Outline

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points in Master of Teaching, including (EDMT5681 and EDMT6629 and EDMT6019)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Coordinator	Renee Preval-Mann, renee.preval-mann@sydney.edu.au

Type	Description	Weight	Due	Length	Use of AI
Peer or expert observation or supervision	Internship report Successful completion of the Internship report.	50%	Multiple weeks	3000wd equivalent	AI prohibited
Outcomes assessed:
Portfolio or journal	AfGT (TPA) Complete Element 1-4 of the AfGT (the TPA)	50%	Multiple weeks	3000wd equivalent	AI allowed
Outcomes assessed:
= hurdle task ?

WK	Topic	Learning activity	Learning outcomes
Multiple weeks	45 days of internship placement	Self-directed learning (1 hr)
Week 09	Pre-, during- and post internship workshops	Tutorial (4 hr)

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. Meet all of the Australian Professional Standards for Teachers at the Graduate level
LO2. Fulfill the University's requirements for the Internship, including adequately documenting their planning for teaching using either written lesson plans or a day book, as prescribed by the Faculty and attending all the prescribed days for the Internship placement, for the full school day (unless Faculty approval has been obtained for any other variation). Complete the Teaching Performance Assessment for submission at the end of the Internship.

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. Professional Knowledge: Standard 1 - Know students and how they learn 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. 1.6. Strategies to support full participation of students with disability. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7. Engage parents / carers in the educative process 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. 6. Professional Engagement: Standard 6 - Engage in professional learning 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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

Competency code	Taught, Practiced or Assessed	Competency standard
1		Professional Knowledge: Standard 1 - Know students and how they learn
1.1		Physical, social and intellectual development and characteristics of students.
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2		Understand how students learn.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3		Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4		Strategies for teaching Aboriginal and Torres Strait Islander students.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
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.
1.6		Strategies to support full participation of students with disability.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2		Professional Knowledge: Standard 2 - Know the content and how to teach it
2.1		Content and teaching strategies of the teaching area
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2		Content selection and organisation
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3		Curriculum, assessment and reporting
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4		Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5		Literacy and numeracy strategies
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6		Information and Communication Technology (ICT)
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
3.1		Establish challenging learning goals
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2		Plan, structure and sequence learning programs
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.4		Select and use resources
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5		Use effective classroom communication
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6		Evaluate and improve teaching programs
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7		Engage parents / carers in the educative process
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2		Manage classroom activities
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3		Manage challenging behaviour
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4		Maintain student safety
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5		Use ICT safely, responsibly and ethically
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
5.1		Assess student learning
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2		Provide feedback to students on their learning
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3		Make consistent and comparable judgements
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4		Interpret student data
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5		Report on student achievement
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6		Professional Engagement: Standard 6 - Engage in professional learning
6.1		Identify and plan professional learning needs
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2		Engage in professional learning and improve practice
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3		Engage with colleagues and improve practice
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4		Apply professional learning and improve student learning
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7		Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community
7.1		Meet professional ethics and responsibilities
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2		Comply with legislative, administrative and organisational requirements
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3		Engage with the parents/carers
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4		Engage with professional teaching networks and broader communities
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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

Study commitment

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

EDMT6020: Master of Teaching Internship

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

Study commitment

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