Monash University Handbook 2015 Postgraduate - Units

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

This unit places the learner at the heart of teaching and examines the complex process through which learning develops. Students gain a strong understanding of how learning occurs by examining research into effective learning models. Reflecting on personal learning experiences, both past and present, is a powerful way for individuals to examine learning. It demonstrates how cultural and socio-economic contexts influence learning. This includes consideration of the benefits and limitations of employing digital technologies as a means to engage learners and address the challenges of achieving student-centred participation and inclusion. Students consider approaches to measure and evaluate learning and appreciate how a focus on learning prepares them as stronger and more responsive teachers.

In this unit students investigate and reflect on what it means to be a teacher in different educational contexts. They consider the kinds of 'power' they have as an individual teacher and the teaching profession as a whole to influence young people's learning and development and to help shape a multicultural, democratic and sustainable future world. As part of that investigation students examine, critically analyse and evaluate different theories of teaching, and inquire into the multiple dimensions of teachers' work in diverse settings. In the course of developing an emerging personal and professional standpoint around teaching, students research a number of policy documents (at local, national and global levels) and consider the ways these policies influence teachers' practices and sense of who they are as professionals.

This unit examines teaching partnerships across the many ages and stages of learning. The work of teachers must recognise the way in which communities within and beyond the school operate as sites of learning. Teachers focus on the crucial work of building and maintaining relationships with families and care givers and in creating partnerships with them and others in the broader education community. The unit enables students to identify the key education stakeholders in their school and its community and then develop the skills and knowledge to build relationships and create partnerships across networks. Students have the opportunity to consider the ethics and protocols of engaging with diverse families and communities as well as establishing sustainable partnerships with diverse stakeholders. Students both investigate partnerships and actively contribute to building sustainable partnerships.

This unit orients students to the notion of literacy practice as fundamental to living in the world and how we learn, both formally and informally. It positions literacy practices as being in relationship to learning. It examines literacy/literacies across the years as a set of practices which are socially situated, developing from birth and beyond. Students explore how meanings are made and communicated through various modes, including reading, writing, speaking and viewing. Digital technologies are explored as potentially powerful ways to support and enhance positive relationships and engagement with literacy across a range of settings. Developing communicative competence in these ways connects students' out-of-school practices with those associated with schooling. Through the course of the unit, students become observers of their own meaning-making practices and reflect on connections to the shifting contexts in which they live and work.

This unit focuses on the planning, implementation and evaluation of high-quality, play-based curricula in kindergarten settings. Students 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 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.

This unit emphasises 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, their 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 draws 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.

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 explores local and global Indigenous perspectives on teaching and learning. It develops students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples. The unit considers Indigenous and other forms of education alongside the provision of mainstream schooling by nation states. Students develop understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. They explore and utilise education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes. Students also develop broad knowledge, understanding and respect for Aboriginal and Torres Strait Islander peoples and their histories, cultures and languages to meet expectations in the Australian Curriculum and the Australian Professional Standards for Teachers. They develop skills and insights into how to engage learners from Indigenous and traditional communities and create successful partnerships that improve academic outcomes and foster reconciliation.

In this unit students examine the major lifespan theories and counselling approaches in order to understand the mental health issues that arise in the course of childhood, adolescence and adulthood. The strong focus on lifespan issues promotes an understanding of others and deeper appreciation of clients and the counselling process. Both historical and contemporary frameworks for lifespan and attachment counselling are explored and their relationship to practice evaluated. Students examine key concepts in attachment theory along with how the main attachment types play out both in childhood and later life. The personal and professional aspects experienced in the counselling profession are investigated together with the impact that counselling has on the identities and functioning of counsellors.

This unit familiarises students with the professional side of counselling. Students are introduced to the different ways in which counselling is offered, including online and distance counselling, individual, couples and group counselling. Students explore the many settings in which counselling takes place including career and vocational counselling, mental health settings, spiritual centres and school counselling. Creative approaches to counselling such as play therapy and art therapy and the counselling of diverse and special populations are investigated. The unit also introduces students to the professional organisations in their area of practice as well as to regulations which govern counselling practice.

This unit focuses on the incidence of mental health issues and their effects on the individual, family and community. It examines a variety of issues relating to trauma and grief, addictions to alcohol, drugs and other mental health issues. Students examine how the normal highs and lows of life can be managed and how declining mental health can affect feelings, thoughts and actions. Students are introduced to a number of therapeutic approaches.

This unit is an introduction to counselling child and adolescent clients and explores the childhood and teen years in which specific developmental milestones are reached. This challenging time for parents and teachers, during which children are learning about their place within the family, their school and local community, is examined. Students are assisted to understand adolescence as the period during which children begin the transition to adulthood but are still developing maturity and their identity. Students analyse how adolescents expand their horizons and move into the adult world, and the range of challenges that can present as they move towards greater independence.

This unit increases 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 are covered within the field of developmental psychopathology. The content of the unit reflects the view that human behaviour throughout life is determined by the interaction of both environmental and constitutional influences and the context in which development occurs. Through student presentations and class discussion, students are introduced to a number of current topics and contrasting developmental theories.

This unit 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 pursue a program of readings and assignments which direct attention to ethical, legal and social issues involved in psychological practice. These issues cover relevant legislation, Australian Psychological Society (APS) and other codes of professional conduct for psychologists, registration requirements and some social ramifications of psychological practice.

This unit provides students with a theoretical overview of individual differences and how these may be assessed. It includes 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 are addressed, and test evaluation methods and a review of recent trends in test development theory are covered. The unit also covers the administration, scoring and interpretation of a range of psychological tests and classification tools.

This unit focuses on the principles and procedures of applied behaviour analysis (ABA) in changing human behaviour. A range of behaviour change procedures to establish new behaviours, increase desirable behaviours and decrease undesirable behaviours are introduced. ABA typically employs single-subject research methodology. This unit introduces students to this technology, encompassing observational systems and single-subject research designs. The unit also highlights the role of functional behavioural assessment procedures in the context of positive behaviour support (PBS) and the development of effective non-aversive behaviour reduction interventions. It outlines the basic issues in developing behaviour modification programs to change one's own behaviour, a process called self-management. The ethical and social validity issues around the implementation of behaviour change procedures are highlighted, specifically in relation to those involving interventions including aversive procedures.

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, 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 examine the theoretical bases of two approaches in depth.

This unit orients students to the field of education, helping them to convey the academic ideas they understand through their reading. Through the development of an annotated bibliography which responds to an education and sustainability-related challenge, students learn how to identify key ideas in an academic text and convey these in writing. The academic work of analysis is developed by building on the bibliographic entries and exploring the ideas conveyed in writing in particular contexts. In this way, students analyse ideas and identify their connections and relevance to concrete situations.

This unit develops students' capacities to convince others of their academic ideas. Its focus is on building an academic argument. Students are introduced to some key principles and approaches through which academic arguments are built by reviewing them in a range of sustainability-related texts. Students apply these features, present their academic argument and give and receive constructive feedback, thereby gaining skills to strengthen their arguments.

This unit encourages students to identify, investigate, understand, evaluate and debate contemporary issues in sustainability locally, nationally and globally. Key environmental issues around biodiversity and water are addressed as a way to orient students to issues of contemporary relevance in sustainability debates. The learning implications of these issues are highlighted as they are reviewed through related policy, case study and research materials. Implications for learning and professional practice are considered. Learning is enhanced through students' critical engagement with issues raised by them and their peers.

This unit encourages students to identify, investigate, understand, evaluate and debate contemporary issues in sustainability locally, nationally and globally. Key environmental issues around food and social justice are addressed as a way to orient students to issues of contemporary relevance in sustainability debates. The learning implications of these issues are highlighted as they are reviewed through related policy, case study and research materials. Implications for learning and professional practice are considered. Learning is enhanced through students' critical engagement with issues raised by them and their peers.

This unit orientates students to the field of education and engages them with academic traditions and scholarly practices in the field of education at the postgraduate level. Students review academic texts and research papers which represent diverse standpoints in understanding education. Students examine how education researchers position themselves within the field in terms of different theories and understandings of education. Students develop capacities in critical reading, analysis and synthesis and use these to prepare their own well-crafted and well-supported academic arguments in written and oral forms. Through this unit, students explore a topic or theme of interest to them, critically review the evidence related to it and practise building an academic argument related to this theme.

In this unit students are involved in identifying and investigating current contemporary issues in education through a variety of lenses that may include local, national, regional or global perspectives and emphases on school, adult or higher education learning, both formal and informal, depending on the interests of the student cohorts. The unit begins with the identification of issues at each of these spatial and sectoral levels, relevant to the students and their work and roles in education. Opportunities are provided for students to critically engage with theory, contemporary policy documents and accounts that are relevant to the issues they are investigating. Students further define key questions for investigation, gather appropriate data to research the issues and present and share in debates through peer-led forums. Through shared learning, the unit provides an orientation for students to a broad range of debates across education contexts and develops understanding of the complexities in this field.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the first of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the second of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the third of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the fourth of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the fifth of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the sixth of six professional experience units.

This unit positions inclusion as a core component of effective teaching. It addresses learner diversity as an approach to achieve participation of all learners. Students explore and critically evaluate theories of diversity alongside the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups. As students develop their understanding of planning, goal setting and design to improve learning engagement, they consider how digital technologies may promote inclusion in the learning environment. Key policy and legislative requirements which encourage attention to diversity, inclusion and participation are examined. In these ways, students build knowledge of a repertoire of positive teaching and learning practices to manage classrooms and/or student behaviour within differentiated learning educational settings and among students with additional needs. They evaluate and apply these to develop their skills in supporting inclusive learning across contexts and students.

In this unit students learn about the relationship between numeracy and mathematics as it applies to both learners and teachers. Being numerate is an expected outcome of schooling: everyone, as an informed citizen, needs to deal with the numeracy demands within everyday life, work and education contexts. The implications of this for learners and teachers are examined. Students explore the numeracy demands embedded across the school curriculum in a range of relevant contexts at all school levels, as well as within disciplines. To be numerate, individuals need to draw upon a wide range of mathematical knowledge, skills and concepts. Students encounter these mathematical concepts and engage with the various dimensions of numeracy: measurement, mathematical literacy (dealing with basic number skills), statistical literacy, financial literacy, and spatial/geometrical literacy. Relevant curricular examples that encompass these dimensions of numeracy are encountered and students reflect on pertinent teaching approaches to engage students in such tasks. Students also consider the school as the workplace of teachers, and explore the breadth of numeracy demands on teachers and the confidence, knowledge and skills needed to deal with them, including the use of digital tools. Examples include: the interpretation of student achievement and other statistical data to guide pedagogical practices and improve learning outcomes, and financial aspects of school management. Students have opportunities to recognise and build on their own mathematical competencies.

This unit foregrounds curriculum theories and their application to teaching and learning in education, developing students' understanding of curriculum guidelines, documentation, assessment and evaluation policies that are pertinent to the education field nationally and globally. Students critically analyse curriculum documents to develop an understanding of how policies and legislative requirements intersect and inform curriculum development learning and assessment. They develop curriculum knowledge to design learning sequences, lesson plans and effective approaches to classroom management that meet diverse learners' needs. Students have the opportunity to explore and use technology to provide feedback to, and support learning among diverse learners.

Teachers have a complex and powerful role as leaders in the classroom, school, and community. This unit invites students to develop a deep and actionable understanding of their current and future role as a teacher in which they can plan for lifelong professional engagement and learning. Students develop an understanding of the value of, and engage with, professional learning communities such as professional associations with the goal of developing their own professional learning as well as contributing to the profession and shaping local and global policy contexts. Teachers collaborate, support and lead other teachers and community partners. Students develop skills in setting goals and developing strategies to lead others in collaborative and constructive small-scale professional learning projects. An important part of teaching is to be cognisant of, and work within, a diverse range of regulatory frameworks including legislation, policy, guidelines and professional registration requirements. Students locate their practice by engaging with and interpreting such frameworks as well as broader concerns of ethical and professional conduct, workplace policy and community expectations. In this unit students are encouraged to position themselves as active contributors to shaping education locally and globally.

This unit explores how numeracy concepts develop as young children experience meaningful opportunities to develop their mathematical thinking in a range of settings such as home, childcare, school and community. It focuses on understanding and developing children's thinking in mathematics from infancy through to the early years of school. The content addresses key early numeracy ideas and pedagogical strategies for enhancing children's mathematical development through play, inquiry and problem solving. Students engage with current research, policy and practice on early years numeracy and the enhancement of young children's mathematical reasoning. They investigate tools, technologies and processes for monitoring children's thinking and fostering their mathematical progress in inclusive ways. Students reflect on their own experiences and perspectives as mathematics learners to develop an awareness of how their beliefs about numeracy influence their interactions with children. They consider strategies for their ongoing learning and development.

This unit explores multiple theoretical perspectives that underpin child development and learning. It evaluates these perspectives and explores their implications in current early years' educational and care practices from birth to eight years of age. Students critically analyse the psychological underpinnings of child development and other contemporary child developmental theories. This unit positions students as informed practitioners who apply key child development theories to curriculum design and pedagogical practices in the early years. Authentic cases and problems from diverse cultures provide students with opportunities to link child development theories to educational and care systems and consider their influence on child development and learning.

This unit focusses on the research and practices of science, technology and sustainability and the ways young children make meaning in these areas. Students consider how young children develop understandings of science, technology and sustainability in a variety of cultural contexts, including schools and their everyday environments at home and in the community. The teaching of science, technology and sustainability is examined from a range of theoretical perspectives, situated within Australian and international curriculum. Students co-construct pedagogical understanding about how children transition from everyday concepts to scientific concepts. They develop skills in promoting young children's learning of science, technology and sustainability.

This unit explores creative play and artistic activity as important components to children's overall development. Students examine how children express ideas and feelings through drama, music, arts and dance. Students analyse children's creativity, method of thinking and problem-solving skills. They develop professional skills to plan and implement learning programs that challenge children to expand their reasoning, imagination and understanding of the world, along with encouraging an educational environment that allows children to become more confident of their views and opinions. Students engage in their own arts processes and reflect critically and creatively on these using a range of technologies that extend their knowledge of creative media and techniques appropriate for young children. Practice-led workshops provide opportunities for individual and collaborative projects to illustrate how students engage, guide, scaffold and assess children's creative expression in an arts-centred curriculum.

In this unit students examine play as a pedagogical construct and what it means from the child's perspective. They investigate contemporary approaches on how play is defined and re-theorised. Play has been traditionally viewed as an important pedagogical approach in most communities drawing on a European heritage. However, this unit examines how play is culturally constructed in diverse communities and the ways children in contemporary society play and live in their communities. Students undertake analysis of the contemporary theories of play, noting the research upon which particular theories are based. They consider cross-cultural variations, collective relationships, digital spaces and the range of play contexts in which children find themselves today. Students are supported in their work through observing children at play and applying these ideas in their work with children.

This unit focuses on the world of policy making in early childhood within local and international contexts. Specific attention is given to the conceptualisation of policy actors, debates about inclusivity, and the newly emerging discourse in policy documents of children as rights holders. Students critically analyse broader policy frameworks in which key trends, for example, Indigeneity, labour market issues, the changing profile of families and formal education systems, are reflected in changes made to early childhood policies. Students develop understanding of a range of contemporary policies in early years education within Australian and international contexts and identify the ways these influence aspects of their professional practice.

This unit explores theories, perspectives and issues related to the wellbeing of children and staff in early years settings. Particular emphasis is given to the physical and psychological aspects of wellbeing essential for child and staff health. The unit provides opportunities for early years educators to critically examine professional practice, curriculum and regulatory frameworks in relation to child and staff wellbeing and workplace safety. Themes addressed around children's health include promotion of children's physical health, happiness, spirituality, resilience, confidence, satisfaction and successful relationship building. Themes addressing staff wellbeing include promotion of staff wellbeing and aspects of work-life balance, stress, time management, developing and maintaining professional staff relationships and promoting workplace safety by understanding regulatory requirements and frameworks necessary for safe working environments.

This unit explores science within four broad frames: science as a way of thinking and acting, learning about learning science, teaching as the transformation of knowing science, and the engagement of learners and communicating science. The unit focuses on how science knowledge shifts and changes over time and through technological and social change. The unit takes a constructivist approach, employing strategies that include the use of prior knowledge, questioning and inquiry learning. An emphasis is placed upon hands-on approaches, scientific investigations and student-owned/student-centred investigations. The relationship between science, technology and society, different science curriculum and the nature of science as a discipline is also considered. Students build understanding of science learning and teaching through collaborative participation in a range of contexts and critically reflect on these.

This unit explores the role and nature of English and literature education in primary settings. The unit prepares students to assess, plan and implement English and literacy learning to enhance children's oral language, reading, writing and visual literacies. In this context, a range of information and communication technologies are examined for their capacity to extend literacy learning among student participants and within primary classrooms. Through this unit, students strengthen their personal literacies and capacities for communication as members of the teaching profession.

This unit focuses on the role and nature of mathematics education in primary schools and develops in students a critical understanding of the societal and cultural diversity that surrounds and informs mathematics teaching. Students engage with local and international educational research and policy to inform the development of their professional knowledge, skills and values development. Students examine how mathematical learning might be facilitated by the appropriate harnessing of learning technologies and calculators. Students evaluate how numeracy is explicit and implicit in the creation of an inclusive curriculum and the impact of international testing of numeracy/mathematics teaching. The personal numeracy required to critically engage with data about schooling and education is also addressed.

This unit examines how school students can learn to understand the world through history, economics, geography and citizenship education and through cross-cultural and multi-disciplinary lenses on the world. This includes understandings of the range of cultural experiences within both Australian and global communities. Students engage with theoretical, philosophical, pedagogical viewpoints and assessment strategies that address issues related to the themes of Indigenous Australia, environmental sustainability and Asia and the world. The unit develops understanding of how educators can embrace diversity and teach for social justice, and how events shape our societies and places within them.

This unit explores a range of pedagogical approaches to teaching and learning in the arts and design, and critically examines current theoretical perspectives in the arts and design education research. Students develop their competencies and involvement in a range of art forms, such as visual art, music, dance, drama, media and literature, and in doing so gain an understanding of the content, processes and skills as they relate to children's development and learning. The unit involves planning for and implementation of a range of arts and design learning experiences for children. It focuses on the integration of arts and design across the curriculum, and nurturing student creativity and critical thinking skills. Students develop their self-efficacy as teachers of the arts and their understanding of social justice perspectives in arts and design education.

This unit addresses physical education, health and wellbeing environments. It examines the health, wellbeing and sustainability of people, places and communities locally and globally. Students engage with a range of theoretical perspectives related to health and wellbeing. They explore pedagogical and theoretical approaches to teaching and learning in health, physical and environmental education. Drawing on cross-disciplinary approaches, students develop competency and confidence in providing developmentally appropriate and fundamental movement activities leading to physical education and health promotion in outdoor and indoor learning environments. The wellbeing of both teachers and learners in a variety of educational and community settings is examined.

This unit involves the planning and implementation of a range of integrated learning experiences for children, including a focus on integrating the arts, design and health across the curriculum. The unit draws on creative and critical pedagogies to nurture student creativity and ability to respond to issues of social justice through arts, design and health and physical education. It addresses two themes: the first explores creativity and the arts and the second examines health and wellbeing. In theme one, a range of pedagogical approaches to teaching and learning in the arts and design are canvassed and current theoretical perspectives in the arts are examined. Students develop their competencies in a range of art forms, such as visual art, music, dance, drama, media and literature, and in doing so gain an understanding of the content, processes and skills as they relate to children's development and learning in the arts and design. In theme two, students gain understandings in the health and wellbeing of people, places and communities locally and globally and critically examine theoretical perspectives related to health and wellbeing. Students develop competencies in the content, processes and skills of health and wellbeing and physical education using cross-disciplinary approaches.

Lifelong and workplace learning situates formal learning within a broader social learning context. This unit aims to make compelling connections between formal and other learning environments, in workplaces and communities, and considers the transitions young people make beyond schooling. Students investigate the learning and employment futures of young people and the nature of their learning transitions. The role of lifelong learning as a key attribute of wellbeing, creativity and employability is examined, as these dimensions are articulated in policy, fostered and practised in schools. Students engage with and recognise the implications of lifelong learning and its relationship to employability and enhanced workplace prospects for young people. They consider the limitations inherent in this relationship and discover ways in schools, and teaching and learning in particular, which may effectively respond to it.

This unit provides a critical understanding of the notion of adolescence, and the societal and cultural diversity that informs teaching middle years learners. Students focus on the secondary student at this stage in their life and learning trajectory. They examine salient aspects of adolescent development in the context of teacher education, as well as factors impacting on learning and wellbeing. Pre-service teachers engage in ethnographic approaches to explore adolescent cultural worlds and draw on significant features of such worlds to examine different forms of engaging curriculum. Students apply their understanding and design relevant and engaging curriculum for middle years learning.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the first of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the second of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the third of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the fourth of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the fifth of five professional experience units.

The professional learning project is designed to enhance professional learning to strengthen students' capacity to contribute to the core work of improving teaching and learning within an educational setting. The professional learning project allows participants to undertake and demonstrate professional learning in relation to a specific theme, issue or within a particular context. The project involves the design of a self-directed project focusing on an issue or theme which becomes the basis of a small-scale inquiry. Students learn how to set out the key features of a professional learning project, and how to select appropriate criteria for evaluating the quality of their design. The project articulates an inquiry question that responds to the theme or issue identified. Students gather and evaluate existing research data; the project describes and assesses the data and extrapolates meaning from the data to identify a set of findings in relation to the theme. The project identifies implications for professional learning and action.

The education research project develops students' capacities to generate and analyse evidence as a basis of professional practice. Through engagement in a research process, students investigate an issue of relevance to the core work of teaching and learning. They design and execute an individual research project in a related area with appropriate supervision. The project articulates its design elements, includes a critical review of relevant research literature, an appropriate explication of its methodological position and analysis of data. Students consider the application of the research findings to the core work of teaching and learning within a particular educational setting.

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 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, research and practice of accounting education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit builds on EDF5121 Accounting education in the secondary years A, enabling 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 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 gain deeper understandings of current developments in the theory, research and practice of accounting education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They undertake research into the design of a comprehensive teaching and learning plan suitable for teaching post-compulsory accounting content. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service teachers to build a strong foundation to teach biology 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 develop and demonstrate a range of pedagogical approaches appropriate to teaching biology as evidenced in the science education research literature. Importantly, pre-service teachers are introduced to appropriate curricula (Years 7 to 12) so they are confident about aligning their teaching to the curriculum in preparation for the classroom. Throughout the unit students are encouraged to work collaboratively while being challenged to consider the key issues impacting biology education and how these might be addressed in their teaching. Students are encouraged to think critically about teaching biology, learn how to adapt their knowledge and skills within diverse contexts, and recognise the importance of reflecting upon their own practice.

This unit builds on EDF5123 Biology education in the secondary years A by extending the opportunities for pre-service teachers to develop, implement and critically reflect upon their pedagogical practices in biology. In particular students consider the importance and value of outreach and fieldwork in teaching biology along with the possibilities offered by a range of online electronic resources. Pre-service teachers consider the types and ranges of assessment in biology and the ways in which these should inform student learning. An important component of this unit is 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. Throughout the unit, students work collaboratively to develop team-teaching skills while being expected to demonstrate an ability to operate independently in order to plan and implement curriculum using appropriate pedagogies for teaching biology. Pre-service teachers learn first-hand how to use and undertake small research tasks that will help develop their professional practice and scholarship into the future.

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 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 and related documents drawn from state, national and international contexts, students are familiarised with current developments in the theory, research, and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit builds on EDF5124 Business management education in the secondary years A, enabling 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 further 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 and related documents drawn from state, national and international contexts, students gain advanced skills and deeper understandings of current developments in the theory, research and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares 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 for students to use cognitive skills in critical thinking and reflection to build an understanding of the importance of developing an effective pedagogy for teaching chemistry that can be adapted and applied in diverse educational settings. The unit also builds an understanding of problematic chemistry content and the application of evidence-based teaching approaches that better facilitate student learning. Students trial a wide variety of effective teaching strategies including the use of information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.

The unit highlights the importance of setting personal and professional goals, engaging with relevant research literature and actively accessing professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. The principles of and methods for assessing and monitoring student learning in chemistry are 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 are recurrent themes explored through readings, class group work, discussion forums and assignments.

This unit builds on EDF5127 Chemistry education in the secondary years A 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 and applying an effective pedagogy for teaching chemistry through the use of critical reflection. The application of evidence-based teaching approaches that better facilitate student conceptual understanding of chemistry content learning is a focus of the evaluation of curriculum design and implementation. Students trial a wide variety of effective teaching strategies including the use of information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.

The unit highlights the importance of setting personal and professional goals, engaging with relevant research and actively accessing professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. The principles of and methods for assessing and monitoring student learning in chemistry are 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 are recurrent themes explored through readings, class group work, discussion forums and assignments.

This unit addresses the theory and practice of secondary school drama education. Drawing on a range of national and international research in the area of drama education, it introduces pre-service students to the cognitive and pedagogical skills and theoretical and practice-based knowledge and understandings of the broad field of drama education. It prepares them to plan for drama teaching and learning that will engage diverse secondary student learners. Students critically examine relevant state and national curriculum documents. Working collaboratively and independently, students explore, analyse, synthesise and apply a range of theoretical, philosophical and pragmatic perspectives on drama education.

This unit builds on student learning in EDF5129, addressing the theory and practice of secondary school drama education. Students refine their cognitive understandings and develop their pedagogical skills as professional drama educators so they are able to meet the needs of diverse learners. Working collaboratively and exercising intellectual independence, they critically engage with a range of theoretical, philosophical and pragmatic perspectives on drama education, including local and national curriculums. Students explore a range of national and international research in the area of drama education, and they are invited to conduct their own independent research in order to develop their scholarship and professionalism as drama educators and to enable them to continue to build and communicate their developing expertise in a variety of educational settings.

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, commerce and business related education in secondary schools. Students develop an 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 (e.g. VCE economics), national (e.g. Australian Curriculum: economics and business) and international contexts (e.g. IB economics), students are familiarised with current developments in the theory, research and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces 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 EDF5131 Economics education in the secondary years A. Students 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 acquire knowledge and understanding of the nature and purpose of assessment, designing assessments that are purposeful 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, research and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They undertake research into the design of a comprehensive teaching and learning plan suitable for teaching compulsory economics content. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares pre-service 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. Drawing on a range of research, it investigates the nature of English and the theory and principles of second language pedagogy, along with many other factors that have an impact on EAL teaching and learning. Particular 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 learn to apply appropriate research methodology to the assessment of 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. Links are made to the professional experience units in the course, both in terms of preparing students to undertake their practicum (including lesson planning and activities that incorporate the use of information and communication technology) and in guiding students' critical reflection on their practice during and after that practicum.

This unit builds on the contextual and pedagogical knowledge about EAL teaching from EDF5133 English as an additional language (EAL) education in the secondary years A. Working collaboratively and independently, students 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). Students draw on their experiences and understandings of EAL research developed in EDF5133 to design and enact a small action research project. The unit makes powerful links with the professional experience units in the course. One aspect of this linking involves examination of a wide variety of ESL and EAL practices and curricula in secondary settings, including the AusVELS curriculum. Students learn how to assess EAL learner needs, how to devise appropriate materials and units of work to meet those needs, and how to work effectively as part of a whole school program to maximise the educational opportunities of all EAL learners.

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 independently to develop their skills and knowledge in planning and implementing curriculum materials in the area of English language. They learn how teachers plan for and undertake educational projects and research as part of their professional work. Students also learn to appreciate how language, in its various modes and uses, including those involving information and communication technologies (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 the 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 exciting innovations in English education in Australia and internationally.

This unit builds on EDF5135 English education in the secondary years A by extending pre-service students' knowledge, skills and capacities. Students continue to build a strong foundation for their career-long professional learning as teachers of English language, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and independently to plan and implement appropriate curriculum in the area of English language. They also learn how teachers plan for and undertake educational projects and research as part of their professional work. They develop a finely honed appreciation of how language, in its various modes and uses, including information and communication technologies (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 the 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 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, laying a strong foundation for career-long professional learning. Students develop their subject matter knowledge and skills from critically engaging with national and international research literature relevant to teaching in secondary schools and they refine their attitudes through reflecting on their past and current experiences. The unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and 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 building a strong foundation for career-long professional learning. 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 draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection, enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Students build understanding that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

This unit prepares students to become effective and knowledgeable specialist geography teachers. It develops students' knowledge and understanding of current policies, theories, research principles and methods in geography education nationally and internationally. Additionally, students research how these impact on curriculum and pedagogy for geography teachers. The unit involves research into various strategies, resources, policies, activities and forms of assessment for geography education.

This unit builds on the understanding developed in EDF5139 Geography education in the secondary years A, to allow students to develop advanced knowledge, skills and capabilities as specialist geography teachers. It extends students' understanding of current trends and approaches in geography education, through a focus on the uses and applications of fieldwork, information and communication technologies (ICTs), personal geographies, environmental and sustainability education, and civics and citizenship education. Students are 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. Students are also expected to be able to design and conduct research to develop their understanding of geography education.

This unit enables pre-service education students to build strong historical, philosophical, curriculum and pedagogical foundations in the field of school-based health education. Through an examination of national and international education and health policies and relevant research literature, students critically analyse how policy imperatives shape both contemporary curriculum and pedagogical priorities in health education. Drawing on literature and research studies, students critically explore how curriculum and pedagogical imperatives are enacted in diverse educational and professional contexts. Working collaboratively and independently, students review, analyse, consolidate and synthesise their knowledge and skills as they work towards advancing their capacities in this field.

This unit builds on EDF5141 Health education in the secondary years A. The unit extends students' knowledge, understandings and skills in health education. Students draw on research literature to critically examine a range of contemporary curriculum and pedagogical innovations in health education, including the use of information and communication technology (ICT), health literacy, critical inquiry and social action projects. Through further examination of a range of national and international health and education policies students are familiarised with current developments in theory and practice related to senior health education curriculums. Working collaboratively and independently, students consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills enabling them to provide solutions to complex educational problems in secondary schools.

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 schools or wider educational settings. Successful completion of this unit enables students to demonstrate advanced knowledge, skills and capabilities in history education. 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.

The unit explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past, multiple definitions of 'historical literacy', and Australian Curriculum cross-curriculum priorities (especially Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia's engagement with Asia) and general capabilities. It explores Australian Curriculum: History and its implementation and evolution; 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 including assisting students for whom English is another language, 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 EDF5143 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 Australian or overseas schools or wider educational settings. Successful completion of this unit enables students to demonstrate advanced knowledge, skills and capabilities in history education. 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' primary sources of the past. It engages with relevant professions and communities, especially leading history education resource providers at state/territory, national and international levels. It encourages effective inclusion of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and sustainability imperatives, and identifies connections between religious studies and history education. It develops the suite of skills associated with unit planning and delivery at all secondary year levels, and examines the requirements of various history curricula in Australia. It concludes by offering strategies for securing employment as history/humanities school teachers or educators in non-school history education settings that advocate and work for high quality history education experiences and respond effectively to curriculum priorities or history education 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 advanced 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 builds on EDF5145 Information and communication technology education in the secondary years A. It provides students with opportunities to continue developing their advanced knowledge and skills relevant to teaching information and communication technology (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. Drawing on a range of literature, the unit introduces students to a number of issues that can help them to locate Jewish studies in its broader local, national and global contexts and to appreciate the dynamics of particular Jewish schools and Jewish schooling overall. Students work collaboratively and independently, with a range of methodologies, including the use of information and communication technologies (ICTs), to develop knowledge, understanding and skills with respect to various models of and approaches to the teaching of Jewish studies. They apply these knowledge and skills in planning, enacting and reflecting on sequences of Jewish studies lessons for secondary students.

This unit builds on the study of EDF5147 Jewish studies education in the secondary years A. Drawing on a range of literature, students develop their knowledge, skills, values and attitudes in relation to various subject areas which fall under the generic heading of Jewish studies. Students are introduced to a range of research and basic research methodologies that have been used in the development of knowledge and practices in Jewish Studies as it is enacted in particular schools and in Jewish schooling. In addition to various pedagogical 'hands-on' aspects of teaching Jewish studies, the unit also deals with issues and themes of a more philosophical or theoretical nature.

This unit involves pre-service students in close examination of current research on first and second language theories linked to principles of optimal classroom pedagogy. Through an examination of global, national and Victorian policies, curriculum, assessment frameworks and relevant research literature, students critically reflect on how these impact on decisions at the school and classroom levels related to the teaching and learning of languages. Students work collaboratively and independently to also explore intercultural contexts as they are realised through interaction with a range of spoken and written texts. Drawing on literature and research studies students review, analyse, consolidate and synthesise their knowledge and skills as they work towards advancing their capacities in this field.

This unit builds on EDF5155 Languages education in the secondary years A. It extends students' knowledge, understandings and skills in languages education. Students draw on research literature to develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language competencies. This unit critically examines a range of contemporary curriculum and pedagogical innovations in languages education, including the use of information and communication technology (ICT), second language literacies, critical inquiry and action research projects. Through further examination of a range of national and international languages and education policies, students 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. Working collaboratively and independently, students consolidate their content knowledge, develop pedagogical knowledge and skills enabling them to provide solutions to complex educational challenges in secondary schools.

This unit involves pre-service education students in the close examination of current, local and international research on first and second language theories linked to Foundation to Year 12 principles of classroom pedagogy. Students reflect on the research, policies and practices for effective teaching of languages within the perspective of the F-12 continuum. Students explore flexible and informed approaches to languages education in early years, junior, middle and senior years classrooms, advancing their capacities to select appropriate strategies for different learners' linguistic and communicative needs. Planning and sequencing lessons for a variety of contexts are linked to research, and literature of second languages education explores intercultural contexts as they are realised through interaction with languages education. Drawing on literature and research studies, students review, analyse, consolidate and synthesise their knowledge and skills as they work towards advancing their capacities in this field.

This unit builds on EDF5157 Languages education A. It extends students' knowledge, understandings and skills in Foundation to Year 12 (F-12) languages education. Students draw on research literature across primary and secondary school contexts to develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language learning. The unit critically examines a range of contemporary curriculum and pedagogical innovations in languages education, including the use of information and communication technology (ICT), multiliteracies, critical inquiry and action research projects. Through further examination of a range of national and international languages policies students investigate and evaluate theoretical and practical links of second language literacies and school contexts in order to better appreciate the importance of how languages contribute to this educative process. Working collaboratively and independently, students consolidate their content knowledge, develop pedagogical knowledge and skills enabling them to provide solutions to complex educational challenges in F-12 classrooms.

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 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 and related documents drawn from state, national and international contexts, students are familiarised with current developments in the theory, research, and practice of legal studies education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit builds on EDF5159 Legal studies education in the secondary years A, enabling 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 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 and related documents drawn from state, national and international contexts, students generate advanced skills and deeper understandings of current developments in the theory, research 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 reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit (with EDF5162) explores 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 prepare students to teach mathematics and consider the philosophy and evidence-based research 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 to 10) in this unit and senior levels (Years 11 to 12) in EDF5162. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative inquiry that is developed through critical reflection and research on experience.

This unit (with EDF5161) explores 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 prepare students to teach mathematics and consider the philosophy and evidence-based research 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 EDF5161. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative inquiry that is developed through critical reflection and research on experience.

This unit prepares specialist teachers of media studies to teach in secondary schools. Drawing on a range of national and international literature, the unit introduces students to current debates and trends in media education practices. Students investigate the different justifications for teaching media studies in secondary schools, and critically inquire into the benefits and dangers of different approaches to teaching media studies. Bringing together theory and practice, students examine different approaches to teaching key media studies topics, including representation, narrative, new media and media production. Students apply their knowledge of these topics to evaluate media studies teaching resources and to design and implement individual lessons and assessment tasks for diverse students at a range of levels with an awareness of national and international curriculum documents.

Building on EDF5163 Media studies in the secondary years A, this unit continues to prepare specialist teachers of media studies to teach in secondary schools. Drawing on a range of national and international literature, it further develops students' critical understandings of historical and current debates in media education and trends in contemporary practice and curriculum. Working collaboratively and independently, and exploring some basic research approaches, students examine different approaches to teaching and researching key media studies topics, including media industry, social values and the media, audience and media influence and media production. Students apply their knowledge of these topics to design, implement and critically reflect on sequential programs of media studies lessons and assessment programs for diverse students at a range of levels with an awareness of national and international curriculum documents.

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 are encouraged to refine their attitudes to music education through critical reflection and evaluation of both their past and current experiences. This introduces students to the research skills considered necessary for their professional work. 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. This unit focuses primarily on lower and middle secondary school music.

This unit builds on the key ideas and methods in teaching and learning music introduced in EDF5165 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. This unit focuses primarily on senior secondary school music. Students are encouraged to further refine their attitudes and approaches to music education through critical reflection, research, analysis and evaluation as part of their professional work. In turn, students further develop the required research skills considered necessary for contemporary educators. 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, research and analysis of pedagogical reasoning. Furthermore, the unit reinforces a view of learning about teaching as an ongoing, collaborative process.

This unit introduces students to some major music teaching and learning methods and a breadth of ideas useful in contemporary music education. The unit develops an understanding of the knowledge, skills and capacities required to establish and manage school music departments. In particular, the unit addresses the knowledge and skills that underpin the work of an effective school music educator and the application of these skills to the teaching, conducting and management of school performance ensembles. 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 inter-dependencies between school music classroom teaching and learning and music performance practices. As part of this process, the students explore the Alexander technique, performance anxiety, and Yamaha and Suzuki methodologies. The unit practical work repositions students as novice learners of unfamiliar instruments such as guitar and keyboard, to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. Students also position themselves as instrumental experts as they prepare for and teach a lesson about their specialist instrumental area, thereby transferring knowledge, skills and ideas to others. Students plan for and undertake research related to their practicum experience and gather data related to classroom music ensemble to support an evaluative research-based piece.

This unit further develops the understandings of some major teaching and learning methods and ideas useful in contemporary music education. It expands the knowledge and understandings developed in EDF5167 Music education in the secondary years 2A. In particular, the unit explores the knowledge and skills inherent within major music methodologies such as Kodaly, Dalcroze and Orff, and the application of these new understandings to the secondary music classroom. Students are encouraged to share their past experiences in these methodologies and, in doing so, build a better understanding and basis for future practice as educators. The practical aspects of school music programs are explored through a research-based piece which evaluates a school instrumental program, underpinned by data gathered while on practicum. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. This experiential learning is furthered by the students' involvement in a class musical production, the components of which are developed by the students themselves. This experience develops the students' responsibility and accountability for their own learning as they collaborate with their fellow students in the development of an original student-led production. The skills, knowledge and capacities the students learn via this process are applied to the real school musical experience when they lead their own students in the development of a school musical.

This unit prepares pre-service students to teach school outdoor education from Years 7 to 12. Drawing on a range of Australian and international research, the unit introduces students to the historical, philosophical, experiential and environmental foundations of outdoor education and explores how these shape professional practice and student learning. Working collaboratively and independently, students develop competencies and skills in professional knowledge and professional practice. They reflect critically upon their experiences of learning, leading and teaching in outdoor education, and apply their understandings, knowledge and skills in planning for teaching and learning in a range of contexts and settings, including where possible the use of information and communication technologies (ICTs). The unit enables students to pursue a critical research agenda in outdoor education, enabling them to become critically reflective and informed professionals. They also learn how teachers plan for and undertake educational projects and research as part of their ongoing professional development.

This unit prepares students to teach school outdoor education from Years 7 to 12 with a particular emphasis on senior curriculum in Australia. Building on EDF5169 Outdoor education in the secondary years A, the unit further develops students' knowledge and understanding of the history of outdoor education curriculum in Australia and other countries and introduces them to relevant policy in these areas. Working collaboratively and independently, students consider how historical factors and current policy shape contemporary curriculum, professional practices and student learning. Students reflect critically upon their experiences of planning for and teaching outdoor education, and they develop their capacity to undertake limited research into outdoor education. This combination of activity enables them to develop and refine their educational philosophy, their leadership capacities and their abilities to meet the diverse educational needs of students in secondary school outdoor education programs.

This unit prepares students to teach school physical education from Years 7 to 12. It provides students with the historical, philosophical and experiential foundations of physical education and how these have shaped and continue to shape contemporary perspectives, paradigms of practice and diverse student needs and how they learn in physical and movement culture. They learn how teachers plan for and undertake educational projects and research as part of their professional work. A focus for this unit is on students developing competencies and skills in professional knowledge underpinned by local and international curriculum and how this is enacted in professional practice. Students are provided with opportunities, in class and/or via related professional experience (teaching practicums), to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

This unit builds on physical education concepts and knowledge from the previous semester. It provides students with a continuing intellectual, theoretical and practical framing inclusive of a critical research agenda in secondary physical education, enabling students to become critically reflective and informed professionals. They also learn how teachers plan for and undertake educational projects and research as part of their professional work. The focus for this unit is on students consolidating their physical education specific professional knowledge and professional practice, while identifying and engaging in professional learning for improved practice and student learning. Students are provided with opportunities, in class and/or via related professional experience (teaching practicums), to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.