - YEAR 1

In the first year, candidates must complete 48 credit points of Curriculum and Professional Studies units of study comprising:
EDMT5550 Language Development in Early Childhood

Credit points: 4 Teacher/Coordinator: Prof Robyn Ewing Session: Semester 1 Classes: 1x2-hr lecture/workshop/wk Assessment: seminar presentation (20%) and 1500wd portfolio (30%) and 1500wd transcript analysis (50%)
This unit of study assists students to develop understandings, knowledge and skills about the language development of young children. It provides 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, and that this is the key factor on which early childhood teachers should build their programs. Through lectures, workshops, readings, and other activities, students examine the theoretical ideas and practical knowledge required to guide young children's learning of language and literacy practices. The unit also emphasizes 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.
EDMT5551 Mathematics in Early Childhood

Credit points: 4 Teacher/Coordinator: Dr Jennifer Way Session: Semester 1 Classes: 1x2-hr/wk for 12 wks Assessment: 1500wd critical analysis (40%) and 1800wd analysis of teaching resource (50%) and presentation (10%)
This unit of study assists students to develop knowledge, skills and understanding of the development of children's constructions of mathematical concepts and processes at the early childhood level. It provides students with the ability to help young children gain a beginning understanding and knowledge of mathematics and a beginning awareness of the ever-changing technological environment in which we live. Students will explore issues of assessing children's learning needs and identifying children at risk of underachieving in mathematical understanding and skill. Students will be required to plan developmentally appropriate learning experiences that effectively employ a range of pedagogies and resources (including digital technologies) to enhance children's mathematical thinking and communication.
EDMT5560 Early Childhood Protective Environments

Credit points: 4 Session: Semester 1 Classes: 1x2-hr workshop/wk Assessment: 2000 wd essay or negotiated task (50%) and Child Protection task/report (50%)
Children in contemporary society are viewed as capable and resourceful, confident and actively constructing the world around them. This unit of study helps students develop the understandings and skills to guide children's responses around protective behaviours and to encourage self discipline and positive interactions with other children and adults in early childhood environments. In the context of this unit, students also undertake Child Protection training in accordance with relevant jurisdictional regulatory requirements.
EDMT5561 Early Childhood Settings & Communities

Credit points: 4 Session: Semester 1 Classes: 1x2-hr tutorial/wk and 6 visits to early childhood learning settings Assessment: 2000wd essay (50%) and 2000wd report (50%)
This unit of study helps students become familiar with the early childhood landscape in Australia and the range of early childhood services and settings available for children from birth to five years and their families. Students begin to develop familiarity with the regulatory frameworks around early childhood services and their responsibilities in relation to these. Students will also examine the literature relating to early childhood education policy issues and quality care and education in early childhood services. As part of this unit students visit 8 early learning settings with a community learning focus.
EDMT5626 Teaching & Learning in Early Childhood 1

Credit points: 8 Teacher/Coordinator: Dr Minkang Kim Session: Semester 1 Classes: 2x2-hr workshops/wk Assessment: 3000wd essay (40%) and 2000wd essay (30%) and 2000wd group project (30%)
This unit of study provides an introduction to issues of teaching, learning and development, within the social and institutional contexts of early childhood education. It examines children's learning and development as a complex and dynamic process with its substrate in the developing brain. An introduction to major learning approaches in early childhood education and care is also provided. The teaching of this unit is supported by carefully selected videos that assist students in understanding the key issues and in appreciating and preparing for the many challenges of early childhood settings and early childhood teaching as a profession.
EDMT5123 Teaching & Learning in Early Childhood 2

Credit points: 4 Session: Semester 2 Classes: 1x 2hr workshop/wk for 8 wks, linked field work and online learning Prerequisites: EDMT5626 Assessment: 2500wd essay (60%) and 1500wd critique of three tutorial readings (40%)
This unit builds on students' understandings of human development and their knowledge of the sociocultural factors which impact the social, emotional and academic outcomes of infants, toddlers and young children. The unit focuses on the pedagogies associated with supporting, nurturing and teaching children from birth to five years. It highlights the importance of quality interactions, high expectations and intentional teaching as key bases for enhancing children's development in group settings.
EDMT5124 Special Interest Early Childhood 1

Credit points: 2 Session: Semester 2 Classes: 1x1-hr seminar/wk for 9 wks Corequisites: EDMT5557 Assessment: 2000wd literature review (100%)
Early childhood professionals act in various capacities in a range of settings. They have an obligation to promote and support respectful relationships with children, families, other staff and a range of service and community professionals and to understand the processes around which professional evidence bases are built. This unit enables students to begin to explore the concept of professionally focused research and to build their understanding of an area of professional interest and possible future professional research through a review of literature.
EDMT5555 Creative Arts in Early Childhood

Credit points: 4 Session: Semester 2 Classes: 1x2-hr workshop/wk for 9 wks Prerequisites: EDMT5626 Assessment: group presentation and 750wd handout (20%) and 1500wd portfolio (50%) and 1250wd essay (30%)
This unit of study assists students to explore their own creativity and imagination alongside developing knowledge and skills in the Creative Arts for children in the birth to five age group. There is a strong emphasis on play and exploring the imagination through music, visual arts, drama and dance. Observing and assessing young children's spontaneous play through immersion in the Creative Arts is an important feature of this unit. The unit also emphasises the centrality of providing rich Creative Arts experiences in early childhood settings.
EDMT5556 Health and Wellness in Early Childhood

Credit points: 4 Session: Semester 2 Classes: 1x2-hr workshop/wk for 9 wks Prerequisites: EDMT5626 Assessment: tutorial presentation and 1500wd report (50%) and 2000wd portfolio based on weekly learning tasks (50%)
This unit of study assists students to develop the knowledge and skills to teach about health, safety, nutrition, and wellness at the early childhood level and to maintain safe health-promoting early childhood centres. It provides students with the skills to help young children gain a beginning understanding of the world around them in developmentally appropriate ways, and a beginning understanding of health, safety, nutrition, and wellness behaviours that promote long term health and wellness. Play and family involvement are emphasised in assisting this process. This unit also helps students develop knowledge and skills, plan and operate healthy and safe early childhood learning and care environments, including knowledge of relevant regulatory requirements.
EDMT5557 Early Childhood Prof Experience 1

Credit points: 4 Teacher/Coordinator: Alicia Olsen Session: Semester 2 Classes: 20 days prof experience, 1 day lead-up visit, 1x2-hr workshop/wk for 8 wks Prerequisites: EDMT5626 and EDMT5560 Assessment: There are three components of assessment in this unit: assessment of skills (based on three guiding principles): Professional knowledge, Professional Practice and Professional Engagement, the professional experience folder (equivalent to 3000wd) and satisfactory completion of 20 days professional experience and a 1 day lead-up visit in a 3-5 years early childhood setting.
This unit is the first of two that provide opportunities for students to gain teaching experience in early childhood education and care settings. It enables students to apply the theories and strategies covered in other units of study including Teaching and Learning 1 and 2 in an early learning context. Initially this experience will consist of observation of practices and routines in the setting and build to planning and implementing some learning experiences with individuals and small groups of children aged three to five years. Students will plan and implement learning activities relevant to the development and learning needs of young children that are aligned with the guidelines of the Early Years Learning Framework.
EDMT5558 Science in Early Childhood

Credit points: 4 Teacher/Coordinator: Dr Christine Preston Session: Semester 2 Classes: 1x2-hr workshop/wk for 8 wks Prerequisites: EDMT5626 Assessment: 1000wd play-based science experience (25%) and 2050wd portfolio (50%) and 1000wd essay (25%)
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 and skills in the teaching of science at the early childhood level. It provides students with the ability to help infants, toddlers and young children gain a foundational understanding of scientific concepts such as physics, biology, astronomy and technology as part of their everyday world. An emphasis is upon play as a vehicle for learning and family involvement in an inclusive and supportive learning environment for young children.
EDMT5559 Diversity & Inclusion in Early Childhood

Credit points: 2 Teacher/Coordinator: Ms Cathy Little Session: Semester 2 Classes: 1x2-hrs/wk for 4 wks, 1x1-hr/wk for 4 wks Prerequisites: EDMT5626 Assessment: 500wd personal statement (35%) and 1500wd situational analysis (65%)
This unit explores diversity and inclusion in early childhood settings. Class, ethnicity, culture, disability, gender, religion, and other social categories have an impact upon children's development. For the creation of inclusive classrooms, early childhood educators must have an understanding of the significance of the personal and social attributes that children bring to the setting. The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This unit will explore current theories and practices surrounding diversity, social education and inclusion in the early childhood context. Throughout this unit of study students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as others.

EARLY CHILDHOOD STREAM - YEAR 2

In the second year, candidates must complete 48 credit points of Curriculum and Professional studies units of study comprising:
EDMT5552 Sociocultural Learning -Early Childhood

Credit points: 4 Session: Semester 1 Classes: 1x2-hr seminar/wk Assessment: Critical reflection on a reading task (25%) and tutorial task (25%) and social and cultural awareness activities portfolio (50%)
This unit of study fosters students' development of knowledge and skills around the provision of teaching and learning environments which promote positive social interactions, respect for social justice and reflect the diversity of the participants within early childhood settings and the broader community. The unit equips students with the ability to guide young children's understanding and appreciation of the socially and culturally rich world around them in developmentally appropriate ways and to help them understand their membership, role and value as a member of a family, community, nation and world.
EDMT6001 Partnering with Families in EC Settings

Credit points: 2 Session: Semester 1 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Assessment: 1500wd essay (75%) and tutorial presentation including 500wd report (25%)
In quality early childhood contexts, early childhood educators collaborate with families to create education and care environments that are responsive to children's social-cultural contexts and developmental and learning needs. This unit focuses on building the understandings and skills needed to work in partnership with families to create optimal early learning contexts and programs.
EDMT6002 Early Childhood Prof Experience 2

Credit points: 4 Session: Semester 1 Classes: 1x2-hr workshop/wk for 9 wks, 3x1-day pre-prac visits, 20-day professional experience placement Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Assessment: There are three components of assessment in this unit: assessment of skills (based on three guiding principles): Professional knowledge, Professional Practice and Professional Engagement, the professional experience folder (approx 1000wd) and Satisfactory completion of 20 days of professional experience in a birth - 2 age setting.
This unit supports the learning and professional development of pre-service early childhood educators in a birth to 2 setting. It is expected that students will draw on knowledge gained in previous units to enable them to observe infants and toddlers in their placement settings and to plan, evaluate and document developmentally appropriate experiences for each child in consultation with families and other educators.
EDMT6003 Special Interest Early Childhood 2

Credit points: 2 Session: Semester 1 Classes: 1x2-hr workshop/wk for 9 wks Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Assessment: 1000wd literature review (50%) and 1000wd research plan outline (50%)
Early Childhood professionals act in various teaching and leadership capacities in a range of settings and have an obligation to promote and support respectful, life -enhancing relationships with children, families, other staff and community members to foster children's development and learning. This unit builds on developing understandings of professional research gained in Early Childhood Special Interest 1 to explore professional research approaches suitable for early childhood settings. This work may lead into the Early Childhood Professional Learning Project EDMT6010 that is implemented in conjunction with the Internship in the final semester of the course.
EDMT6502 Early Intervention in Early Childhood

Credit points: 4 Teacher/Coordinator: Ms Cathy Little Session: Semester 1 Classes: 1x2-hr seminar/wk for 9 wks, 6-hrs field placement Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Assessment: 20 min in-class presentation (30%) and 1500wd critique (40%) and 1200wd situational analysis (30%)
The focus of the unit is on the principles of inclusion, constructed views of normality, individual differences, identification and assessment of babies' and young children's development, and support for children and families. Transitions across multiple contexts over the time young children are in early childhood services will also be addressed. The unit looks at children in the contexts of their families, and offers ways to empower and support families as they make decisions about their children's development and education. Includes six hours field placement in an early intervention setting.
EDMT6503 Curriculum Development and Models in EC

Credit points: 4 Session: Semester 1 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Corequisites: EDMT6001 and EDMT6002 Assessment: oral presentation and 500wd report (15%) and 1500wd critical analysis (35%) and 2000wd essay (50%)
This unit provides students with opportunities to investigate a variety of curriculum planning, documenting and evaluating processes to promote children's learning in early childhood settings, to examine current research around curricula for early childhood contexts, and to explore the role of curriculum decision making within the context of national regulatory and quality frameworks for the early childhood sector.
EDMT6504 Administration in Early Childhood

Credit points: 4 Session: Semester 1 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Early Childhood Curriculum and Professional Studies units Assessment: 2000wd policy development and analysis report (50%) and 1500wd leadership portfolio (50%)
This unit outlines key management and leadership issues involved in organising and sustaining early childhood services, the social and political context within which services operate as well as the legal and other regulatory responsibilities of centre-based teachers and supervisors. It focuses on developing the skills needed by early childhood educators to become competent leaders and advocates for quality in the early childhood field, to encourage team building, enthusiasm, good communication and harmonious work environments and to keep up to date with relevant policy, regulatory and quality assurance regimes, and mandatory management, industrial and OH&S practices.
EDMT6009 Early Childhood Professional Internship

Credit points: 12 Teacher/Coordinator: Alicia Olsen Session: Semester 1,Semester 2 Classes: 45-days professional practice and linked 2-day early childhood education conference and linked professional research workshops Prerequisites: 72 credit points of Master of Teaching units of study Assessment: satisfactory professional practice (60%) and 4000wd (approx) Teaching Portfolio (40%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
This unit enables students to experience the professional work of early childhood teachers over a sustained period- 45 days, in a Birth-5 year old or preschool setting. With the guidance of the Mentor Teacher interns will apply their knowledge, skills and understandings around early childhood teaching and learning in an early childhood centre, explore the legal, social and ethical responsibilities associated with being a member of the Early Childhood profession, and consider their responsibility as educators in local, national and global early education teaching communities. The intern assumes teaching and related duties within an early childhood program in collaboration with a qualified early childhood teacher mentor.
EDMT6010 EC Professional Research Project

Credit points: 12 Teacher/Coordinator: Alicia Olsen Session: Semester 1,Semester 2 Classes: 9x3-hr on-campus workshops over internship and/or individual consultations and a 2-day professional learning conference Prerequisites: 72 credit points of Master of Teaching units of study Assessment: 2000wd research plan (20%) and 5000wd written research report (50%) and formal presentation at research conference (30%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
This unit focuses on the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices and transform them as a consequence of this analysis. The central focus of this unit is on the design, implementation, and reporting of a Professional Learning Research Project during the early childhood internship. The Research Project articulates the development and/or change of educational practice relevant to the intern's practice during the internship period. It generally relates to some improvement of, or significant development in teaching practice in the early childhood centre and the impacts on the intended outcomes of children's learning. In addition to a focus on researching in context, interns are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage, support and/or document children's learning and to report their research findings.

PRIMARY STREAM - YEAR 1

In the first year, candidates must complete 48 credit points of units of study comprising:
- 20 credit points of Core Education units of study; and
- 28 credit points of Curriculum and Professional Studies units of study, including 2 credit points of Primary Option units.

Core Education Units

EDMT5010 Special and Inclusive Education

Credit points: 3 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x2-hr tutorial/wk for 6 wks Assessment: 1000wd review of cultural artefact (40%) and 800wd in-class activity (20%) and 1000wd professional statement (40%). All assessment tasks need to be submitted in order to pass the unit of study.
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.
EDMT5500 Introduction to Teaching and Learning

Credit points: 7 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 1 Classes: 1x1-hr group session, 1x2-hr seminar/wk, 3 full day school observation visits Assessment: weekly small group task wks 1-10 (30%) and 2000wd report (40%) and micro-teaching task (30%)
This unit of study provides an introduction to teaching and learning through the framework of the instructional core. Three observation visits to schools will provide the primary source for pre-service teachers to explore the relationship between teacher's pedagogy, classroom activities and student learning. Seminars will engage pre-service teachers in inquiry learning as they challenge their long-held beliefs about schools to see schooling through multiple lenses.
EDMT5502 Teachers & Learners: School Communities

Credit points: 6 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 2 Classes: 2x1.5-hr seminars/wk for 8 wks, 2x1-hr group sessions/wk for 8 wks Prerequisites: EDMT5500 Assessment: small group role play (30%) and case writing (30%) and 2500wd report case story and analysis (60%)
This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in the classroom. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.
EDMT5503 Professional Experiences 1

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: block session (20 days prof experience) Prerequisites: 24 credit points of Master of Teaching units including (EDMT5500 and EDMT5010) Assessment: 20 days prof experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 Cooperating Teachers in a single discipline area (or in Primary) and will be responsible for teaching one or more classes for a total of between 10 and 14 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.

Curriculum and Professional Studies

EDMT5531 English 1 K-6

Credit points: 4 Teacher/Coordinator: Ms Kathy Rushton Session: Semester 1 Classes: 1x1-hr lecture/wk for 5 wks, 1x1-hr workshop/wk for 3 wks, 1x2-hr workshop/wk for 8 wks Assessment: 1000wd oral presentation (25%) and 3000wd portfolio (75%)
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.
EDMT5532 Mathematics 1 K-6

Credit points: 4 Teacher/Coordinator: Assoc Prof Janette Bobis Session: Semester 1 Classes: 1x1-hr lecture/wk for wks 1-9, 1x1-hr tutorial/wk for wks 1-9, 1x2-hr school based project work/wk for wks 10-12 Assessment: 1500wd mini program (40%) and 1000wd critical reflection of readings (20%) and 1500wd report of assessment of child (40%)
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.
EDMT5533 Teaching in Multilingual Classrooms

Credit points: 2 Teacher/Coordinator: Ms Kathy Rushton Session: Semester 1 Classes: 1x2-hr tutorial/wk for 6 wks Assessment: sequence of lessons (50%) and task design (50%)
One in six students in NSW are developing English as an additional language and 25% of students come from bilingual/bicultural backgrounds. This unit explores strategies to engage and scaffold student learning to achieve challenging outcomes. Participants will develop understandings of the social and political contexts for the development of spoken and written competency in everyday and academic English for students learning English as an additional language or dialect (EAL/D).
EDMT5534 Human Society and its Environment K-6

Credit points: 4 Teacher/Coordinator: Catherine Smyth Session: Semester 1 Classes: 1x1-hr lecture/wk for 12wks, 1x1-hr tutorial/wk for 12 wks Assessment: 2000wd individual portfolio (40%) and 1500wd individual contribution to group task (50%) with 500wd individual reflection (10%)
Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge, understandings, skills and values inherent in HSIE K-6 provide opportunities for the primary learner to explore cultures and social systems and structures as well as the disciplines of history and geography. This unit of study is strongly aligned with the NSW Institute of Teachers National Professional Standards for Teachers and provides an overview of the NSW Board of Studies HSIE K-6 syllabus documents and the new Australian curriculum. You will learn about the central concepts, modes of enquiry and structure of HSIE and consider research-based pedagogies for teaching HSIE in a primary classroom.
EDMT5530 Creative Arts K-6

Credit points: 4 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 2 Classes: 11x1-hr lectures, 1x2-hr workshop/wk for 8 wks, 1x1-hr studio/wk for 8 wks Prerequisites: EDMT5500 Assessment: reflective scrapbook (35%) and unit of work or resource kit (65%)
The Education Act 1990 (NSW) sets out minimum curriculum requirements for primary schools. In particular, the Act states that "courses of study in both art and music are to be included in the key learning area of the Creative and Practical Arts." With the introduction of the Creative Arts K-6 Syllabus in 2000, this requirement has been broadened to include creative arts experiences in drama and dance which became mandatory in 2005. The unit of study, Creative Arts 1 provides students with an understanding of the importance of drama, music, visual arts and dance both as powerful learning and teaching strategies across the primary curriculum and as creative arts in their own right.
EDMT5535 Science and Technology K-6

Credit points: 4 Teacher/Coordinator: Christine Preston Session: Semester 2 Classes: 1x1-hr lecture/wk for 7 wks, 1x2-hr workshop/wk for 8 wks Prerequisites: EDMT5500 Assessment: essay (20%) and lesson plan (30%) and mini unit of work (50%)
Through engagement in and discussion about practical activities this unit considers issues, strategies and resources relevant to the teaching of Science and Technology in the K-6 curriculum. Course content will revolve around ways to support primary students to use the skills and processes of Working Scientifically and Working Technologically and to develop their knowledge and understanding about the Natural Environment and the Made Environment. The unit will consider aspects of: 1) lesson planning in science and technology, 2) the selection/development of learning experiences and resources which promote children's acquisition of the learning processes in science and technology, 3) planning units of work to support children's development of scientific concepts, 4) supporting the development of children's scientific literacy and numeracy, 5) organising and managing classrooms to promote students' learning in science and technology.
EDMT5536 Personal Development, Health & PE K-6

Credit points: 4 Session: Semester 2 Classes: 1x2-hr workshop/wk for 8 wks Prerequisites: EDMT5500 Assessment: unit and lesson plans (60%) and pair teaching presentation and lesson plan (40%)
In this unit you will be introduced to the Key Learning Area (KLA) Personal Development, Health and Physical Education (PDHPE). The unit will develop students' understanding of what it is to be a teacher within a specific PDHPE context. To do this, the unit will examine the current NSW Board of Studies requirements regarding K-6 PDHPE, the emerging K-6 Health and Physical Education (HPE) Australian Curriculum, and will focus on the primary school learning and teaching environment. Through an examination of the K-6 syllabi, modules and support documents students will develop the necessary skills to design and implement lesson plans for selected content strands. To help guide this process, students will be expected to reflect on the teaching practicum (embedded in the middle of this unit). During these in-school Professional Experience components, students will have the opportunity not only to observe PDHPE teaching contexts but also to implement teaching activities. As well as providing students with the opportunity to begin to develop their planning and teaching skills in PDHPE, this unit of study also allows students to practice creating learning links between strands in the PDHPE, other KLA and the Health Promoting School Framework. The notion of the Health Promoting School will be addressed in relation to the need for whole school planning and the place of PDHPE lessons in the school's curriculum and life.
Primary Option Units
EDMT5001 Children's Literature K-6

Credit points: 2 Teacher/Coordinator: Prof Robyn Ewing Session: Semester 2 Classes: 6x2-hr workshops Assessment: 500wd class tasks (25%) and 1500wd annotated bibliography (75%)
This unit focuses on the imaginative use of contemporary literature for children and young adolescents in primary classrooms. It emphasises practical and theoretical issues surrounding picture books, chapter books, novels and poetry for children in K-6 but will also examine the impact of new media on emerging forms of narrative. The sessions will involve discussion of participants' wide and close reading of a range of children's literary texts and of the recent theory and research relating the characteristics of such texts to the classroom practicalities of literacy pedagogy. The unit uses both formative and summative assessment strategies.
EDMT5002 Classroom Issues for Koori Kids

Credit points: 2 Teacher/Coordinator: Sharon Galleguillos Session: Semester 2 Classes: 4x3-hr workshops Assessment: 2000wd essay (100%)
This special interest unit focuses on key elements of Aboriginal education. In particular the unit addresses the areas of policy, classroom practice and the role of the Aboriginal Community in our schools. It firmly emphasises the importance of consultation and ongoing liaison with communities and assists students in identifying key stakeholders in Indigenous education. This unit will also examine the NSW Department of Education and Communities (DEC) Aboriginal Education and Training Policy (2008) and discuss how its implementation will improve the educational outcomes for all students.
EDMT5008 Teaching Science & Technology with Toys

Credit points: 2 Teacher/Coordinator: Christine Preston Session: Semester 2 Classes: 6x2-hr workshops Assessment: oral presentation (30%) and 1500wd essay (70%)
This unit of study encourages students to develop innovative strategies for utilising toys to improve science and technology outcomes in primary age children. While the unit focuses on the value of learning through enjoyable tasks with familiar objects, it also stresses that teaching in the science and technology key learning area must focus on the development of conceptual understanding in combination with learning processes.

PRIMARY STREAM - YEAR 2

In the second year, candidates must complete 48 credit points of units of study comprising:
- 36 credit points of Core Education units of study; and
- 12 credit points of Curriculum and Professional Studies units of study, including 2 credit points of Primary Option units.

Core Education Units

EDMT6125 Special Education: Inclusive Schools

Credit points: 3 Teacher/Coordinator: Mrs Cathy Little Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x1-hr tutorial/wk for 6 wks, 15 hrs fieldwork placement Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502, EDMT5503 and EDMT5010) Assessment: 1250wd fieldwork report (50%) and 750wd online task (25%) and 750wd tutorial presentation (25%)
This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs. Please note that there is an additional compulsory half-day requirement of special education participation for students enrolled as reduced load.
EDMT6500 Schools and their Communities

Credit points: 5 Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks, 1x3-hr student organised field trip Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502 and EDMT5503) Assessment: 750wd report (25%) and 3000wd report (50%) and seminar presentation (25%)
This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling and the development of professional portfolios. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.
EDMT6501 Professional Experiences 2

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 20 days professional experience Prerequisites: 48 credit points of Master of Teaching units including (EDMT5503, EDMT5500 and EDMT5502) Assessment: 20 days professional experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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 Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.
EDMT6012 Professional Research Project

Credit points: 12 Teacher/Coordinator: Dr. Nigel B. Goodwin Session: Semester 1,Semester 2 Classes: 1-day research preparation workshop, 4x2-hr consultations, 2-day Post Internship Conference Prerequisites: 72 credit points of approved study including all relevant curriculum units and professional experience placements Assessment: 1000wd research proposal (10%) and 2000wd research presentation (20%) and 6000-7000wd research report (70%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of a Professional Research Project (PRP) undertaken by each candidate during the Internship. The PRP articulates the development and/or change of their teaching practice. This generally relates to some improvement of, or significant development in, a candidate's teaching practice in the classroom and the impacts on the intended outcomes of student learning. In addition to a focus on researching in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.
EDMT6018 Teaching Internship

Credit points: 12 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 45-days of professional practice Prerequisites: 72 credit points from Master of Teaching units Assessment: Satisfactory completion of Internship
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 appropriate Graduate Professional Teaching Standards through taking independent teaching responsibility for the equivalent of a 0.5-0.6 teaching load. During the Internship pre-service teachers are expected to demonstrate consolidation of the Outcomes achieved within the previous fully supervised Professional Experience units.

Curriculum and Professional Studies Units

EDMT6531 English 2 K-6

Credit points: 4 Teacher/Coordinator: Assoc Prof Alyson Simpson Session: Semester 1 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr tutorial/wk for 10 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5531, EDMT5500 and EDMT5502) Assessment: assignment 1 presentation and 500wd reflection (30%) and assignment 2 3000wd (60%) and quiz (10%)
In this unit of study students will focus on the use of literary and multimedia texts, including picture books and novels for developing critical literacies in children working at Stage three in primary school. The emphasis will be on developing learning experiences that encourage students to read for enjoyment at the same time as developing their abilities to negotiate and discuss meanings (both verbal and visual) in a range of texts. Emphasis will be on making connections between prior learning to current syllabus demands and the texts and learners found in classrooms today. It is expected that students will continue to expand their theoretical knowledge of principles of English teaching as well as develop explicit knowledge of metalanguage to inform their understandings of text construction. Understanding how to access a child's strengths and needs in reading, writing, speaking, listening, viewing and representing through assessment for learning, assessment as learning and assessment of learning will also be an important component of this unit.
EDMT6532 Mathematics 2 K-6

Credit points: 4 Teacher/Coordinator: Dr Janette Bobis Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr tutorial/wk for 6 wks, 1x1-hr tutorial/wk for 3 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5532, EDMT5500 and EDMT5502) Assessment: 2000wd report and teaching resource (50%) and 1200wd topic report (40%) and 400wd blog (10%)
Mathematics Education 2 will draw on the content from all strands in the NSW syllabus. It will focus on the development of concepts and processes from the, Geometry and Measurement 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 Mathematics Education 1 by focusing on Stage 2 and 3 Number and Algebra strand. The working mathematically processes will be integrated throughout all content areas.
EDMT6533 Linkages Across the Curriculum K-6

Credit points: 2 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1 Classes: 1x2-hr tutorial/wk for 3 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502 and EDMT5503) Assessment: 2000wd report (100%)
This unit of study focuses on effective planning strategies to enable quality learning in the K-6 classroom. It investigates the use of the conceptual programming model through tutorial presentation and discussion as well as application on professional experience.
Primary Option Units
EDMT6007 Conversations about Factual Texts

Credit points: 2 Teacher/Coordinator: Ms Kathy Rushton Session: Semester 1 Classes: 1x2-hr seminar/wk for 6 wks Prerequisites: 48 credit points of Master of Teaching units including EDMT5531 Assessment: 500wd lesson plan (25%) and 1500wd lesson sequence (75%)
The focus of this unit of study is on teaching grammar in the context of factual texts in the primary school and in the middle years. We will focus on the teaching of factual texts as the context in which grammar is taught to support meaning. Knowledge about grammar is only useful if students use it to read and write, and recognize how authors, including themselves, can use language to make meaning. While the aim is not to focus on the basics, opportunities will be provided to review, or address, grammar for the first time.
EDMT6008 Digital Media in the Classroom

Credit points: 2 Teacher/Coordinator: Dr Jon Callow Session: Semester 1 Classes: 1x2-hr computer lab workshop/wk for 6 wks Prerequisites: 48 credit points of Master of Teaching units Assessment: 1000wd blog creation with entries (50%) and 1000wd video multimedia project (50%)
This special interest unit provides students with an overview of some key principles for teaching and using digital media in the K-6 classroom. Digital media is part of the larger social and cultural experiences for most primary school students. Students need to be able to understand, enjoy, as well as critique and create what they see, hear and consume. By considering some of the concepts around new literacies and multiliteracies, the unit will then contextualise the development of participants' technical skills using various software.
EDMT6011 Improving Literacy through the Arts

Credit points: 2 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 1 Classes: 1x3-hr workshop/wk for 4wks Prerequisites: 48 credit points of Master of Teaching units including EDMT5530 Assessment: reflective scrapbook (40%) and unit of work or rationale (60%)
This unit of study encourages students to develop innovative strategies for utilising the Arts specifically drama and visual arts to improve literacy and English outcomes in primary age children. While the unit focuses on the value of Arts learning, it also stresses that teaching in, across and through the Arts must be done with integrity.

SECONDARY STREAM - YEAR 1

In the first year, candidates must complete 48 credit points of units of study comprising:
- 20 credit points of Core Education units of study; and
- 28 credit points of Curriculum and Professional Studies units of study including 24 credit points of Teaching Area units of study.

Core Education Units

EDMT5010 Special and Inclusive Education

Credit points: 3 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x2-hr tutorial/wk for 6 wks Assessment: 1000wd review of cultural artefact (40%) and 800wd in-class activity (20%) and 1000wd professional statement (40%). All assessment tasks need to be submitted in order to pass the unit of study.
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.
EDMT5500 Introduction to Teaching and Learning

Credit points: 7 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 1 Classes: 1x1-hr group session, 1x2-hr seminar/wk, 3 full day school observation visits Assessment: weekly small group task wks 1-10 (30%) and 2000wd report (40%) and micro-teaching task (30%)
This unit of study provides an introduction to teaching and learning through the framework of the instructional core. Three observation visits to schools will provide the primary source for pre-service teachers to explore the relationship between teacher's pedagogy, classroom activities and student learning. Seminars will engage pre-service teachers in inquiry learning as they challenge their long-held beliefs about schools to see schooling through multiple lenses.
EDMT5502 Teachers & Learners: School Communities

Credit points: 6 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 2 Classes: 2x1.5-hr seminars/wk for 8 wks, 2x1-hr group sessions/wk for 8 wks Prerequisites: EDMT5500 Assessment: small group role play (30%) and case writing (30%) and 2500wd report case story and analysis (60%)
This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in the classroom. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.
EDMT5503 Professional Experiences 1

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: block session (20 days prof experience) Prerequisites: 24 credit points of Master of Teaching units including (EDMT5500 and EDMT5010) Assessment: 20 days prof experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 Cooperating Teachers in a single discipline area (or in Primary) and will be responsible for teaching one or more classes for a total of between 10 and 14 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.

Curriculum and Professional Studies Units

EDMT5601 Professional Studies 1 (Options)

Credit points: 2 Teacher/Coordinator: Dr Lesley Scanlon Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 12 wks Assessment: 2x1000word essays (2x50%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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 and classroom management. The unit also explores issues relating to the health and wellbeing of students through a discussion of an array of contemporary youth health issues. Assessment in this unit require students to reflect on their life as learners, their transition to teacher education and their projected transition to teaching.
EDMT5600 Professional Studies 2 (Options)

Credit points: 2 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 6 wks, 1x2-hr seminar/wk for 3 wks Prerequisites: EDMT5500 Assessment: portfolio of tasks for developing oral language (50%) and set of strategies for developing reading/writing (50%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
This unit explores the language, literacy and numeracy demands of different subject areas and how to support students' language, literacy and numeracy development. It looks at strategies for moving all students from everyday to academic school language with a particular focus on EALD learners. In every school in NSW there are students who are learning English as an additional language or dialect (EALD). These students may be of Aboriginal or Torres Strait Island backgrounds, from bilingual/ bicultural backgrounds, refugee, migrant or international students.
Teaching Area Units
EDMT5011 Aboriginal Studies Curriculum 1

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 1b Classes: 2x3-hr seminars/wk for 6 wks Assessment: 2400wd unit of work (40%) and 1800wd resource analysis (30%) and field studies with presentation (30%)
This unit of study aims to prepare graduates for teaching Stages 4 & 5 Aboriginal Studies in NSW secondary schools. Through the development of units of work, assessment tasks, resources and field studies, students will develop teaching and learning strategies to explore local Aboriginal community knowledge that reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures in todays society. This will support graduates in becoming multi-skilled, adaptable and pro-active critical thinkers and educators of the future.
EDMT5012 Aboriginal Studies Curriculum 2

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 2 Classes: 2x3-hr seminars/wk for 6 wks Prerequisites: EDMT5011 and EDMT5500 Assessment: 2400wd comparative case study (40%) and 1800wd assessment schedule (30%) and class observations (30%)
This unit of study aims to prepare graduates for teaching Stage 6 Aboriginal Studies in NSW secondary schools. Through the development of units of work, assessment tasks, resources and field studies, students 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 graduates in becoming multi-skilled, adaptable and pro-active critical thinkers and educators of the future.
EDMT5610 Classical Hebrew & Judaism Curriculum 1

Credit points: 6 Teacher/Coordinator: Neta Steigrad Session: Semester 1b Classes: 1x 1-hr lecture/wk for 9 wks, 1x 2-hr seminar/wk for 9 wks Assessment: 2500wd essay (40%) and lesson plans (25%) and resource portfolio (35%)
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.
EDMT5660 Classical Hebrew & Judaism Curriculum 2

Credit points: 6 Teacher/Coordinator: Neta Steigrad Session: Semester 2 Classes: 1x3-hr seminar/wk for 9 wks Prerequisites: EDMT5610 Assessment: 1500wd essay (25%), lesson presentation (25%) integrated unit of work for Stage 4-5 learners (50%)
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.
EDMT5003 Commerce Curriculum 1

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1b Classes: 5-hrs/wk for 7 wks Assessment: lesson plans (25%) and group eLearning task (25%) and group resource folder (25%) and research essay (25%)
This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce. It will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 (Stage 4/5) Commerce Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout.
EDMT5004 Commerce Curriculum 2

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: EDMT5003 Assessment: excursion task (25%) and group eLearning task (25%) and group resource assignment (25%) and 1500wd research essay (25%)
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.
EDMT5604 Drama Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Michael Anderson, Dr Kelly Freebody Session: Semester 1b Classes: 2x2-hr workshops/wk for 7 wks Assessment: 2000wd essay (40%) and teaching program (60%)
This unit introduces teaching Drama 7-12, with a focus on Stages 4 & 5. Students will examine the history of drama education, examine teaching strategies for playbuilding and key forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of Drama related to the NSW Year 7-10 Drama Syllabus.
EDMT5654 Drama Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Michael Anderson, Dr Kelly Freebody Session: Semester 2 Classes: 2x2-hr workshops/wk for 7 wks Prerequisites: EDMT5604 and EDMT5500 Assessment: 2500wd essay (40%) and topic area program (60%)
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.
EDMT5607 English Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Jacqueline Manuel Session: Semester 1b Classes: 1x3-hr workshop/wk for 8 wks, 1x1-hr lecture/wk for 8 wks Assessment: 1000wd research task (30%) and 4000wd Professional Development Portfolio (70%)
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.
EDMT5657 English Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Jacqueline Manuel Session: Semester 2 Classes: 1x3-hr seminar/wk for 8 wks, 1x1-hr lecture/wk for 8 wks Prerequisites: EDMT5607 and EDMT5500 Assessment: 4000wd unit of work (70%) and 1000wd resource portfolio (30%)
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.
EDMT5608 Geography Curriculum 1

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1b Classes: 5-hrs/wk for 7 wks Assessment: lesson plan task (25%) and teaching and learning folder (25%) and eLearning task (25%) and essay (25%)
This unit of study aims to make students confident, enthusiastic and competent teachers of Geography. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Geography in Stage 4. An understanding of the NSW Board of Studies Year 7-10 Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Geography teaching materials. There will be an emphasis on ICT, literacy, civics and citizenship education throughout the unit.
EDMT5658 Geography Curriculum 2

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: EDMT5608 and EDMT5500 Assessment: excursion task (25%) and eLearning task (25%) literacy/eLearning rask (25%) and essay (25%)
This unit of study will build on the study of Years 7-10 Geography Syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Geography education in Stage 5.The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography. A particular focus will be placed on the use of Geography tools and skills in teaching Years 7-10 Geography. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on literacy, civics and citizenship education and ICT.
EDMT5609 History Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Tim Allender Session: Semester 1b Classes: 1x1-hr lecture/wk for 7 wks, 1x2-hr workshop/wk for 7 wks, 1x2-hr seminar/wk for 7 wks Assessment: 2500wd essay (50%) and 2500wd unit of work (50%)
This unit of study aims to prepare graduates in the theory and practice of teaching history in the secondary school. Students will investigate the nature and purpose of history teaching and learning as well as human society and its environment education across years 7-10. The unit draws on current research, thinking and practice in the field of history education and relates to the realities of history teachers' work and instruction.
EDMT5659 History Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Tim Allender Session: Semester 2 Classes: 1x-1-hr lecture/wk for 8 wks, 1x-2-hr workshop/wk for 4 wks, 1x1-hr workshop/wk for 4wks, 2x-2-hr seminars/wk for 8 wks Prerequisites: EDMT5609 and EDMT5500 Assessment: 2000 wd peer teaching activity (30%) and 4000 wd unit of work (70%)
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.
EDMT5611 Languages Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Professor Lesley Harbon, Dr Ruth Fielding Session: Semester 1b Classes: 1x1-hr lecturre/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Assessment: 2500wd essay (40%) and 1500wd lesson plans (30%) and 2000wd portfolio (30%)
This unit is designed to build pre-service language teachers' awareness, skills and understandings in languages education, to guide and prepare them for their future language teaching. Students will gain broad understandings about the nature and scope of languages education in the New South Wales context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and Board of Studies documentation.
EDMT5612 Languages Curriculum 1 (Additional)

Credit points: 6 Teacher/Coordinator: Assoc Professor Lesley Harbon, Dr Ruth Fielding Session: Semester 1b Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Corequisites: EDMT5611 Assessment: 2500wd written task (40%) and 1500wd lesson plans (30%) and 2000wd portfolio (30%)
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.
EDMT5661 Languages Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Professor Lesley Harbon, Dr Ruth Fielding Session: Semester 2 Classes: 1x-1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical in wk 14 Prerequisites: EDMT5611 and EDMT5500 Assessment: 2500wd e-resource and appraisal (40%) and 2500wd assessment task (40%) and 1000wd portfolio (20%)
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.
EDMT5662 Languages Curriculum 2 (Additional)

Credit points: 6 Teacher/Coordinator: Assoc Prof Lesley Harbon, Dr Ruth Fielding Session: Semester 2 Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Prerequisites: EDMT5611, EDMT5612 and EDMT5500 Corequisites: EDMT5661 Assessment: 2500wd interview research report (40%) and 2500wd assessment task (40%) and 1000wd portfolio (20%)
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.
EDMT5613 Mathematics Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 1x3-hrs/wk for 12 wks Assessment: 1500wd group report (30%) and 2000wd presentation (20%) and 2500wd individual written reflection (50%)
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.
EDMT5614 Mathematics Curriculum 1 (Extension)

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1b Classes: 1x4-hrs/wk for 8 wks Corequisites: EDMT5613 Assessment: 4000wd resource folder (60%) and 2000wd assignment (40%)
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.
EDMT5663 Mathematics Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 2 Classes: 2x2-hrs/wk for 8 wks Prerequisites: EDMT5613 and EDMT5500 Assessment: 2500wd assignment (40%) and 3500wd assignment (60%)
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.
EDMT5664 Mathematics Curriculum 2 (Extension)

Credit points: 6 Teacher/Coordinator: Assoc Professor Judy Anderson Session: Semester 2 Classes: 1x4-hrs/wk for 8 wks Prerequisites: EDMT5613, EDMT5614 and EDMT5500 Corequisites: EDMT5663 Assessment: 3000wd portfolio of problems (50%) and 3000wd essay (50%)
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.
EDMT5617 Science Curriculum 1

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 4x1-hr lectures, 1x1.5-hr workshop/wk, 1x4-hr workshop for 3 wks, 1x2-hr workshop/wk for 1 wk Assessment: portfolio (45%) and reflection on presentation skills (20%) and lesson plan and resource (35%)
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 syllabus outcomes. All students will participate as science mentors in the i-science project for high schools.
EDMT5006 Science Curriculum 1 Extension

Credit points: 6 Teacher/Coordinator: Assoc Prof Armstrong Osborne Session: Semester 1b Classes: 1x1-hr lecture/week, 2x2-hr seminars/wk for 7 weeks Corequisites: EDMT5617 Science Curriculum 1 Assessment: 3000wd essay including presentation (50%) and peer presentation (25%) and 1500wd reflection (25%).
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.
EDMT5667 Science Curriculum 2

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 2 Classes: 2x2-hr workshop-seminars/wk for 8 wks Prerequisites: EDMT5617 Assessment: group seminar presentation (35%) and group unit plan stage 5 (45%) and individual lesson plan (20%)
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.
EDMT5007 Science Curriculum 2 Extension

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 2 Classes: 2x2-hr seminars/wk for 8 wks Prerequisites: EDMT5006 Corequisites: EDMT5667 Assessment: teaching resource (30%) and seminar presentation (25%) and 3000wd literature review (45%)
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 an opportunity to explore in detail several contemporary issues in science pedagogy and assessment, and to undertake an in-depth study of a specific issue of their choosing which is relevant to their understanding of science teaching.
EDMT5622 TESOL Curriculum 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1 Classes: 1x3-hr seminar/wk for 12 wks Assessment: reflective report and lesson plan (20%) and portfolio of resources for teaching (50%) and take home grammar test (30%)
Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds and many need support in the development of English. This unit gives a background in teaching English to young people and adults. It explores the diversity of learners: refugee, migrant and international students; and covers issues in language development, teaching and learning. The focus is on building skills and understandings in teaching spoken language and reading. There is also a focus on building participants' own understanding of the systems of English.
EDMT5672 TESOL Curriculum 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 2 Classes: 2x2-hr seminars/wk for 9 wks Prerequisites: EDMT5622 and EDMT5500 Assessment: unit of work for Stage 4/5 (40%) and set of resources for language analysis and teaching (30%) and set of resources for teaching writing and language across the curriculum (30%)
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.

SECONDARY STREAM - YEAR 2

In the second year, candidates must complete 48 credit points of units of study comprising:
- 36 credit points of Core Education units of study; and
- 12 credit points of Teaching Area units of study.

Core Education Units

EDMT6125 Special Education: Inclusive Schools

Credit points: 3 Teacher/Coordinator: Mrs Cathy Little Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x1-hr tutorial/wk for 6 wks, 15 hrs fieldwork placement Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502, EDMT5503 and EDMT5010) Assessment: 1250wd fieldwork report (50%) and 750wd online task (25%) and 750wd tutorial presentation (25%)
This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs. Please note that there is an additional compulsory half-day requirement of special education participation for students enrolled as reduced load.
EDMT6500 Schools and their Communities

Credit points: 5 Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks, 1x3-hr student organised field trip Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502 and EDMT5503) Assessment: 750wd report (25%) and 3000wd report (50%) and seminar presentation (25%)
This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling and the development of professional portfolios. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.
EDMT6501 Professional Experiences 2

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 20 days professional experience Prerequisites: 48 credit points of Master of Teaching units including (EDMT5503, EDMT5500 and EDMT5502) Assessment: 20 days professional experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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 Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.
EDMT6012 Professional Research Project

Credit points: 12 Teacher/Coordinator: Dr. Nigel B. Goodwin Session: Semester 1,Semester 2 Classes: 1-day research preparation workshop, 4x2-hr consultations, 2-day Post Internship Conference Prerequisites: 72 credit points of approved study including all relevant curriculum units and professional experience placements Assessment: 1000wd research proposal (10%) and 2000wd research presentation (20%) and 6000-7000wd research report (70%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 practices and transform them as a consequence of this analysis. The central focus of this unit of study is on the design, implementation, and reporting of a Professional Research Project (PRP) undertaken by each candidate during the Internship. The PRP articulates the development and/or change of their teaching practice. This generally relates to some improvement of, or significant development in, a candidate's teaching practice in the classroom and the impacts on the intended outcomes of student learning. In addition to a focus on researching in context, students are expected to demonstrate current knowledge and proficiency in using appropriate ICT tools to engage and support student learning.
EDMT6018 Teaching Internship

Credit points: 12 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 45-days of professional practice Prerequisites: 72 credit points from Master of Teaching units Assessment: Satisfactory completion of Internship
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 appropriate Graduate Professional Teaching Standards through taking independent teaching responsibility for the equivalent of a 0.5-0.6 teaching load. During the Internship pre-service teachers are expected to demonstrate consolidation of the Outcomes achieved within the previous fully supervised Professional Experience units.
Teaching Area Units
EDMT6615 Aboriginal Studies Curriculum 3

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 1 Classes: 2x3-hr seminars/wk for 6 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5011 and EDMT5012) Assessment: 4200wd project (70%) and 1800wd e-learning task (30%)
This unit of study aims to prepare graduates 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 ensure that graduates will become multi-skilled, adaptable and pro-active critical thinkers and educators of the future.
EDMT6627 Business Studies Curriculum 3

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5003 and EDMT5004) Assessment: preliminary/HSC assessment task (30%) and program of work (30%) and eLearning task (40%)
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.
EDMT6610 Classical Hebrew & Judaism Curriculum 3

Credit points: 6 Teacher/Coordinator: Neta Steigrad Session: Semester 1 Classes: 1x4-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5610 and EDMT5660) Assessment: weekly reflective responses 1600 wd (25%) 1 x lesson presentation (25%) 1 x intergrated unit of work based on a text (Book of Esther, Ruth or Jonah) (50%)
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.
EDMT6604 Drama Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Michael Anderson, Dr Kelly Freebody Session: Semester 1 Classes: 2x2-hr workshops/wk for 7 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5604 and EDMT5654) Assessment: reflective portfolio (50%) and curriculum portfolio (50%)
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.
EDMT6605 Economics Curriculum 3

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5003 and EDMT5004) Assessment: case study task (30%) and teaching & learning folder (30%) and eLearning task (40%)
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.
EDMT6607 English Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Jacqueline Manuel Session: Semester 1 Classes: 1x2-hr workshop/wk for 7 wks, 1x2-hr seminar/wk for 7 wks, 1x1-hr lecture/wk for 7 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5607 and EDMT5657) Assessment: 1500wd research task (30%) and 3500wd program and resources (70%)
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.
EDMT6608 Geography Curriculum 3

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5608, EDMT5658) Assessment: preliminary/HSC assessment task (30%) and program of work task (30%) and eLearning task (40%)
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.
EDMT6609 History Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Tim Allender Session: Semester 1 Classes: 1x1-hr lecture/wk for 7wks, 2x2-hr seminars/wk for 7wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5609, EDMT5659) Assessment: 1500wd presentation (15%) and 4000wd unit of work (85%)
This unit is designed to develop the skills and understanding necessary to teach current Board of Studies senior history syllabuses. The course also explores the realities of teaching students at this level and the various ways in which higher-order skills may be developed in response to the demands of the new Extension History Syllabus, Stage 6. Appropriate teaching materials are considered for this level of schooling and also the assessment modalities that are required by the Board of Studies.
EDMT6611 Languages Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Lesley Harbon, Dr Ruth Fielding Session: Semester 1 Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Prerequisites: 48 credit points of Master of Teaching units including (EDMT5611 and EDMT5661) Assessment: 2000wd oral presentation and rationale (35%) and 3000wd unit of work (45%) and 1000wd portfolio (20%)
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.
EDMT6612 Languages Curriculum 3 (Additional)

Credit points: 6 Teacher/Coordinator: Assoc Professor Lesley Harbon, Dr Ruth Fielding Session: Semester 1 Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Prerequisites: 48 credit points of Master of Teaching units including (EDMT5611, EDMT5612, EDMT5661 and EDMT5662) Corequisites: EDMT6611 Assessment: 2000wd parent newsletter (35%) and 3000wd unit of work (45%) and 1000wd materials package (20%)
This unit is the final unit in a series designed for pre-service language teachers continuing with their curriculum method study in an additional target language. The unit will continue to build pre-service teachers awareness, skills and understandings in languages education, especially in regard to the complete series of Board of Studies courses in languages.
EDMT6006 Legal Studies Curriculum 3

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5003 and EDMT5004) Assessment: preliminary/HSC assessment task (30%) and program of work task (30%) and eLearning task (40%)
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.
EDMT6613 Mathematics Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 2x2-hrs/wk for 8 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5613, EDMT5663) Assessment: 3000wd presentation and summary (50%) and 3000wd resource portfolio (50%)
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.
EDMT6614 Mathematics Curriculum 3 (Extension)

Credit points: 6 Teacher/Coordinator: Assoc Professor Judy Anderson Session: Semester 1 Classes: 1x4-hrs/wk for 8 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5613, EDMT5614, EDMT5663 and EDMT5664) Corequisites: EDMT6613 Assessment: 3000wd assignment (50%) and 3000wd essay (50%)
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.
EDMT6014 Science Curriculum Elective: Biology

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 2x2-hr seminars/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5617 and EDMT5667) Assessment: individual presentation (30%) and 4750wd unit development (70%)
This unit of study aims to prepare graduates for the teaching of Biology in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Biology in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.
EDMT6015 Science Curriculum Elective: Chemistry

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 2x2-hr seminars/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5617 and EDMT5667) Assessment: individual presentation (30%) and unit development (70%)
This unit of study aims to prepare graduates for the teaching of Chemistry in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Chemistry in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.
EDMT6016 Science Curriculum Elective: EES

Credit points: 6 Teacher/Coordinator: Assoc Prof Armstrong Osborne Session: Semester 1 Classes: 2x2-hr seminars/wk for 6 wks, 2x6-hr field experiences Prerequisites: 48 credit points of Master of Teaching units including (EDMT5617 and EDMT5667) Assessment: 1800wd teaching program (30%) and 4200wd plan with resource list (70%)
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.
EDMT6017 Science Curriculum Elective: Physics

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 1x3-hr seminar/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5617 and EDMT5667) Assessment: 1250wd individual presentation (30%) and 4750wd development of unit (70%)
This unit of study aims to prepare graduates for the teaching of Physics in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Physics for years 11-12. Students will examine teaching and learning strategies to meet the needs of the dirverse learners in Stage 6 and how to plan units of work and assess students' achievements.
EDMT6005 Society and Culture Curriculum 3

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5003 and EDMT5004) Assessment: assessment task (30%) and PIP task (30%) and eLearning task (40%)
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.
EDMT6622 TESOL Curriculum 3

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1 Classes: 2x2-hr seminars/wk for 9 wks Prerequisites: 48 credit points of Master of Teaching units including (EDMT5622 and EDMT5672) Assessment: pronunciation project/program (30%) and language analysis (30%) and minor research project (40%)
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.

SCHOOL COUNSELLING STREAM - YEAR 1

In the first year, candidates must complete 48 credit points of units of study comprising:
- 20 credit points of Core Education units of study; and
- 28 credit points of Curriculum and Professional Studies units of study including 12 credit points of Teaching Area units of study.

Core Education Units

EDMT5010 Special and Inclusive Education

Credit points: 3 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x2-hr tutorial/wk for 6 wks Assessment: 1000wd review of cultural artefact (40%) and 800wd in-class activity (20%) and 1000wd professional statement (40%). All assessment tasks need to be submitted in order to pass the unit of study.
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.
EDMT5500 Introduction to Teaching and Learning

Credit points: 7 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 1 Classes: 1x1-hr group session, 1x2-hr seminar/wk, 3 full day school observation visits Assessment: weekly small group task wks 1-10 (30%) and 2000wd report (40%) and micro-teaching task (30%)
This unit of study provides an introduction to teaching and learning through the framework of the instructional core. Three observation visits to schools will provide the primary source for pre-service teachers to explore the relationship between teacher's pedagogy, classroom activities and student learning. Seminars will engage pre-service teachers in inquiry learning as they challenge their long-held beliefs about schools to see schooling through multiple lenses.
EDMT5009 School Psychology Practicum

Credit points: 4 Teacher/Coordinator: Dr Susan Colmar Session: Semester 2 Classes: 1x1-hr seminar pre-prac and 1x1-hr seminar post-prac, 20-day professional experience block 5 days/wk for 4 wks in a school counselling setting Prerequisites: EDMT5623, EDMT5625 and EDMT5500 Corequisites: EDMT5673 Assessment: 1 x set of final performance ratings and 20 daily activity sheets and 1x phase 1 portfolio (satisfactory/unsatisfactory)
This unit allows students the opportunity to learn about the profession of school psychology as part of the teaching program. The unit focuses on working as a school counsellor under the supervision of university staff, who are all registered psychologists, and experienced field school counsellors. The role of the school counsellor includes counselling and assessing children and adolescents with difficulties, and developing intervention programs for those children with learning and behavioural challenges, liaising with parents and teachers to enhance the classroom and home learning and psychological environments, and developing prevention programs for at risk students.
EDMT5502 Teachers & Learners: School Communities

Credit points: 6 Teacher/Coordinator: Dr Nikki Brunker Session: Semester 2 Classes: 2x1.5-hr seminars/wk for 8 wks, 2x1-hr group sessions/wk for 8 wks Prerequisites: EDMT5500 Assessment: small group role play (30%) and case writing (30%) and 2500wd report case story and analysis (60%)
This unit explores the concept of school as community through two themes surrounding the first professional experience in schools. The first theme of 'Leading a Learning Community' will investigate the interrelationship between pedagogy and management in the classroom. This will involve learning activities to support preparation for the first professional experience. The second theme 'Enhancing Your Work in the Learning Community' will draw upon the professional experience to develop reflective practice and investigate the relationship between students and teachers within a school community. Critical reflection will be a focus throughout the unit.

Curriculum and Professional Studies Units

EDMT5623 School Psychology 1

Credit points: 6 Teacher/Coordinator: Dr Susan Colmar Session: Semester 1 Classes: 1x3-hr seminar/wk for 12 wks, 8-hrs assessment experience Assessment: assessment protocols and reports (2 x 30%) and in-class test (40%)
This unit introduces the student to the principles of assessing children, with a specific focus on key cognitive assessment instruments and Sattler's multimodal approach to assessment. The relationship between intelligence as a construct and cognitive assessment techniques is discussed, with particular emphasis placed on the critical evaluation of commonly used individually administered intelligence tests. The multiplicity of factors contributing to successful assessment 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 III Test of Cognitive Abilities, Wechsler Scales and the Stanford Binet (5th Ed). The appropriateness of the assessment of specific groups such as young, and developmentally young children is critically evaluated. Supervised practice of key tests of intelligence is organised in class workshop sessions. Competency is expected in the administration and scoring of key cognitive instruments and in the writing of assessable reports.
EDMT5625 Professional Studies 1 (Psychology)

Credit points: 2 Teacher/Coordinator: Dr Susan Colmar Session: Semester 1 Classes: 3-hrs/wk for 4 wks, 1x3-hrs field assessment Assessment: casework participation involving assessing a young child with language and/or literacy delays with 2000wd report for the child's parents and teaching staff, with parental permission (100%)
This unit provides students with an overview of the key issues for school counsellors working with younger children in preschool and primary school settings, and in work with adolescents experiencing academic difficulties, with a specific focus on language and literacy.
EDMT5673 School Psychology 2

Credit points: 6 Teacher/Coordinator: Dr Susan Colmar Session: Semester 2 Classes: 1x3-hr seminar/wk for 12 wks Prerequisites: EDMT5623 and EDMT5625 Assessment: seminar presentation and handout (40%) and case study (60%)
The assessment of behaviour problems, both externalising and internalising, is introduced as it applies to children and young people in educational and home settings. Links between the theories, descriptions and classification of problem behaviour, and DEC practice in NSW will be highlighted. Appropriate strategies for the assessment of behaviour problems, programming for classroom behaviour management, programming support strategies for 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.
EDMT5675 Professional Studies 2 (Psychology)

Credit points: 2 Teacher/Coordinator: Dr Susan Colmar Session: Semester 2 Classes: 3.5 hrs/wk for 4 wks Prerequisites: EDMT5623 and EDMT5625 Assessment: planned interactive presentation to students, peers, staff and/or parents in a school setting on a topic relevant to the role and work of school counsellors, 2000 words including summary handout of a selected topic in the area of professional and personal practice (from a set of approved topics) with an emphasis on establishing the School Counsellor's professional crebility and adherance to ethical practices. References to codes of ethics and the School Counselling Handbook are to be included in the plan (100%)
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 and in relation to work with children and adolescents, and their families.
Teaching Area Units
See list under Secondary Stream Year 1 Teaching Area Units

SCHOOL COUNSELLING STREAM - YEAR 2

In the second year, candidates must complete 48 credit points of units of study comprising:
- 36 credit points of Core Education units of study; and
- 12 credit points of Curriculum and Professional Studies units of study including 6 credit points of Teaching Area units of study.

Core Education Units

EDMT5503 Professional Experiences 1

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: block session (20 days prof experience) Prerequisites: 24 credit points of Master of Teaching units including (EDMT5500 and EDMT5010) Assessment: 20 days prof experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 Cooperating Teachers in a single discipline area (or in Primary) and will be responsible for teaching one or more classes for a total of between 10 and 14 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.
EDMT6125 Special Education: Inclusive Schools

Credit points: 3 Teacher/Coordinator: Mrs Cathy Little Session: Semester 1a Classes: 1x1-hr lecture/wk for 6 wks, 1x1-hr tutorial/wk for 6 wks, 15 hrs fieldwork placement Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502, EDMT5503 and EDMT5010) Assessment: 1250wd fieldwork report (50%) and 750wd online task (25%) and 750wd tutorial presentation (25%)
This unit addresses mandatory requirements to be met by every graduate pre-service teacher. Issues relating to the education of students with a disability will be addressed through working with a student/s with a disability, conducting tutorials that highlight evidence-based practices for working with students with special education needs, and engaging in lectures and tutorials that promote attitudes, knowledge and beliefs that students with disabilities will access and participate in quality education programs. Please note that there is an additional compulsory half-day requirement of special education participation for students enrolled as reduced load.
EDMT6500 Schools and their Communities

Credit points: 5 Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks, 1x3-hr student organised field trip Prerequisites: 48 credit points of Master of Teaching units including (EDMT5500, EDMT5502 and EDMT5503) Assessment: 750wd report (25%) and 3000wd report (50%) and seminar presentation (25%)
This unit investigates the complex and changing nature of school communities. It critically examines the social contexts of schooling and the complex relationships between families and schools and encourages pre-service teachers to consider themselves as part of a professional community. Weekly lectures and seminars address key topics related to the social and community contexts of schooling and the development of professional portfolios. The seminars are organised around discussions and activities, grounded in the required readings and in keeping up to date with current debates about education. The student-organised field trip is designed to encourage students to spend at least three hours exploring an educational community.
EDMT6004 Applied Research Psychology

Credit points: 8 Teacher/Coordinator: Dr Susan Colmar Session: Semester 1,Semester 2 Classes: 1x3-hr seminar, 1x1-day conference Prerequisites: 72 credit points of Master of Teaching units including (EDMT5009 and EDMT5503) Corequisites: EDMT6013 Assessment: 500wd research proposal (5%) and 5000wd applied research report (60%) and conference presentation with 1000wd handout (35%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 on the day of the MTeach conference, present their research project and submit written materials as specified in the unit outline.
EDMT6013 School Counselling Internship

Credit points: 12 Teacher/Coordinator: Dr Susan Colmar Session: Semester 1,Semester 2 Classes: 25-days in school placement, 1x2-hr seminar Prerequisites: 72 credit points of Master of Teaching units including (EDMT5009 and EDMT5503) Assessment: performance ratings (2x30%) and daily activity records (10%) and professional portfolio (30%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
The school psychology internship allows students the opportunity to learn about the profession of and to develop further in the role of school counsellor/psychologist as part of the training program. The School Psychology Internship focuses on working as a school counsellor under the supervision of university staff, who are all registered psychologists, and experienced field school counsellors. The role of the school counsellor includes counselling children and adolescents with problems, assessing children and adolescents with problems, and developing intervention programs for students with learning and behaviour challenges, liaising with parents and teachers to enhance the classroom and home learning and psychological environments, and developing prevention programs for at risk students.
EDMT6501 Professional Experiences 2

Credit points: 4 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 20 days professional experience Prerequisites: 48 credit points of Master of Teaching units including (EDMT5503, EDMT5500 and EDMT5502) Assessment: 20 days professional experience (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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 Cooperating Teachers in a single discipline area and will be responsible for teaching one or more classes for a total of between 12 and 16 lesson periods per week. The Cooperating Teachers will closely support their work in the school and in discussion with the Tertiary Mentor will be responsible for writing the report on the Professional Experience that will form the basis of the assessment in the enrolled unit of study. Assessment is aligned with the appropriate Professional Teaching Standards for the Graduate Teacher.

Curriculum and Professional Studies Units

EDMT6623 School Psychology 3

Credit points: 6 Teacher/Coordinator: Dr Susan Colmar Session: Semester 1 Classes: 1x3-hr seminar/wk for 10wks except during the period of professional experience teaching. Attendance at a two-day workshop on therapeutic approaches to mental health issues in children and young people is also required. Prerequisites: 48 credit points of Master of Teaching units including (EDMT5673, EDMT5623, EDMT5500 and EDMT5502) Assessment: 2000wd presentation and handout (50%) and pamphlets (3x14%) and bibliography (8%) in specified mental health area (3000wd total)
This unit of study is designed to introduce the students to issues and concepts related to counselling children and adolescents within the school setting. The focus will be on accurate assessment of the concerns and the development of therapeutic and intervention plans appropriate for students within the educational environment, with a focus on internalizing mental health issues.
Teaching Area Units
See listing under Secondary Stream Year 2 Teaching Area Units