Outline

Overview

This is the first of three pedagogy and practice units, taught concurrently in the final three years of the Secondary Education degree. All students studying to be a secondary teacher must undertake all three Pedagogy and Practice units to be eligible to complete the degree and teach the subject in high schools. This unit has been accredited by NESA as part of the Secondary Education degree accreditation.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	66 credit points
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Natasha Beaumont, natasha.beaumont@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
Out-of-class quiz	Early Feedback Task Consolidate key concepts of secondary pedagogy	0%	Week 03 Due date: 21 Aug 2026 at 23:59	15 questions	AI allowed
Outcomes assessed:
Case studies	Case Study Scenarios Case Study	30%	Week 05 Due date: 04 Sep 2026 at 23:59	1500 words	AI allowed
Outcomes assessed:
Written work	Structured Observation Structured Observation	40%	Week 09 Due date: 06 Oct 2026 at 23:59	2000-word equivalent	AI allowed
Outcomes assessed:
Creative work	Multimodal Teaching Philosophy Critical and Creative Reflection	30%	Week 12 Due date: 30 Oct 2026 at 23:59	1000-word equivalent	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Assessment Task 1: Case Study Scenarios

This assessment requires you to identify and solve pedagogical and/or relational problems in the classroom. Case study scenarios of “classroom moments” will be provided on the Canvas site. Choose one scenario and develop a two-part analytical response.

Part A - 1000 words

-Analyze what is happening in the classroom addressing how students' physical, social and/or intellectual development may be contributing to events and impacting learning.

-Explain how you, as a teacher, would manage the situation by working collaboratively with student/s, colleagues/ parents&carers

-Identifiy forms of professional development available to support you in dealing with this issue

Part B - 500 words

-Propose a step-by-step action plan of practical steps you will take to improve learning outcomes

With the support of AI, you will analyse the scenario to identify possible contributing factors cognitive/ socio-emotional/ pedagogical. You will then craft a practical solution that involves collaboration with students, colleagues, and parents/carers. Your response should demonstrate critical thinking and problem-solving, and the ability to connect theory to practice in real-world classroom contexts.

Total: 1,500 words

Criteria:

Clear expression of emerging pedagogical-analytical skill and an understanding of the available supports for teacher decison-making
A growing understanding of the importance of critical reflection and collaboration adding meaning to emerging practices, and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices
Demonstrated ability to connect relevant theory/philosophy to classroom practice
Includes AI acknowledgement, APA reference list and in-text citations, accurate use of pedagogical terminology to reflect the growing practice of a pre-service teacher

This assessment task responds to Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.5.1, 2.2.1, 2.5.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 6.1.1, 6.2.1 through a demonstration and understanding of teaching secondary students and their unique requirements. The Graduate Teacher Standards are also reflected through an understanding and application of theory and research, particularly ways in which teachers, schools, families and other stakeholders who are instrumental in the learning journeys of secondary students. The Graduate Teacher Standards are also reflected on critical reflection and analysis informed by research in order to make professional decisions for best teaching practice.

Assessment Task 2: Structured Observation Report

This assessment task is based on 5 days of observation-only professional experience placement in a school. The Office of Professional Experience will place you in a school and put you in touch with a supervising teacher. Your 5 observation days will be scheduled by you and your supervising teacher to take place during school term 3. You must have at least 1 day of the week free from other work or face-to-face commitments to undertake these observation days. You cannot miss any University tutorials or lectures to complete observation days.

This structured observation report task asks you to deepen your understanding of effective teaching and teacher practice through close observation and critical reflection. Using structured observations, you will develop the skill of “noticing,” moving beyond first impressions to analyze what is occurring in the classrooms you observe during your 5-day placement.

During your observations, focus your attention on the 6 elements of pedagogy listed below. Notice how the teaching you observe activates these domains, what practices are in place, what methods are effective and/or less effective and why in this particular context.

1. Task sequencing and scaffolding for learners

-planning a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory

-sequencing tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery

-explicitly delivering reading and writing instruction through discipline specific curriculum

2. Literacy and numeracy strategies

-numeracy as a fundamental component of learning, discourse and critical thinking across all areas of the curriculum, improving understanding and engagement within and beyond the mathematics curriculum

-effective reading instruction through systematic and explicit teaching practices for phonics, fluency, vocabulary, comprehension and oral language

3. Classroom management approaches

-consistent and proportional responses to student behaviour to reinforce expectations and maintain safety

-use of verbal and non-verbal calm, expected, and escalating responses

-applying positive behaviour for learning approaches

-managing challenging behaviour in the classroom

4. Relationship and communication styles

-using positive communication for relationship building

-using verbal and non-verbal communication in the classroom

-engaging with vulnerable or at-risk students

5. Formative and/or summative assessment

-designing authentic and dynamic feedback for learners

-scaffolding and differentiating assessments for diverse learners

6. Creative teaching and learning

-using play-based pedagogies as an inclusive approach

-embodiment and non-verbal tasks for inclusion and collaboration

Your report should focus one or more of the elements above, describing how they were notably present (or absent) in the lessons you observed. Analyse students' response to the pedagogies used in these lessons. Discuss the implications of your noticings with reference to relevant course readings and wider scholarly literature. Critically reflect on your 5 day placement overall, discussing the connections and disconnections you observed between educational theory and pedagogical practice.

Your submission will include:

An infographic slide (equivalent to 500 word count) summarizing the overall themes of your observations. This visual representation may be metaphoric and creative (image-based) or analytical (numeric) and should be created using a digital tool of your choice.
An analytical report (1,500 word count) discussing the educational implications of the trends you observed, supported by relevant scholarly research and pedagogical theories.

Total: 2,000 words

Criteria

Critical and scholarly discussion on teaching processes and classroom practices
Makes clear links between theory and observed teaching practices
Demonstrates ability to understand planning for an effective lesson
Reflects on the intersection between communication, relationships, learning and behaviour
Effective and engaging digital representation
Includes AI acknowledgement, APA reference list and in-text citations, accurate use of pedagogical terminology to reflect the growing practice of a pre-service teacher

This assessment task responds to Graduate Teacher Standards 1.2.1, 1.3.1, 4.1.1, 4.2.1, 4.4.1, 4.5.1, 5.1.1, 5.3.1, 6.1.1, 6.2.1, 6.3.1, 6.4.1 by developing upon already established sociological and cognitive perspectives that support a building of skills to understand students from a range of social, ethnic and cultural backgrounds. The Graduate Teacher Standards are also met as students develop a range of strategies to recognise and develop students learning dispositions, needs and strengths in order to support them to their full potential. Students will also develop understandings of how to plan effective learning and assessment programmes, and engage in professional learning in order to critique and improve on their own practice.

Assessment Task 3: Multimodal Teaching Philosophy

This task requires you to critically engage with educational theory, practice, and philosophy to develop an emerging understanding of your identity as a teacher. Drawing on personal experiences and relevant scholarly literature, you will create a multimodal digital story that reflects your personal philosophy and ethics of teaching. This reflection should articulate your research- and observation-informed beliefs about teaching and learning. It should also describe how you envision contributing to your school community and engaging with families from diverse cultural contexts to support the learners in your care. This is a creative and critical reflection that will demonstrate your ability to connect theory to practice and skillfully present your thinking through an engaging multimodal format.

Total: 5 minute video/ equivalent to 1000 words

Criteria:

Informed understanding of the complex role of teachers and teaching, including the ethics of care in a culturally, linguistically and religiously diverse society, and in the areas of values, civic and citizenship education.
A growing understanding of the importance of critical reflection adding meaning to emerging practices
Demonstrated ability to connect theory/philosophy to actual classroom practices, including engaging with families and light touch learning updates to support student learning
Demonstrated ability to communicate through digital video media
Includes AI acknowledgement, APA reference list and in-text citations, accurate use of pedagogical terminology to reflect the growing practice of a pre-service teacher

The assessment task responds to GTS 1.1.1, 1.2.1, 1.3.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 4.3.1, 4.4.1, 4.5.1, 5.2.1, 5.5.1, 5.2.1, 6.1.1, 7.1.1, 7.2.1, 7.3.1 by articulating and developing a personal philosophy of teaching that makes connections between various educational fields of research that include pedagogy, student learning, and some elements of educational psychology. The standards are also met through student reflection, analysis and facilitation of knowledge about culturally diverse learner characteristics, from a range of research fields and ways to make professional decisions to better the learning outcomes of all students.

Readings:

Jefferson, M. & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury.
Willis, J. (2008). Teaching the brain to read: Strategies for improving fluency, vocabulary, and comprehension. Association for Supervision & Curriculum Development, Virginia: USA.
Dean, H. & Wagnon, A. E. (2024). Pursuing practical change: Lesson designs that promote culturally responsive teaching (1st ed.). Bloomsbury Publishing.
Katz, J. & Brownlie, F. (2012). Teaching to diversity: The three-block model of Universal Design for Learning (1st ed.). Portage & Main Press.

These books are available via Fisher Library and online.

Assessment criteria

The University awards common result grades set out in the Coursework Policy 2014 (Schedule 1).

For more information see: sydney.edu.au/students/guide-to-grades

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:

Late penalties All assessments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form will incur penalties. Late penalties will apply once the due date and time has passed. The closing date (if specified) is the final date for late submissions; after this date no submissions will be accepted. Special consideration A special consideration application can be made for short-term circumstances beyond your control, such as illness, injury or misadventure, which affect your preparation or performance in an assessment.

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	W1 – Intro to the Unit/ Teacher Identity: The role of ethics and values for teacher self-efficacy in diverse teaching environments	Lecture (1 hr)
Week 01	W1 – Intro to the Unit/ Teacher Identity: The role of ethics and values for teacher self-efficacy in diverse teaching environments. This seminar provides an overview of students' 5-day observational placement, and explores teacher identity, ethics and values for working in diverse settings. It addresses ethical issues in culturally and linguistically diverse contexts and outlines strategies for values education through civic and citizenship education, and the comparative study of religion.	Tutorial (2 hr)
Week 02	W2 – 4Cs Pedagogy & learner dispositions: Meeting students at point of need	Lecture (1 hr)
Week 02	W2 – 4Cs Pedagogy & learner dispositions: Meeting students at point of need. This seminar explores the 4Cs pedagogy and learner dispositions, focusing on strategies to meet students at their point of need. It examines how to plan lesson sequences that incorporate spacing and retrieval practice, build progressively, and help learners consolidate knowledge in long-term memory.	Tutorial (2 hr)
Week 03	W3 – Communication: Cultivating relationships for positive student behaviour	Lecture (1 hr)
Week 03	W3 – Communication: Cultivating relationships for positive student behaviour. This session focuses on communication as a 4C learner capability. It also explores communication techniques that cultivate positive relationships and support student behaviour. It examines research evidence showing why consistent and proportional responses to behaviour—paired with calm verbal and non-verbal strategies—reinforce expectations and maintain safety effectively.	Tutorial (2 hr)
Week 04	W4 – Teaching for cultural awareness: Anti-Racism Pedagogy in Australian schools	Lecture (1 hr)
Week 04	W4 – Teaching for cultural awareness: Anti-Racism Pedagogy in Australian schools. This session explores teaching for cultural awareness through anti-racism pedagogy in Australian schools. It addresses ethical issues in culturally and linguistically diverse contexts and explores strategies for values education, civic and citizenship education, and the comparative study of religion.	Tutorial (2 hr)
Week 05	W5 – Critical reflection: Solving pedagogical problems with colleagues and carers	Lecture (1 hr)
Week 05	W5 – Critical reflection: Solving pedagogical problems with colleagues and carers. This session emphasizes critical reflection as a 4C learner capability. It explores ways of using critical reflection to solve pedagogical challenges in collaboration with students, colleagues and carers. It looks at school practices such as two-way positive communication, light-touch learning updates, and collaborative problem-solving, while also defining the teacher’s role in these processes.	Tutorial (2 hr)
Week 06	W6 – Transforming schools: Tales from the trenches	Lecture (1 hr)
Week 06	W6 - Transforming schools: Tales from the trenches. This sessions considers what teaching throught the 4Cs lens of Creativity, Critical Reflection, Communication and Collaboration might look like in subject specific areas. It explores how to design lesson sequences that incorporate spacing and retrieval practice, build progressively, meet students at their point of need, and consolidate prior learning in long-term memory.	Tutorial (2 hr)
Week 07	W7 – Learning with Technology: Critical digital literacy in the age of AI	Lecture (1 hr)
Week 07	W7 – Learning with technology: Critical digital literacy in the age of AI. This session explores the cognitive and ethical impacts of AI and AI assisted learning and its role in contemporary classrooms. Students consider what it is to be AI literate and the long term implications of cognitive 'offloading'. This session also addresses how to cognitively sequence tasks within lessons to build progressively, meet students at their point of need, and support mastery through skill progression.	Tutorial (2 hr)
Week 08	W8 – Creativity: Universal Design for Learning and inclusive approaches in the classroom	Lecture (1 hr)
Week 08	W8 – Creativity: Universal Design for Learning and inclusive approaches in the classroom. This session explores creativity as a 4C learner capability. It also looks at the Universal Design for Learning (UDL) framework and inclusive approaches that cater to diverse learners. It explores how to design creative and flexible learning experiences that remove barriers and promote equitable participation for all students.	Tutorial (2 hr)
Week 09	W9 – Collaboration: Drawing on parents and families as learning partners	Lecture (1 hr)
Week 09	W9 – Collaboration: Drawing on parents and families as learning partners. This session focuses on collaboration as a 4C learner capability. It explores ways of engaging parents and families as learning partners to support student progress, appropriate to student stage of learning.	Tutorial (2 hr)
Week 10	W10 – Student choice & agency: Motivating learning and engagement	Lecture (1 hr)
Week 10	W10 – Student choice & agency: Motivating learning and engagement. This session explores the influence of student choice and learner-centred curriculum on educational outcomes.	Tutorial (2 hr)
Week 11	W11 – Teachers’ work: Literacy and numeracy across the curriculum	Lecture (1 hr)
Week 11	W11 – Teachers’ work: Literacy and numeracy across the curriculum. This session explores explicit reading and writing instruction within discipline-specific contexts. It examines school-wide and systematic practices for effective reading instruction, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language, aligned with how the brain learns to read. It also draws on research showing that numeracy fosters learning, discourse and critique beyond mathematics	Tutorial (2 hr)
Week 12	W12 - Observation to insight: Critical reflections on school placements	Lecture (1 hr)
Week 12	W12 - Observation to insight: Critical reflections on school placements. This session provides an opportunity to critically reflect on students' observational placement experiences. Using interactive discussion and creative reflection techniques, participants will share insights, connect theory to practice, and evaluate how these observations inform their developing teacher identity and professional growth.	Tutorial (2 hr)

Attendance and class requirements

This unit includes 5 days of observation in a school. These days will be scheduled by you and your supervising teacher to take place during school term 3. The Office of Professional Experience will place you in a school and put you in touch with your supervising teacher. You must have at least 1 day of the week free from other work or face-to-face commitments to undertake this unit. You cannot miss tutorials or lectures to complete observation days.

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

There are four set texts for this course.

Jefferson, M. & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury.
Willis, J. (2008). Teaching the brain to read: Strategies for improving fluency, vocabulary, and comprehension. Association for Supervision & Curriculum Development, Virginia: USA.
Dean, H. & Wagnon, A. E. (2024). Pursuing practical change: Lesson designs that promote culturally responsive teaching (1st ed.). Bloomsbury Publishing.
Katz, J. & Brownlie, F. (2012). Teaching to diversity: The three-block model of Universal Design for Learning (1st ed.). Portage & Main Press.

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. Demonstrate a broad and applied understanding of the work of teachers and teaching through a framework of leadership and learning.
LO2. Understand the principles and theory behind growing a critically reflective practice as a pre- service teacher.
LO3. Understand and practice teaching and learning that incorporates critical reflection and thinking, collaboration, creativity and communication.
LO4. Demonstrate a growing comprehension of teaching and learning strategies that include those that are pertinent to social, environmental, differentiation, engagement and indigenous perspectives.
LO5. Demonstrate knowledge of classroom observation to develop a culture of leadership and learning through reflective and evidence-based practice
LO6. Knowledge and ability to employ a range of resources to support learning and teaching and pedagogy.
LO7. Knowledge and ability to apply skills to understand the critical role of professional learning for teaching
LO8. Demonstrate and understand the purpose and critical role of assessment in pedagogy and practice.

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) - 1.2.1. (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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 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. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 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) - 1.1.1. (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. 2.1.1. (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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective 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. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 2.3.1. (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. 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. 3.6.1. (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. 4.5.1. (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. 5.2.1. (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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 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. 7.1.1. (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) - 1.2.1. (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. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 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. 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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 7.1.1. (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) - 1.1.1. (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. 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.

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

Competency code	Taught, Practiced or Assessed	Competency standard
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.
2.1.1		(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.
3.1.1		(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.
4.1.1		(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.
5.1.1		(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.
6.1.1		(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.
7.1.1		(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.

Responding to student feedback

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

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School Canvas sites.

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied. These penalties relate to all undergraduate, graded units of study where a word limit for an assignment has been specified.

Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library's Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

More information can be found on Canvas.

Additional costs

There are no additional costs for this unit.

Site visit guidelines

You must complete a Working With Children Check [WWCC] at Service NSW before you start this unit. You cannot start your mandatory 5 day placement unless you have a valid WWCC number.

Work, health and safety

Please check the Canvas site for this unit for any information.

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.

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Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

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

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

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EDSE2010: Pedagogy, Leading and Learning 1

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

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

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links