Outline

Overview

This unit of study builds on Pedagogy, Leading and Learning 1 to consider teachers' work in classrooms, schools, and communities. Students will explore issues of access, participation, social justice and diversity through an examination of quality teaching practices and relevant policies. The framework of teaching and learning incorporates critical thinking, collaboration, creativity, and communication, through the continuation and establishing of a culture where learning is the focus and every teacher leads learning. Associated practice-based learning is provided through a paired professional experience placement equivalent to 20 days.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	114 credit points including EDSE2010
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Janica Nordstrom, janica.nordstrom@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	Analysis of subject specific texts and reading activities See Canvas for details	40%	Week 07 Due date: 18 Sep 2026 at 23:59	1,500 words (equivalent)	AI allowed
Outcomes assessed:
Written work	Portfolio of practice See Canvas for details	40%	Week 10 Due date: 16 Oct 2026 at 23:59	2,000 words (equivalent)	AI allowed
Outcomes assessed:
Case studies	A structured observation See Canvas for details	20%	Week 13 Due date: 06 Nov 2026 at 23:59	1,000 words	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Assessment 1 (40%)

You will analyse the cultural, literacy, and numeracy demands of subject specific texts and create quality teaching and learning activities that support student engagement, learning, and development.

Assignment 2 (40%)

Working with a subject specific outcome, you will create a portfolio of quality teaching and learning activities that consolidate language, literacy, and numeracy demands relevant to your teaching area.

Assignment 3 (20%)

You will research a school and its surrounding community, and use this information to make research informed, evidence based critical reflections about teaching and learning at this school.

More details, including rubrics, are found on Canvas.

This unit has a paired 20 days professional experience placement. Note that you must pass both the submitted assignments and submit a satisfactory placement report to pass the unit.

Assessment criteria

See Canvas for rubric

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.

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	Understanding mathematics in secondary contexts (including number, algebra, geometry, measurement, statistics, and probability) This week, you will develop your understanding of the six stands of mathematics: number, algebra, geometry, measurement, statistics and probability; and the four proficiencies: understanding, fluency, problem solving and reasoning. In tutorials, you will further your understanding of appropriate, explicit teaching of mathematics in and across disciplines	Lecture (1 hr)
Week 01	Understanding mathematics in secondary contexts (including number, algebra, geometry, measurement, statistics, and probability) This week, you will develop your understanding of the six stands of mathematics: number, algebra, geometry, measurement, statistics and probability; and the four proficiencies: understanding, fluency, problem solving and reasoning. In tutorials, you will further your understanding of appropriate, explicit teaching of mathematics in and across disciplines	Tutorial (2 hr)
Week 02	Disciplinary numeracy (including understanding, fluency, problem solving, and reasoning) This week, you will learn how to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as appropriate to your discipline. In tutorials, you will explore explicit strategies for teaching numeracy in your discipline that scaffolds learners and move them to more independent practice	Lecture (1 hr)
Week 02	Disciplinary numeracy (including understanding, fluency, problem solving, and reasoning) This week, you will learn how to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as appropriate to your discipline. In tutorials, you will explore explicit strategies for teaching numeracy in your discipline that scaffolds learners and move them to more independent practice	Tutorial (2 hr)
Week 03	Disciplinary numeracy This week, you will continue to learn about the effective teaching of numeracy and the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts. In tutorials, you will take part in group discussions and modelled teaching practices aimed to build fluency, understanding, problem solving and reasoning	Lecture (1 hr)
Week 03	Disciplinary numeracy This week, you will continue to learn about the effective teaching of numeracy and the importance of independent problem-solving once a student approaches proficiency in underpinning mathematical concepts. In tutorials, you will take part in group discussions and modelled teaching practices aimed to build fluency, understanding, problem solving and reasoning	Tutorial (2 hr)
Week 04	Diversity and educational equity This week, you will be introduced to ethical issues related to education in culturally and linguistically diverse society. You will continue to explore the most effective teaching practices to reduce cognitive overload for learners, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.	Lecture (1 hr)
Week 04	Diversity and educational equity This week, you will be introduced to ethical issues related to education in culturally and linguistically diverse society. You will continue to explore the most effective teaching practices to reduce cognitive overload for learners, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.	Tutorial (2 hr)
Week 05	Disciplinary literacies and reading This week, you will learn how students learn to read through systematic and explicit teaching practices and how reading is discipline-specific. In tutorials, you will trial and learn effective literacy teaching and how to scaffold reading in your disciplines to improve students academic performance	Lecture (1 hr)
Week 05	Disciplinary literacies and reading This week, you will learn how students learn to read through systematic and explicit teaching practices and how reading is discipline-specific. In tutorials, you will trial and learn effective literacy teaching and how to scaffold reading in your disciplines to improve students academic performance	Tutorial (2 hr)
Week 06	Academic language and vocabulary teaching This week, we will continue focus on disciplinary literacy and academic language. You will learn about the importance of explicit teaching of vocabulary in all disciplines and how to effectively teach vocabulary and fluency. In tutorials, you will explore effective vocabulary instructions aimed to teach new vocabulary and/or consolidate vocabulary and content	Lecture (1 hr)
Week 06	Academic language and vocabulary teaching This week, we will continue focus on disciplinary literacy and academic language. You will learn about the importance of explicit teaching of vocabulary in all disciplines and how to effectively teach vocabulary and fluency. In tutorials, you will explore effective vocabulary instructions aimed to teach new vocabulary and/or consolidate vocabulary and content	Tutorial (2 hr)
Week 07	Teaching and learning cycle This week, you will learn more about the teaching and learning cycle, including the importance of explicit instruction, modelling, scaffolding, connecting to prior knowledge, and when to move from scaffolded practice to independent learning. You will also explore a range of strategies for involving parents/carers in the educative process to support student learning across this cycle.	Lecture (1 hr)
Week 07	Teaching and learning cycle This week, you will learn more about the teaching and learning cycle, including the importance of explicit instruction, modelling, scaffolding, connecting to prior knowledge, and when to move from scaffolded practice to independent learning. You will also explore a range of strategies for involving parents/carers in the educative process to support student learning across this cycle.	Tutorial (2 hr)
Week 08	Writing across the disciplines This week, you will continue to explore the teaching and learning cycle. You will learn about the importance of using worked examples and model writing before providing more challenging activities as students become more familiar with the knowledge and literacy demands of the subject. In tutorials, you will be using and developing worked examples and take part in scaffolded joint constructions that models writing and leads to independent practice	Lecture (1 hr)
Week 08	Writing across the disciplines This week, you will continue to explore the teaching and learning cycle. You will learn about the importance of using worked examples and model writing before providing more challenging activities as students become more familiar with the knowledge and literacy demands of the subject. In tutorials, you will be using and developing worked examples and take part in scaffolded joint constructions that models writing and leads to independent practice	Tutorial (2 hr)
Week 09	Teaching gifted and talented students This week, you will learn about high potential and gifted education. You will learn how to support these students to achieve their educational potential and about evidence-based teaching that can assist you in creating optimal learning environments for all learners	Lecture (1 hr)
Week 09	Teaching gifted and talented students This week, you will learn about high potential and gifted education. You will learn how to support these students to achieve their educational potential and about evidence-based teaching that can assist you in creating optimal learning environments for all learners	Tutorial (2 hr)
Week 10	Trauma informed practice This week, you will continue to learn about the impact developing and reinforcing clear and well-defined rules and routines, and why these are effective. You will also learn about trauma informed practice and how you can recognise behaviour related to trauma	Lecture (1 hr)
Week 10	Trauma informed practice This week, you will continue to learn about the impact developing and reinforcing clear and well-defined rules and routines, and why these are effective. You will also learn about trauma informed practice and how you can recognise behaviour related to trauma	Tutorial (2 hr)
Week 11	Managing behaviour This week, you will learn about the importance of developing and reinforcing clear and well-defined rules and routines in the classroom, evidence of effective pedagogical practices for positive behaviour, and why these are important. In tutorials, you will practice and role-play using these rules and routines to prepare your transition to the classroom	Lecture (1 hr)
Week 11	Managing behaviour This week, you will learn about the importance of developing and reinforcing clear and well-defined rules and routines in the classroom, evidence of effective pedagogical practices for positive behaviour, and why these are important. In tutorials, you will practice and role-play using these rules and routines to prepare your transition to the classroom	Tutorial (2 hr)
Week 12	Teachers researching communities This week, you will learn about how to engage with families to promote learning appropriate to student stage of learning. You will learn about positive communication and ways to collaborate with families, and your role and responsibilities in these practices	Lecture (1 hr)
Week 12	Teachers researching communities This week, you will learn about how to engage with families to promote learning appropriate to student stage of learning. You will learn about positive communication and ways to collaborate with families, and your role and responsibilities in these practices	Tutorial (2 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

See Canvas for reading list

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.

Outcomes
Graduate qualities

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

LO1. Demonstrate an applied understanding of quality teaching practice in an educational context
LO2. Understand the principles and theory of critical and quality pedagogy, establishing planning and management practices that support student engagement
LO3. Understand and practice teaching and learning in culturally diverse classrooms, focussing on language, literacy and numeracy strategies that incorporate critical reflection and thinking, collaboration, creativity and communication
LO4. Demonstrate a growing comprehension of teaching and learning strategies that include those that are relevant to social, environmental, differentiation, engagement and indigenous perspectives
LO5. Understand the importance of school and community relationships, and their impact on students and their learning dispositions
LO6. Apply knowledge learned through classroom observations and practice to develop learning reflective and evidence-based 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

Responding to student feedback

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

Increased perspective of numeracy across the curriculum

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

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDSE3102: Pedagogy, Leading and Learning 2

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

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links