Monash University Handbook 2013 Postgraduate - Units

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

In this unit students will explore a range of theoretical perspectives (i.e., critical theory, critical race theory, feminisms, indigenous knowledges, queer theory, etc.) relating to difference and diversity. Students will construct, examine, deconstruct and map their own social positionings in relation to their personal and professional experiences of difference and diversity. Through critical reflection and participatory practices students will work collaboratively in developing teaching, learning and assessment processes that recognise and support multiple discourses of difference.

This unit addresses the range of linguistic and literate demands on young children in contemporary Australia. Within a framework of multiliteracies, students will reconceptualise literacy to encompass systems of symbolic representation such as oral, written, disciplinary, artistic, technological, environmental, emotional and social literacies. Students will explore ways of analysing and extending children's representational capacities

In this unit students will be introduced to a range of different theoretical perspectives related to children's learning and development, including developmental, sociocultural, post-structural and post-modern theories. These theoretical lenses will be used to examine images of childhood as they are constructed in relation to time, space and place, with a particular emphasis on cultural constructions including indigeneity. Students will examine learning that occurs in a range of contexts including the classroom, the home, other informal settings and the wider community, and the attendant implications this has for students from indigenous backgrounds. Students will be presented with opportunities to describe, critique and utilise these theories during their professional placement.

In this unit students will explore the components of experiential education in the context of movement, environment and community. There will be an exploration of the dynamic interactions between the mind and body, the environment and sustainability and the context and community. Students will learn through experience of movement from the perspective of the learner, teacher and community.

This unit extends students' knowledge, skills and dispositions relating to early years numeracy, to the exploration of different pedagogical approaches and strategies in the teaching of mathematics and numeracy to primary school children, including those in the middle years. It provides students with opportunities to engage in critical readings, hands-on exercises and discussions of teaching and learning different mathematical topics. There will be an emphasis on students interrogating their understanding and honing their skills in facilitating children learning in a variety of sociocultural and educational contexts, such as learning technologies, mixed abilities, learning disabilities, and creative assessment. Particular emphasis will be placed on topics related to chance and data, and measurement. These activities will be informed by current educational research and policy, both locally and internationally.

In this unit students will construct, implement and evaluate learning experiences through engaging with and exchanging different forms of knowledge, including the arts, language and numeracy. Students will participate in research that involves them in critical engagements with a range of sign systems. Commonalities between the arts and numeracy will be established including colour, shape, line, form, tone, space, rhythm, time, texture, tactility, motion and various approaches to problem-solving. Students will examine, critique and design interdisciplinary and integrated curriculum.

In this unit students will construct, implement and evaluate integrated learning experiences through engaging with different forms of knowledge, including science, technology and studies of society and environment. This unit considers the ways in which scientific, technological, social, cultural, historical, environmental, and political meanings are constructed and transmitted within our society and the ways in which these key areas can be integrated and implemented in diverse educational settings and places. Students will continue to examine, critique and design interdisciplinary and integrated curriculum.

This unit explores a range of theoretical perspectives on the learning and teaching of literacy. Students will be encouraged to research changing literacy practices, critically reflect on their own beliefs and teaching practices, and develop a robust theoretical perspective on the learning and teaching of literacy, to a diverse range of learners. The students will critically examine current literacy practices, including assessment and reporting of literacy learning, in order to develop effective methods of literacy pedagogy in their own teaching. Students' pedagogical practices will take into account the changing social futures and needs of primary school students.

In this unit students will critically engage with various theoretical views relating to curriculum and how assessment is positioned within these views. A focus of this unit will be upon what makes particular curricula and assessment approaches have educative value. Consequently the political and moral dimensions inherent in all curricula will be explored. This unit will promote the importance of developing the professional capacity of educators to make value judgments in terms of curriculum planning, action and evaluation. A key component to making such professional judgments is the capacity for engaging in philosophical aims and purposes of the curriculum and of assessment.

This core education unit is an introductory unit for graduate teacher education secondary students. Drawing on their learning in related units and their experience in fieldwork settings, students will develop an understanding of key elements of learning, specifically: teaching and learning; effective communication; use of ICT ; literacy and numeracy; establishing effective learning environments; student motivation; and processes of classroom management. The emphasis is on exploring the rich interconnections between theory and practice, and illustrating the power of effective theories in guiding complex practice.

This unit is designed to provide a transition for students as they move from teacher education into the professional practice of teaching and as such views teacher education as an important part of the induction process for engaging with the teaching profession. Students will be inducted into the notion of what it means to be engaged in the teaching profession through consideration of the nature of teachers' work. This includes the ethical, professional, industrial, legal, emotional, intellectual and physical frames of teachers' work. Students will be required to develop a sense of their personal identity; identify and develop personal literacy, numeracy and ICT skills appropriate for professional practice; as a teacher that builds in theoretical perspectives they have encountered.

This unit is designed to introduce students to the societal and cultural diversity that surrounds and informs teaching in a wide range of educational settings. This unit focuses on ways in which teachers and learners self-identify: class and social background, gender, sexuality, race, indigeneity, and special learning needs including literacy and numeracy. Educational issues implicit in the creation of an inclusive curriculum are considered such as combating homophobia and bullying. Students will consider education at the local, national and international level.

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

This is a 6 point unit for students in a Graduate Diploma of Education (Secondary Education) and a Bachelor of Education.
It provides an introduction to teaching in the arts and focuses on issues facing classroom practitioners. Issues such as curriculum, assessment and the development and management of effective learning episodes in the arts including literacy,
numeracy and ICT needs will be discussed. The aesthetic and creative development of the student will be discussed.
Performance, display and advocacy for the arts in schools and communities will be considered. There will be a focus on the preparation and compilation of resources for current and future teaching.

This unit consists of four modules. Module 1 will focus on what it means to be a Business educator and explore the rationale for Business Education locally, nationally and internationally. A range of Business Studies curriculum models and syllabi will be examined. Module 2 will assist pre-service teachers to develop their knowledge, skills and behaviours related to the teaching, learning and resourcing of Business Studies education programs. Module 3 will develop pre-service teachers' understandings about how to employ accountable and theoretically grounded processes to monitor and assess student learning and progress, including the use of assessment criteria. Module 4 will examine a range of cross curriculum priorities that inform the teaching of Business and Economics across the compulsory Years 7-10.

Students will develop their understanding of, and capacity for, developing appropriate curriculum and pedagogy across a range of subject areas, appreciating the importance of language and literacy in schooling and students' learning. Through grounded inquiry into aspects of recent international, national, state-based curricula, and awareness of the way language and context mediate teaching and learning, students are familiarised with current practices in English language and literacy in Australia and other countries. Focus is upon language and literacy with respect to curriculum and pedagogy in Yrs 7-10 of secondary schooling, while the principles and practices are relevant to years P-12.

This unit introduces students to the language, methods and major ideas useful in contemporary science teaching. Although the main focus is on the Victorian secondary science curriculum, students will also explore science curricula from national and international perspectives. The unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Emphasis will be placed on students building their understanding of science teaching through collaborative participation in a range of contexts and experiences.

This unit utilises and integrated approach towards the teaching of Health, Outdoor and Physical Education (HOPE) within a secondary education context. Students will be introduced to methods, resources and theories which are useful in contemporary HOPE teaching. While the focus is upon the Victorian curriculum, students will be encouraged to explore HOPE teaching from national and international perspectives. Students will be expected to critically engage with a range of relevant pedagogical and professional issues.

The unit provides students with the opportunity to apply and assess appropriate educational applications of technology across the secondary school curriculum. A particular focal point addresses the use of technologies in order to represent understandings, conceptualise and manage ideas. A second focus of the unit is to engage critically with the impacts of technology in society and education in ways that can impact the broader school curriculum. Students will gain familiarity with the information resources and facilities available to teachers, and gain experience with the different ways in which information technology can be structured in schools.

In this unit students will be introduced to a range of issues associated with being a secondary mathematics and numeracy teacher. Issues examined include: how children learn mathematics; contemporary mathematics curricula; theories informing the approaches to mathematics teaching advocated; planning to teach mathematics; and locating resources. These issues are examined through a consideration of a range of content areas within the years 7 -10 curriculum.

This unit introduces students to the theoretical bases and principles of second language teaching and learning and the development of bilingualism in current multicultural and multilingual contexts, while also addressing remaining monolingual ones such as those in rural areas. It encourages students to reflect on their own second language learning and to use this to analyse and report on current second language programmes in contexts in which they may teach.

This unit provides an introduction to theory and practice in the broad field of Social and Environmental Education. This is an introductory unit for students who will study Geography, History and Social education specialisms in the second semester. The unit prepares students to become effective and knowledgeable Social and Environmental educators. The unit focuses on developing understanding of recent developments in the curriculum area of Social and Environmental Education, since varied models and approaches to this field are found in school. The main focus in the unit is on curriculum and teaching in the lower and middle levels of secondary school.

This unit provides students with an introduction to theory and practice covering various disciplines which comprise Jewish Studies. The unit introduces students to a number of issues and themes that can help them to locate Jewish Studies in its broader global context and to appreciate the dynamics of Jewish schools and Jewish schooling. The unit also focuses on developing an understanding of various models of and approaches to the teaching of Jewish Studies. This is an introductory unit for students who wish to specialise in Jewish Studies Education in the second semester.

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course).

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course).

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course).

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course).

In this unit students will critically examine principles, practices and issues of health and wellbeing. They will explore how society and culture influence community practices, legal and quality assurance requirements relating to the health and wellbeing of children and adults in early childhood settings. The unit will prepare students with strategies to maintain high quality health, safety and nutritional standards in children's services and to balance work and life commitments through emotional, physical, social and spiritual self-care.

The socio-cultural/historical concepts of learning and development of children aged from birth to 12 years, including medical concepts of disability and special additional needs, will be explored. The policy and practical implications of learning and inclusion for teaching will feature, with particular emphasis on good practice and strategies that may be introduced to assist children and their families from varying cultural backgrounds.

This unit will examine the contexts for professional life as well as the identities, roles, and responsibilities of a contemporary early childhood professional. It will address the broader dimensions of being a contemporary early childhood professional including service management, professional leadership, research, advocacy, professional ethics, networking, career development and working effectively in the broader community. The notions of the 'learned professional' and the 'ethics of care', which require commitments to ethical relationships, pedagogical knowledge, critical thinking and intellectual engagement will underpin the way the unit is conceptualised. Consideration will be given to topics related to human and material resources management, service development and marketing.

This unit prepares students to enter the early childhood education profession. They will continue to develop their ability to become reflective professionals monitoring their own thoughts and actions. They will gain an understanding of employment opportunities, processes and organisational and work conditions. Students will understand the importance of emotional, physical, social and spiritual wellbeing. They will learn strategies to balance work and life commitments. They will have a conscious understanding of themselves as professionals, their relationships with others and the importance of continuing their professional learning.

This unit focuses on the planning, implementation, and evaluation of high-quality, play-based curricula in kindergarten settings. Students will develop skills in integrating a range of curriculum domains, with an emphasis on early literacy and numeracy. The unit also provides an overview of early childhood curriculum frameworks locally and nationally, in the context of wider curriculum theory. Students will develop strategies for observing and assessing children's learning as a basis for planning, and pedagogical tools to assist in communicating with parents, and for curriculum planning and evaluation.

This unit is principally comprised of up to 45 days of professional placement in prior-to-school settings, supported by regular in-centre tutorial sessions during block placements.

Play has been traditionally viewed as an important pedagogical approach for early childhood education in most European heritage communities. However, in recent years broader and different and more culturally inclusive research has been undertaken to show how play is culturally constructed. In this unit, students will examine research which calls into question the taken for granted theories of play that have informed the work of early childhood professionals and be provided with new and different contexts to think about in relation to how play is defined and theorized. In addition, students will consider the cultural ways in which children in contemporary society play and live in their communities. Importantly, students will undertake an analysis of the contemporary theories of play, noting the research upon which particular theories are based, examining cross-cultural variations, popular culture, gendered interactions and critiquing the range of play contexts that children find themselves today. Students will be supported in their work through observing children, undertaking analyses, and through re-theorising play.

Accounting Education builds on the knowledge, skills and behaviours learned in the first semester Business Education unit and explores relevant issues, pedagogy and professional requirements essential for teachers of Accounting and related studies in the twenty first century classroom. Students will explore the Victorian Certificate of Education (VCE) Accounting Study Design as an exemplar of course requirements associated with the teaching and learning of Accounting and related studies at the post compulsory level.

The unit is designed to prepare students to teach Biology in secondary settings both as a specialist senior (Years 11 & 12) subject and within the general science curriculum (Years 7-10). The unit provides an introduction to Biology education as a specialist field that is based on the knowledge and ideas important for learners to know in order to equip them to become biologically literate citizens and to inspire an interest in, and enjoyment of, the natural world.

This unit is an introduction to the relationships between learning and teaching in chemistry. Teaching strategies and contexts for use in chemistry classes in Years 7 to 12 will be explored. Methods for assessing and monitoring student learning in chemistry will be introduced. The relationship between science, technology and society, the cultural context for chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

EDF4404 is a six point curriculum specialism unit which addresses the theory and practice of secondary school Drama Education. It is designed to develop students' skills and understandings as Drama educators and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical, and pragmatic perspectives.

This unit builds on the knowledge, skills and behaviours learned in the first semester EDF4111 Business Education unit and explores relevant issues, pedagogy and professional requirements essential for teachers of Economics in the twenty-first century classroom. Pre-service teachers will explore the Victorian Certificate of Education (VCE) Economics Study Design as an exemplar of course requirements associated with the teaching and learning of Economics at the post compulsory level.

EDF4406 English Education is a six point curriculum specialism unit, which enables pre-service education students to build a strong foundation for their professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7-12). Students develop their capabilities in developing appropriate curriculum and pedagogy in these curriculum areas. Through an examination of the national policy and various State-based curricula, students are familiarised with current developments in English literacy education.

This unit is designed to prepare specialist Geography teachers. It builds on the concepts introduced in EDF4118. It will develop students' understanding of current trends in geographical education and how these impact on school-based and post-compulsory curriculum in Geography. Studies will include further approaches to teaching and learning in geography and ways of assessing students' understanding of geographical knowledge and skills. Studies will also include the use and development of information and communication technologies.

EDF4408 History education introduces the teaching and learning of History as a stand-alone discipline or rigorous component of an integrated Humanities program in either secondary school or historio-cultural wider education settings. Whilst History education remains mindful of the requirements of the Victorian Essential Learning Standards and Victorian Certificate of Education, the unit assumes responsibility for developing competent 'specialist' History educators who will work in diverse education settings and global locations with equally diverse History program documents and learners.

The aim of this unit is to provide a secondary teacher education specialism in health that has two foci: 1) on health education in the school context: and 2) developing teaching and learning in health for years 11 and 12. Study in this unit is underscored by the need to develop an understanding of the complex nature of health as part of a social model and the methods for teaching related fields in science, education, society and politics in terms of the interrelationship of individuals and groups throughout the lifespan.

The unit will be based on a number of broad objectives which will enable successful students to understand the scope of Information Technology education at the senior secondary levels including the issues of technology facilitated learning. It will further develop students' knowledge of the methods and teaching styles appropriate for information technology learning at all levels of secondary education. Students will gain familiarity with the resources and facilities available to the information technology teacher, and gain experience with the different ways in which information technology can be structured in schools.

This unit builds on the basic underlying principles of foreign/second language education studied in Second Language Pedagogy. It incorporates a theoretical framework which underpins ways of approaching the teaching and learning of languages in monolingual and multilingual educational settings and focuses on a variety of techniques and strategies to trial with a range of language learners. The unit introduces pre-service teachers to current local and international curriculum documents and assessment requirements for languages.

This unit provides pre-service languages teachers with an overview of and general rationale for the teaching of a LOTE in primary schools. Students will consider a range of factors that impact on the establishment of a P-6 LOTE program and the integration of such a program within the larger school curriculum. The focus is mostly practical, emphasising the importance of planning and sequencing lessons. It builds skills in the development of integrated units of work and emphasises the importance of cross curricular planning involving classroom teachers. The course covers strategies for teaching in a range of primary school settings and primary language programs.

This curriculum specialism unit is designed for students in the Graduate Diploma of Education and Bachelor of Education courses. It provides an introduction to the relationships between the teaching and learning of law-related education at secondary school level. Teaching strategies for VCE Legal Studies and Years 7 to 10 law-related topics will be explored. A number of practical activities will be undertaken during this unit.

In this unit students will be introduced to a range of issues associated with being a secondary Mathematics teacher. Issues examined include: the use of Information and Communication Technologies (ICT) in Mathematics, the learning and teaching of calculus and statistics and probability for senior students, how to assess student learning of mathematics, gender issues in the Mathematics classroom, how to cater for individual differences, and language and cultural dimensions in the learning of Mathematics.

This unit is designed to prepare specialist teachers of Media Studies. It will develop students' understanding of current trends in Media education and investigate representation, narrative and ideologies in television, film, radio, print, the Internet and other media. Studies will include approaches to media production, children's media culture, media issues and critical readings within and outside the Media Studies curriculum. Students will draw upon their knowledge of these issues to design and implement sequential programs of lessons in Media Studies suitable for a range of levels and in accordance with the study design.

This 6 point unit in the Graduate Diploma of Education (Secondary Education) or a Bachelor of Education. It builds on the EDF4110 Arts Education. Music education 1 extends the consideration of curriculum design and implementation. This will encompass current curriculum frameworks and syllabi taught in Victorian educational settings, informed by important music education curricular approaches, such as Kodaly and Orff. There will be a focus on developing curricula for middle school elective music programs, such as music technology, film music, popular music, and multicultural music. Underpinning these will be the basic tenets of music education: audition, composition and performance.

Music education 2 introduces the most common musical instruments taught in class music education: the recorder, guitar and the keyboard laboratory. This will be informed by a consideration of influential music education curricular approaches, such as the Dalcroze and Suzuki methodologies and Alexander Technique and performance tension. There will also be a focus on school music ensembles and instrumental programs. Students will also undertake the development and presentation of a school musical or equivalent project.

This unit aims to prepare students to teach Physics in secondary schools and colleges both as a specialist unit in senior years (Year 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is to introduce beginning teachers to a wide variety of teaching strategies, skills and techniques useful in the secondary classroom designed to assist and enhance student conceptual development and understanding of the subject.

This is a 6 point unit for students undertaking the fourth year of Bachelor of Education/Graduate Diploma in Education (Secondary). This unit focuses on content, pedagogy and the interrelationships between them. It provides students with opportunities to develop their science knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on their past, as well as providing new experiences. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit aims to continue to prepare students to become effective and knowledgeable Social Education teachers through the development of understanding of further strategies and pedagogy appropriate for teaching Social Education studies in years 7 to 12. The major focus will be on Social Education subjects in the senior years of schooling and how the curriculum areas of Civics and Citizenship, Politics, International studies, Studies of Asia and Values Education are being developed in Australia and internationally.

This curriculum specialism unit aims to prepare students to teach outdoor education both in the field and in the classroom. The historical, philosophical and pedagogical foundations of outdoor education will be examined with a focus on teaching and curriculum unit development. A range of curriculum and pedagogical issues relevant to the delivery of outdoor education in schools via VCE Outdoor and Environmental Studies and outdoor education within Victorian Essential Learning Standards (VELS) will be examined. Students are expected to be able to demonstrate the ability to critically reflect upon their teaching practice.

This curriculum specialism unit prepares students to teach school physical education from Years 7-12. The unit will provide historical, philosophical and pedagogical foundations of physical education which will be examined through critically reflective inquiry of contemporary perspectives and paradigms of practice. Issues relevant to physical education such as embodied learning, teachers and teaching (e.g. fieldwork practice) and local and global curriculum (e.g. VELS, VCE) will be examined. This unit requires students to undertake a supervised teaching fieldwork placement.

The aim of this unit is to prepare students to teach Psychology in secondary schools. This will include both Middle School Psychology and VCE Units 1-4. Students will design, implement and evaluate effective curriculum and teaching programs. Various teaching and learning strategies will be modelled and explored throughout the semester and students will be required to complete practical assessment tasks.

This unit is designed to enable pre-service teachers to develop an understanding of the ways in which visual art pedagogy can be approached, and the corresponding nature of professional identity for the specialist art teacher. The emphasis is on exploring the concepts that have traditionally underpinned classroom practice in the visual arts, and on offering students opportunities to identify with the professional responsibilities specific to learning and teaching in the disciplines that inform visual art curriculum practice.

This unit builds on coursework undertaken in Visual Art Education 1, and is a specialist education unit in the Graduate Diploma of Education (Secondary). It offers a specific focus on methods of curriculum evaluation in visual arts, for those seeking to specialize as secondary Visual Arts teachers. In addition, it explores a range of issues with respect to curriculum theory and design that are specific to aesthetic education, including a discussion of the inter-disciplinary relationships between artists and art teachers, and their impact for the ways in which the curriculum operates, and for concepts of the art student.

EDF4427 Business Management builds on the knowledge, skills and behaviours learned in the first semester unit EDF4111 Business Education and explores relevant issues, pedagogy and professional requirements essential for teachers of Business Management and related studies in the twenty-first century classroom. Students will explore the Victorian Certificate of Education (VCE) Business Management Study Design as an exemplar of course requirements associated with the teaching and learning of Business Management and related studies at the post compulsory level.

EDF4428 Jewish studies education in Semester 2 builds on the study in Semester 1 of EDF4119 The world of Jewish education. The primary purpose of this unit is to introduce students to the knowledge, skills, values and attitudes that underpin the teaching and learning of the various subject areas which fall under the generic heading of Jewish Studies. This unit deals with various topics, themes and issues related to the teaching of Jewish Studies in the secondary school. In addition to various pedagogical "hands-on" aspects of teaching Jewish Studies, the unit will also deal with issues and themes of a more philosophical or theoretical nature.

This unit builds on the concepts and practices introduced in EDF4117 Second language pedagogy, including discussion and application of current theories of second language acquisition. There is a recognition that ESL teaching takes place in different contexts, settings and programs, ranging from intensive on-arrival language centres to similar needs mainstream classes. Students learn to assess the language needs of English-as-a-second-language (ESL) and non-English speaking background (NESB) learners. Students also use a variety of different approaches to develop their own materials and teaching activities to meet the diverse language, cultural and educational needs of these learners.

The emphasis in the unit is on the nature of the curriculum as it is enacted in the classroom and its connection to whole-school, community practices and global concerns including philosophical, moral and political dimensions. The implications of connecting the curriculum in order to address a variety of concerns relate to the professionalism of the educator, her pedagogy and assessment practices. In association with the practicum, students are required to critically evaluate, apply and imagine curriculum ideas that enable teachers to teach in educative settings. The unit will draw on contemporary curriculum developments internationally and in Australia including: nationalising the curriculum, who actually controls the curriculum, making the curriculum educative, curriculum integration, and community-based curriculum.

One in four learners in Australian schools comes from a home where the main language is other than English. If these learners are to experience equal educational opportunities and achieve equal educational outcomes, they need support in their language and literacy development and an environment that is conducive to their learning across all subject areas. This unit aims to provide mainstream subject teachers with the appropriate skills to meet the needs of non-English speaking background learners through developing an understanding of the language-related needs of these learners and of ways of meeting these needs.

This unit provides a framework for students to understand giftedness and the practices associated with gifted education from a theoretical perspective, and through the assessment tasks provides opportunities for both critically reflective appraisal and practical application of new understandings. It requires students to critically examine current understandings and practices relating to teaching highly able students from a national and international perspective. A focus of the unit is on development of differentiated curricula to engage all ability levels and gifted students in particular.

This Unit will explore Indigenous and non-Western traditional education for both students and adults within a local and global perspective. It will support you to expand your understanding of Indigenous cultures and consider Indigenous and local forms of education alongside the provision of mainstream schooling by nation states.
The two foci of this Unit are: first, to introduce you to education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes, and second, to situate mainstream provision of Indigenous Education in your future teaching contexts.
Of critical importance will be an examination of the positioning of Indigenous and traditional education systems within the nation state, the impact of colonisation, issues pertaining to the retention and maintenance of Indigenous and traditional knowledge through education, and the role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems.
By using your teaching experiences, an extensive national and international literature, an array of teaching and learning resources, and your capacity for critical analysis, you will be able to develop skills and insights into how you can engage learners from Indigenous and traditional communities and create successful academic partnerships that improve academic outcomes.

The unit explores the growing emphasis on developing capacity in the workplace as a key platform of vocational education and training policy reform in Australia and overseas in recent decades. The unit will draw on workplace learning as it manifests within school curriculum as well as the ways in which teachers experience this in the school as workplace. Students will be introduced to the rationale for the introduction of vocational curriculums in schools and their connection to curriculum programs within them.

This unit aims to increase student's understanding of human development across the lifespan through the study of biological, perceptual, cognitive, personality, social and emotional changes from infancy to adulthood. Deviations from normal development will be covered within the field of developmental psychopathology. The content of the unit will reflect the view that human behaviour throughout life is multiply determined by the interaction of both environmental and constitutional influences, and the context in which development occurs. Through student presentations and class discussion, students will be introduced to a number of current topics and contrasting developmental theories.

The program includes a review of the important legislation for psychologists, professional organisations for psychologists, ethics committees and codes of professional conduct. It addresses issues of privacy, confidentiality, privilege, and informed consent, professional responsibility in relation to competence, dual relationships and conflicts of interest, the role of the psychologist in court, ethical issues raised by having children as clients, ethical issues in the use of psychological tests, ethical issues in the provision of psychological services to people from a different cultural background, managing the suicidal client, ethical issues in reporting child abuse, the prediction of dangerousness, ethical issues pertaining to service delivery over the internet and by email, and the ethics and responsibilities of supervision. Students will pursue a program of readings and assignments which direct attention to ethical, legal and social issues involved in psychological practice. These issues will cover relevant legislation, APS and other codes of professional conduct for psychologists, registration requirements, and some social ramifications of psychological practice.

The unit will provide students with a theoretical overview of individual differences and how these may be assessed. The course of study will include the theoretical background to the development of classes of tests, detailed examination of a range of models of human ability, and other individual difference issues. The different approaches to the design and construction of personality assessment tools will also be addressed. Test evaluation methods and a review of recent trends in test development theory will also be covered. The unit will also cover the administration, scoring and interpretation of a range of psychological tests and classification tools.

This unit will focus on the principles and procedures of applied behaviour analysis in changing human behaviour. A range of behaviour change procedures to establish new behaviours, to increase desirable behaviours, and decrease undesirable behaviours will be studied. The characteristics of functional analysis as a bridge between effective assessment and intervention procedures will be considered. This unit will also introduce the basic issues in developing behaviour modification programs to change one's own behaviour: a process called self-management.

This unit covers all aspects of the conduct of research. Students undertake a study program in statistics and research design and under the guidance of a staff member plan an independent research project. This project involves designing research in relation to previous work on the topic of the study, gaining ethical approval for data collection or use of data, data gathering, data entry and analysis using appropriate statistical techniques or methodologies, and the preparation of a research report and a literature review according to the specifications of the Publication Manual of the American Psychological Association (APA).

This unit introduces students to a range of intervention models/theories used in counselling psychology and the assumptions on which they are based. Students will examine the theoretical bases of two approaches in depth.

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of accounting education. Students work independently, collaboratively, and interdependently, to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students will further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of accounting education. Students work independently, collaboratively, and interdependently, to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares pre-service teachers to teach biology in secondary schools as a specialist in Years 11 and 12 and in the junior years 7 to 10. The unit draws upon a constructivist theory of learning to explore the most appropriate ways of encouraging students to build their conceptual understandings of biological concepts. Linked to this, students will develop a range of pedagogical approaches in teaching biology. Importantly, pre-service teachers will be introduced to appropriate curricula (Years 7 to 12) so that they are confident in linking their teaching to the curriculum in preparation for the classroom. Throughout the unit students will be challenged to consider the key issues impacting biology education and how they might address them in their teaching. Students will be encouraged to think critically about teaching biology and recognise the importance of reflecting upon their own practice.

This unit builds upon the foundational unit providing pre-service teachers with further opportunities to explore and develop their pedagogical practices in biology. In particular students will consider the importance and value of investigations and fieldwork in teaching biology along with the possibililties offered by a range of online electronic resources. Pre-service teachers will consider the types and ranges of assessment in biology. An important component of this unit will be an increased focus on the need for biology teachers to think critically about their own practice and the degree to which it enhances the learning opportunities for all students. The valuable role of ongoing professional learning as one becomes part of the teaching profession will also be considered.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students will futher their understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit aims to prepare students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is to assist pre-service teachers to build an understanding of the importance of developing an effective pedagogy for teaching chemistry through the use of critical reflection. The unit also aims to build an awareness of problematic chemistry content and evidence-based teaching approaches that better facilitate student conceptual understanding. Students will trial a wide variety of effective teaching strategies and be encouraged to build ICT skills and techniques essential for establishing a productive and engaging secondary science classroom. The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. Methods for assessing and monitoring student learning in chemistry will be introduced. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

This unit builds upon EDF4847 in preparing students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). Pre-service teachers continue to build an understanding of the importance of developing an effective pedagogy for teaching chemistry through the use of critical reflection. An awareness of problematic chemistry content and evidence-based teaching approaches that better facilitate student conceptual understanding will be explored. Students will trial a wide variety of effective teaching strategies and be encouraged to build ICT skills and techniques essential for establishing a productive and engaging secondary science classroom. The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. Methods for assessing and monitoring student learning in chemistry will be explored further. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

This is a secondary methods study unit which addresses the theory and practice of secondary school drama education. It is designed to introduce students to the skills and understandings of drama education and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical and pragmatic perspectives.

This is a secondary methods study unit which addresses the theory and practice of secondary school drama education. It is designed to develop students' skills and understandings as drama educators and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical and pragmatic perspectives.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, Enterprise and business related education in secondary schools. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to further develop and extend the learning undertaken in EDF4853 Economics education in the secondary years A . Students will continue to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise and business related education in secondary schools. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. They will acquire knowledge and understanding of the nature and purpose of assessment, designing assessments that are puroposeful and relevant to the teaching and learning economics program and the learning needs of students.Through an examination of a range of curricula drawn from state, national and international contexts, students are further familiarised with current developments in the theory and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares student teachers for the teaching of English as an additional language (EAL) to the full range of non-English speaking background students, including recently arrived students with limited English language skills, international students and others in a range of EAL contexts. It looks at the nature of English and the theory and principles of second language pedagogy, along with factors having an impact on teaching and learning. Attention is paid to the sociocultural contexts of learning and the need for sensitivity to linguistic and cultural diversity in schools. With reference to current curriculum documents, policy and assessment protocols, pre-service teachers will learn to assess EAL learner needs, devise appropriate lessons to meet those needs, and to select and adapt materials to work effectively to maximise the educational opportunities of all EAL learners. The teaching practice component of the course is a crucial part of developing such knowledge and skills and students will complete weekly activities to prepare for the placement, including the use of technology.

This unit builds on the contextual and pedagogical knowledge about EAL teaching from EDF4855. Students will link theory and practice with a view to deepening their competence to teach EAL in a range of settings, including intensive new arrival programs, EAL support programs in the mainstream, EAL programs targeting international students and team-teaching (where ESL teaching is taught in cooperation with a mainstream subject teacher). The course will cover all aspects of ESL teaching in a secondary setting, including VCE. In relation to the particular context, students will learn to assess EAL learner needs, devise appropriate units of work to meet those needs, adapt and create course materials and work effectively as part of a whole school program to maximise the educational opportunities of all EAL learners. The teaching practice component of the course is a crucial part of developing such knowledge and skills.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and interdependently to develop their skills and knowledge in planning and implementing curriculum materials in the area of English language. Students also learn to appreciate how language, in its various modes and uses (including those involving ICTs), mediates the learning of all young people across a range of curriculum areas and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in theory and practice of English literacy education. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and on exciting innovations in English education, in Australia and internationally.

Building on EDF4857 English education in the secondary years A, this unit extends pre-service students' capacities, as they continue to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and interdependently to plan and implement appropriate curriculum in the area of English language. They also learn to appreciate how language, in its various modes and uses (including those involving ICTs), mediates the learning of all young people in school and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in theory and practice of English literacy education, with a particular focus on senior English curriculums. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and exciting innovations in English education, in Australia and internationally.

This unit introduces students to the language, methods and major ideas useful in contemporary science teaching, and focuses on content, pedagogy and the interrelationships between them. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on their past, as well as providing new experiences. The unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit broadens students thinking about learning and teaching science by introducing them to ways of engaging learners in real world science. It provides students with the opportunity to develop their planning and teaching skills and emphasises the importance of reflection and continual development of teaching practice. This unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Furthermore, this unit reinforces a view that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers.

This unit aims to prepare students to become effective and knowledgeable specialist geography teachers. It develops pre-service teachers' understanding of current approaches and trends in geography education, nationally and internationally, and how these impact on school-based and post-compulsory curriculum in geography. The unit will involve an examination of various strategies, resources, policies, activities and forms of assessment for geography education.

This unit aims to build on the understanding developed in EDF4861 Geography education in the secondary years A, to further prepare students to become effective and knowledgeable specialist geography teachers. It develops pre-service teachers' understanding of current trends and approaches in geography education, through a focus on the uses and applications of fieldwork, ICTs, personal geographies, environmental and sustainabilty education, and civics and citzenship education. Students will be expected to critically examine school geography drawing on a range of national and international perspectives on geography curriculum, resources and assessment, and on learners of diverse backgrounds and abilities.

The aim of this unit is to provide a secondary teacher education method in health that has two foci:

1. to explore human development content and curriculum in the school context
2. to develop teaching and learning skills including ethical knowledge for teaching health to years 11 and 12.

Study in this unit is underscored by the need to develop an understanding of the complex nature of health as part of a social model and the methods for teaching related fields in science, education, society and politics in terms of the interrelationship of individuals and groups throughout the lifespan.

The aim of this unit is to provide a secondary teacher education method in health that has two foci:

1. to explore new technologies for health education in the school context.
2. to develop teaching and learning skills for teaching health across the school curriculum.

Study in this unit is underscored by the need to develop an understanding of the complex nature of health and how this can be addressed across the curriculum. It also addresses teaching models related to experiential education and how this can support health educators to set up health promoting school programs that support individuals throughout their lifespan.

This unit introduces pre-service teachers to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of an integrated program in either Australian or overseas school or wider educational settings. The unit is practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies, and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs. It explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past; multiple definitions of 'historical literacy'; Australian Curriculum cross-curriculum priorities and general capabilities; Australian Curriculum: History and how it has been implemented by different government and other education authorities; civics and citizenship education and values education imperatives; strategies for engaging and purposeful lesson-planning and delivery; 'teaching by the textbook and the website'; teacher-directed as well as student-centred questioning; English language proficiency and assisting students for whom English is another language when 'reading and writing' about the past; preparations for school placement; and, introductions to inquiry methodology, Gardner's 'multiple intelligences', Bloom's 'taxonomy' and de Bono's 'six thinking hats'.

This unit builds on EDF4865 History education in the secondary years A and continues to develop pre-service teachers' understandings and skills with regard to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of integrated programs in either Australianor overseas school or wider educational settings. The unit continues to be practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies, and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs. It explores: advanced teaching, learning and assessment strategies with emphases on 'viewing', 'listening to' and 'visiting' sources of the past; important history education resource providers at state/territory, national and international levels; studies of Asia, Indigenous and sustainability imperatives; religious studies and their connections with history education; unit planning and delivery; Victorian Certificate of Education histories and/or Australian Curriculum: History 'senior years' documents; securing employment as history/humanities school teachers or educators in non-school history education settings; history disciplinary or education professional communities that advocate and work for high quality history education experiences for students as well as educators; and, strategies for responding effectively to curriculum priorities and developments as they arise.

This unit enables students to understand the scope of information and communication technology (ICT) education in secondary school (Years 7 to 12). It provides students with opportunities to develop their knowledge and skills relevant to teaching ICT with a particular emphasis on the junior levels in secondary schools. This includes the use of technologies to represent understandings, conceptualise and manage ideas; to create and communicate; to engage critically with the impacts of technology on society and education; and to develop an understanding of the relationship between ICT curriculum content and pedagogy.

This unit provides students with opportunities to continue developing their knowledge and skills relevant to teaching ICT but with a particular emphasis on senior levels in secondary schooling. This includes the use of technologies to represent understandings, conceptualise and manage ideas; to create and communicate; to engage critically with the impacts of technology on society and education; and to develop an understanding of the relationship between ICT curriculum content and pedagogy. The unit also considers how we can sustain professional learning and the role of the ICT teacher more broadly in the school and in shaping policy.

This unit provides students with an introduction to theory and practice covering various disciplines which comprise Jewish Studies. The unit introduces students to a number of issues and themes that can help them to locate Jewish Studies in its broader global context and to appreciate the dynamics of Jewish schools and Jewish schooling. The unit also focuses on developing an understanding of various models of and approaches to the teaching of Jewish Studies.

This unit builds on the study in Semester 1 of EDF4869 Jewish studies education in the secondary years A. The primary purpose of this unit is to introduce students to the knowledge, skills, values and attitudes that underpin the teaching and learning of the various subject areas which fall under the generic heading of Jewish Studies. This unit deals with various topics, themes and issues related to the teaching of Jewish Studies in the secondary school. In addition to various pedagogical 'hands-on' aspects of teaching Jewish Studies, the unit will also deal with issues and themes of a more philosophical or theoretical nature.

This unit involves students in close examination of current research on first and second language theories linked to principles of optimal classroom pedagogy. Students will engage with global, national and Victorian policies and curriculum and assessment frameworks, and reflect on how these impact on local decisions related to the teaching and learning of languages. Students work collaboratively to explore intercultural contexts as they are realised through interaction with a range of spoken and written texts.

This unit invites students to utilise second language acquisition research and curriculum design techniques for constructing lessons appropriate to learners' needs. Students develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language competencies. They investigate and evaluate theoretical and practical links between disciplines, domains and literacies in order to better appreciate the importance of communication and how languages contribute to this educative process.

This unit explores current, local and international research on first and second language theories linked to P-12 principles of classroom pedagogy. Students are provided with foundations for effective teaching of languages within the perspective of the P-12 continuum. Students will develop a flexible and informed approach, selecting appropriate strategies for learner's linguistic and communicative needs. While the focus is mostly practical, emphasising the importance of planning and sequencing lessons, this unit links closely with research, and builds skills in the development of integrated units of work emphasising the importance of cross-curricular planning involving classroom teachers and communities of professional practice.

In this unit students will consider a range of factors that impact on the establishment of a languages program in their context and the integration of such a program within the larger P-12 school curriculum. While the focus further emphasises the importance of planning and sequencing lessons, it links closely with the research in EDF4871 and EDF4872 (Languages education in the secondary years 1A and 1B). It builds skills in the development of creating integrated units of work incorporating ICT and multimedia specific to student's languages method. Students investigate and evaluate theoretical and practical links between disciplines, domains and literacies in order to better appreciate the importance of communication and how second languages contribute to this process.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of legal studies education. Students work independently, collaboratively, and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students will further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of legal studies education. Students work independently, collaboratively, and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit EDF4877 and the next unit EDF4878 explore the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units are designed to prepare students to teach mathematics and consider the philosophy that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both junior level (Years 7 and 10) in this unit and senior levels (Years 11 to 12) in unit EDF4878. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit EDF4878 and the previous unit EDF4877 explore the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units are designed to prepare students to teach mathematics and consider the philosophy that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both senior level (Years 11 and 12) in this unit and junior levels (Years 7 to 10) in EDF4877. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit is designed to prepare specialist teachers of media studies. It will introduce students to current debates and trends in media education. Students critically explore the different justifications for teaching media studies in secondary schools, as well as the benefits and negatives of different approaches to teaching media studies (e.g. a more vocational, 'hands on' appproach, as opposed to a more theoretical approach). Students will examine different approaches to teaching key media studies topics, including representation, narrative, new media and media production. Students will draw upon their knowledge of these topics to evaluate media studies teaching resources and design and implement individual lessons and assessment tasks for a range of levels and in accordance with state and national curriculum documents, including the VCE media studies study design.

This unit is designed to prepare specialist teachers of media studies. It will further develop students' critical understandings of current trends in media education. Students will examine different approaches to teaching key media studies topics, including media industry, social values and the media, audience and media influence and media production. Students will draw upon their knowledge of these topics to design and implement sequential programs of lessons and assessment programs for a range of levels and in accordance with state and national curriculum documents, including the VCE media studies study design.

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and also considers primary school music education from the viewpoint of the specialist music educator. Students will be encouraged to refine their attitudes through reflecting on their past, as well as providing new experiences. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process. The focus on this unit concentrates primarily on lower and middle secondary school music. The following subject EDF4882 Music education in the secondary years 1B, will focus on senior secondary school music. It is considered appropriate to do this as many students will find themselves required to teach the majority of their first teaching placement classes in the secondary levels mentioned.

This unit builds on the key ideas and methods in teaching and learning music introduced in EDF4881 Music education in the secondary years 1A. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools. The focus on this unit concentrates primarily on senior secondary school music. Students will be encouraged to refine their attitudes and approaches to music education through reflection and evaluation of both past and new experiences. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection and analysis of pedagogical reasoning. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process.

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. It expands the knowledge and understandings developed in EDF4881 and EDF4882 (Music education in the secondary years 1A and 1B). In particular, the unit explores issues and practices that surround the effective school music educator such as the establishment and management of school music departments, and the teaching, conducting and management of school performance ensembles (bands, choirs, orchestras and myriad ensemble arrangements). The unit considers the support that must be provided for all music teaching and learning in educational environments including that offered by instrumental specialist teachers. It focuses on the interrelationships and interdependencies between school music classroom teaching and learning and music performance practices. Students will be encouraged to share their past experiences in these areas, by reflecting on their own past, they may build a better understanding and basis for future practice as educators. This is particularly pertinent as most (if not all) students will already be experienced instrumental teachers and music professionals. It will also reposition students as novice learners of unfamiliar instruments (classroom recorder, guitar, keyboards, etc.) to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. In addition there will be discussion of the tensions inherent in advocacy issues for music both within and beyond the school.