Outline

Overview

EDMT5502 continues the exploration of the relationship between students and teachers while taking a closer look at the relationship between teaching and learning. Exploring the ‘messy tangled web’ of dilemmas in schooling and how as educators we may engage with the multiplicity of possibilities. This will lead into exploration of the complexity of pedagogy and decision making in matching pedagogical strategies to student learning needs. Following PEx we will develop reflection on action, to understand the decisions made and observed to build on the learning of professional experience and guide the ongoing process of learning as a teacher.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points of EDMT coded units including (EDMT5676 and EDMT5010)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Deb Brosseuk, debbie.brosseuk@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Task 1 Written component Activity 1: Generate Lesson Plans Using AI. Due on tutorial day	0%	Week 01	-	AI allowed
Outcomes assessed:
Practical skill	Micro-Teaching Lesson Development, Delivery and Reflection This task assesses your ability to design, deliver and reflect on a micro-teaching lesson that draws on evidence-based pedagogical frameworks, including the Gradual Release of Responsibility. Refer to CANVAS for Assessment Task 1 explanation and details.	0%	Week 04 Due date: 28 Aug 2026 at 23:59 Closing date: 11 Sep 2026	3000 words equivalent	AI allowed
Outcomes assessed:
Presentation	Exploring Pedagogic Dilemmas Mini-Conference Presentation This task requires you to work in a group of 3 to investigate a pedagogic dilemma drawn from professional experience and explore how evidence-based strategies can address the challenge. Refer to CANVAS for Assessment Task 2 explanation and details.	0%	Week 12 Due date: 30 Oct 2026 at 23:59 Closing date: 13 Nov 2026	3000 words equivalent	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Please refer to Canvas for detailed information on each task

Assessment criteria

All assessments in the MTeach are graded as ‘Does Not Meet Criteria’ or ‘Meets Criteria’.

Significant attempts for all tasks must be submitted.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The Assessment Procedures 2011 provide that any written work submitted after 11:59pm on the due date will be penalised by 5% of the maximum awardable mark for each calendar day after the due date. If the assessment is submitted more than ten calendar days late, a mark of zero will be awarded. However, a unit of study may prohibit late submission or waive late penalties only if expressly stated below

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Connecting the QTF and GRR: Independent online study	Self-directed learning (1 hr)
Week 01	Connecting the QTF and GRR: Students examine evidence-based pedagogic frameworks, including the Quality Teaching Framework (QTF) and Gradual Release of Responsibility (GRR), to understand how teaching practices support student learning. Through discussion, questioning, modelling and feedback, students explore how the brain processes, stores and retrieves information and consider the implications for effective classroom practice.	Tutorial (2 hr)
Week 02	Putting Theory into Practice: Curating and Creating Your Own Lessons: Independent online study	Self-directed learning (1 hr)
Week 02	Putting Theory into Practice: Curating and Creating Your Own Lessons: Students investigate learning and subject matter pedagogies and explore how curriculum-aligned learning objectives can be translated into meaningful classroom experiences. Through collaborative analysis and practical activities, they evaluate the use of explicit instruction, modelling, scaffolding, formative assessment and engaging resources to support student learning.	Tutorial (2 hr)
Week 03	Planning Your Own Lesson: Reflecting on Pedagogic Strategies: Independent online study	Self-directed learning (1 hr)
Week 03	Planning Your Own Lesson: Reflecting on Pedagogic Strategies: Students design lessons using evidence-based pedagogic frameworks and curriculum-aligned learning objectives that respond to learners' needs, interests and prior knowledge. They learn how to scaffold understanding and progressively build towards mastery while refining their planning through guidance, questioning and feedback.	Tutorial (2 hr)
Week 04	Delivering a Quality Lesson and Thinking Critically About Your Lesson: Independent online study	Self-directed learning (1 hr)
Week 04	Delivering a Quality Lesson and Thinking Critically About Your Lesson: Students integrate theory and practice by planning, teaching and evaluating a lesson. Through reflection on feedback and evidence of learning, they examine how explicit teaching, modelling, scaffolding and formative assessment support engagement, understanding and independent practice.	Tutorial (2 hr)
Week 09	Facing Pedagogic Dilemmas: Understanding the Challenges and Finding a Way Forward: Independent online study	Self-directed learning (1 hr)
Week 09	Facing Pedagogic Dilemmas: Understanding the Challenges and Finding a Way Forward: Students analyse pedagogic dilemmas that emerge from professional experience placements and use evidence-based frameworks to evaluate evidence-based responses. Through professional dialogue, reflection and feedback, they consider how effective teaching practices can be adapted to meet diverse learning needs and classroom contexts.	Tutorial (2 hr)
Week 10	From Dilemma to Decision: The Role of Pedagogic Strategies in Finding a Way Forward: Independent online study	Self-directed learning (1 hr)
Week 10	From Dilemma to Decision: The Role of Pedagogic Strategies in Finding a Way Forward: Students apply evidence about learning to justify pedagogical decisions and address challenges encountered in practice.	Tutorial (2 hr)
Week 11	Pedagogic Dilemmas Mini-Conference Presentations: Students present and critically discuss pedagogic dilemmas, drawing on classroom experiences, evidence-based pedagogies and professional literature to support their decisions. Through peer feedback and professional reflection, they consolidate their understanding of effective teaching practices and identify future directions for professional growth.	Tutorial (3 hr)
Week 12	Pedagogic Dilemmas Mini-Conference Presentations: Students present and critically discuss pedagogic dilemmas, drawing on classroom experiences, evidence-based pedagogies and professional literature to support their decisions. Through peer feedback and professional reflection, they consolidate their understanding of effective teaching practices and identify future directions for professional growth.	Tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The reading list for this unit is available in CANVAS and can be accessed through the relevant weekly modules.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. define pedagogy based on an understanding of varied perspectives
LO2. describe pedagogy in practice and key questions to guide decision making for teaching and learning
LO3. reflect on action through describing situations comparing multiple perspectives on situations, critically analysing the implications of situations and issues, and developing plans for future action
LO4. analyse varied perspectives in research to explore educational dilemmas
LO5. adapt own learning to collaborate with peers to learn together
LO6. give and receive feedback, and develop feed forward to guide ongoing learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 3.1. Establish challenging learning goals 3.3. Use teaching strategies 4.1. Support student participation
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.3. Use teaching strategies 3.6. Evaluate and improve teaching programs 4.1. Support student participation 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.3.1		(Graduate) Include a range of teaching strategies.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit has been updated to align with the core content expectations of the Strong Beginnings report. Revisions include a stronger emphasis on curriculum-aligned lesson planning, explicit instruction, scaffolding, formative assessment, and understanding how students learn, consistent with current Initial Teacher Education requirements.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDMT5502: Teaching for Learning: Teachers and Students

Semester 2, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links