This unit is used by the faculty and/or Monash Graduate Education 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 adopts a 21st century teaching approach through application of a framework of practice termed Curiosity and Powerful Learning. Through this unit, students learn about why this approach is being utilised within schools and the importance of a clear pedagogical approach to teaching that embeds high impact strategies, visible models of practice and an inside-out approach to professional learning based on collaborative planning and observations. Students will become familiar with the ten theories of action that link specific teaching strategies with curiosity-driven learning. The workshops will develop students understanding and skills to implement models of practice and teaching strategies that aim to achieve high impact teaching and greater student improvement.

Upon successful completion of this unit students should be able to:

1. broaden awareness and understandings about the challenges and moral imperatives of high impact teaching to improve student outcomes
2. understand the levers of student improvement with particular focus on instructional practice
3. identify the theories of action that underpin curiosity and powerful learning
4. learn to identify learning intentions and focus on narrative and pace while teaching
5. set challenging learning tasks
6. practise framing higher order questions
7. work with data to inform approaches to student feedback
8. practise approaches to develop assessment for learning
9. understand the importance of a collaborative approach to planning, observation and assessment of learning
10. reflect on growing knowledge and understanding of the Graduate Teacher Standards.

Performance of practice 1 (2000 words equivalent, 50%)

Performance of practice 2 (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 contact hours over the semester
2. Additional requirements:
   • Independent study to make up the minimum required hours per semester

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. understand and engage with research into, and theories of, effective learning models
2. demonstrate how responsive relationships and pedagogical practices position the learner at the heart of teaching
3. identify approaches to measure and evaluate learning which align with learner-centredness and construct assessment as part of learning
4. evaluate the integration of information and communication technologies to enhance learning
5. demonstrate advanced capacity as reflective learners and professionals who can draw on personal experiences of learning to identify key influences on learning
6. demonstrate practices to extend professional understanding through reflective and scholarly inquiry
7. develop a personal and professional philosophy around learning.

An examination of learning theories (2000 words, 50%)

Learning theory application (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

In this unit students investigate and reflect on the multiple dimensions of being a teacher, with a focus on their own specialisation and its educational context. 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 in a complex world. As part of that investigation students examine, critically analyse and evaluate different theories of teaching and lesson design, with a particular focus on inquiry teaching practices as a prerequisite for effective inquiry learning. In the course of deepening understanding about the role of a teacher, 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.

Upon successful completion of this unit students should be able to:

1. investigate the complex, multi-faceted and changing nature of teachers' work
2. examine, critically analyse and evaluate different theories of teaching practice, including the process of lesson planning
3. develop a theoretical and practical knowledge and understanding of inquiry teaching practice as a foundation for inquiry learning, especially in their particular specialisation
4. develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers' professional practice in diverse educational settings.

Research essay: Teacher inquiry literacy in my specialisation (1600 words, 40%)

Online test (800 words or equivalent, 20%)

Teaching inquiry: Designing an inquiry-based learning experience (1600 words, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. identify a broad range of education partners in an education setting
2. understand and engage with education policy, theories, legislation and research that position teachers' work as responsible for building and maintaining relationships and partnerships
3. apply the protocols and adhere to the ethics of establishing diverse family, community and education partnerships, especially in relation to Aboriginal and Torres Strait Islander students
4. participate in a range of partnership building exercises and apply these to developing strategies for effective education partnership work
5. engage with local and professional communities to inform responses to education priorities and enhance learning.

Critical review of teachers' work in engagement and partnerships (2000 words, 50%)

Case study: Engaging with a partnership (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

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 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.

Upon successful completion of this unit students should be able to:

1. understand literacy/literacies as socially situated practice through which students create and interpret meanings
2. appreciate how language shapes understanding across diverse settings (including everyday family practices, institutions, communities) and cultures
3. identify the ways that language develops from birth to 18 years of age
4. develop communicative competence in and across different modes, including reading, writing, oracy and viewing
5. understand digital technologies as potentially powerful ways to support and enhance meaning-making
6. understand the deeper structures of disciplinary knowledge; and the language and organisational principles and features that characterise disciplinary areas
7. develop knowledge of teaching and learning strategies in literacy across the years and plan effective literacy lesson sequences
8. consolidate their own personal literacy skills and application.

A study of literacy practice (2000 words, 50%)

Planning for literacy learning across diverse contexts (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. describe and differentiate major lifespan theories
2. understand the relevance of lifespan theory to counselling
3. understand attachment theory to individual functioning
4. recognise how adult attachment style can affect intimate relationships
5. understand and explain the effects of counselling on the counsellor as a person and a professional
6. cultivate sensitivity to the effects of counselling on the client
7. articulate how an understanding of lifespan and attachment theory can be included in a practice framework for counselling.

Case analysis (4000 words, 50%)

Self-reflection on developing practice and identity (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 20 contact hours and 16 hours equivalent of online activities over the semester, or
   • 36 contact hours of online activities
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Counselling

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.

Upon successful completion of this unit students should be able to:

1. understand the many forms of professional counselling
2. demonstrate knowledge of the variety of settings and populations in which counselling takes place
3. demonstrate familiarity with counselling diverse client populations
4. distinguish between the individual, couples and group therapy
5. understand, differentiate and critically appraise the varied forms of counselling
6. acquire practical counselling experience by learning in the field.

2 days

Professional counselling interview and presentation (4000 words, 50%)

Essay detailing the counselling service provision to a specific client group (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
   • 24 hours directed online learning and 12 hours online classes over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Counselling

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.

Upon successful completion of this unit students should be able to:

1. demonstrate an understanding of the types of mental health issues
2. demonstrate an understanding of the main issues in grief and trauma counselling and the application of models of assessment to counselling practice
3. develop and analyse the impacts on families of substance abuse and dependency
4. develop an understanding of assessment techniques for use with grief, trauma and addictions
5. examine the current practice issues for trauma, grief and addictions.

Analysis of a mental health issue (4000 words, 50%)

Case study analysis of a person with a mental health disorder (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
   • 24 hours directed online learning and 12 hours online classes over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Counselling

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.

Upon successful completion of this unit students should be able to:

1. demonstrate an understanding of the major developmental milestones of children and adolescents
2. demonstrate an understanding of typical challenges faced by children and adolescents
3. recognise the process of development of 'self' within society
4. reflect on and analyse their own responses as a counsellor to working with children and adolescents
5. examine the effectiveness of various approaches to counselling children and adolescents
6. become familiar with the counselling agencies specific to these age groups
7. develop counselling skills suitable for child and adolescent clients.

Vignettes of developmental stages (4000 words, 50%)

Case study analysis (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
   • 24 hours directed online learning and 12 hours online classes over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Counselling

This unit familiarises students with the professional aspects 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 areas of practice as well as regulations which govern counselling practice.

Upon successful completion of this unit, students should be able to:

1. explain the diversity of professional counselling
2. demonstrate knowledge of the variety of settings and populations in which counselling takes place
3. demonstrate familiarity with counselling in diverse client populations
4. distinguish between individual, couple and group therapy
5. differentiate and critically appraise the varied forms of counselling
6. apply practical counselling experience after learning in the field

2 days

Professional counselling interview and presentation (2000 words, 50%)

Essay detailing the counselling service provision to a specific client group (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 36 hours of engagement in online, face-to-face or blended platforms over the semester
2. Additional requirements (all students):
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Counselling

In this unit students examine major lifespan theories and mental health issues that arise in the course of childhood, adolescence and adulthood. Historical and contemporary frameworks of lifespan and attachment are explored and discussed in the context of counselling practice. Students also examine key concepts in attachment theory and how the main attachment types play out in both childhood and later life.

Upon successful completion of this unit students should be able to:

1. describe and differentiate major lifespan theories
2. explain the relevance of lifespan theory to counselling
3. recognise how adult attachment style can affect relationships
4. appreciate and cultivate sensitivity to the effects of counselling on the client
5. articulate how an understanding of lifespan and attachment theories can be included in a practical framework for counselling.

Essay on selected lifespan and attachment theories (2000 words, 50%)

Case study on applying life-span development theories (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 36 hours of engagement in online, face-to-face or blended platforms over the semester
2. Additional requirements (all students):
   • Independent study to make up the required minimum hours during the semester.

See also Unit timetable information

Counselling

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

Upon successful completion of this unit students should be able to:

1. demonstrate an understanding of mental health issues
2. demonstrate an understanding of the main issues in grief and trauma counselling and the application of models of assessment to counselling practice
3. develop and analyse the impact of substance abuse and dependency
4. develop an understanding of assessment techniques for use with grief, trauma and addictions
5. examine the current counselling issues for trauma, grief and addictions.

Identifying and analysing a case study of a person with a mental health disorder (2000 words, 50%)

Examination (2 hours, 2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 36 hours of engagement in online, face-to-face or blended platforms over the semester
2. Additional requirements (all students):
   • Independent study to make up the required minimum hours during the semester.

See also Unit timetable information

Counselling

This unit prepares students to be culturally competent counsellors in Malaysia and beyond. It examines selected issues connecting counselling and psychology to broader social, political and cultural issues. It locates existing psychological and counselling knowledge in a contemporary social context, exploring emerging theoretical developments and reviewing existing controversies. Specific topics investigated include culture and health, chronic disease, indigenous health, forensic and behavioural science, substance use, medical anthropology, and counselling theory in the multicultural context.

Upon successful completion of this unit students should be able to:

1. critically appraise the role of counselling psychology in addressing a range of social, political and cultural issues
2. review evidence and theories regarding multicultural counselling
3. evaluate the relationship between counselling and broader social issues through group discussion
4. develop skills in summarising and presenting ideas in both spoken and written form.

Reflective journal (2000 words, 50%)

Presentation on multicultural counselling approaches (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-hr lecture per week
   • 2-hr tutorial per fortnight
2. Additional requirements (all students):
   • Independent study to make up the required minimum hours during the semester.

See also Unit timetable information

Counselling

This unit examines theoretical and practical implications of contemporary issues in developmental psychology and wellbeing across the lifespan. It is based on the premise that wellbeing is determined by interrelationships between psychosocial factors and development. The focus on current issues and practical applications span a broad spectrum within the developmental psychology and wellbeing fields. Topics may include biological, perceptual, cognitive, personality, social and emotional factors.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of the theoretical and practical implications of issues in developmental psychology and wellbeing
2. demonstrate the skills necessary to critically appraise the current developmental and wellbeing literature and theories
3. appreciate the value of informed group discussion in evaluating psychological research and ideas
4. demonstrate well developed oral and written communication skills.

Critical article review and presentation (2000 words equivalent, 50%)

Essay related to discussion paper topic (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hour lecture per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. understand the purpose of legislation relating to the practice of psychology and how to comply with such legislation and appreciate the role of ethics in maintaining the integrity and cohesiveness of the profession
2. become familiar with the ethical principles to be adhered to in psychological practice
3. understand the psychologist's responsibilities in relation to clients
4. develop an appreciation of appropriate professional behaviour in a number of potentially complex situations
5. develop decision-making strategies to assist in the maintenance of ethical conduct.

Essay on a contemporary issue in professional practice (1600 words, 40%)

Class presentation of ethical issues (800 words equivalent, 20%)

Examination (ethical and legal issues) (3 hours, 1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hour lecture per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. demonstrate sound knowledge of the theoretical and historical bases of test development, particularly in relation to measures of ability and personality
2. decide on the appropriate assessment procedures necessary to undertake specific psychological classification
3. summarise the findings of psychological assessments in the form of a professional report
4. appreciate the limitations of psychological assessment tools and how they can be misused.

Weekly online quizzes (400 words equivalent, 10%)

Psychological report (2500 words, 50%)

Examination (2 hours, 1100 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-hour lecture per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. articulate the basic principles of ABA including their application to establish new behaviours, increase desired behaviours and diminish inappropriate behaviours
2. describe behaviour in observational terms
3. conduct reliable and valid behavioural observations and choose appropriate experimental designs for specific research questions
4. discuss ethical and social validity issues concerning the choice of target behaviours and appropriate interventions for vulnerable populations
5. implement a simple intervention to change personal behaviour and monitor and report its effectiveness.

Weekly quizzes (1600 words equivalent, 40%)

Case study (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-hour lecture per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

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).

Upon successful completion of this unit students should be able to:

1. appreciate the role of scientific research in the field of psychology
2. describe, apply and evaluate the different research methods used by psychologists
3. describe the strategies and processes involved in program evaluation
4. understand how to evaluate the validity of research conclusions
5. collect, analyse and interpret data related to their independent research project
6. correctly apply the appropriate statistical methods for designs commonly encountered in psychological research
7. identify ethical issues that can arise in research in psychology and how these are to be addressed
8. use an appropriate statistical package for analysing research data, such as the Statistical Package for the Social Sciences (SPSS)
9. produce an assessable research project in a format consistent with the specifications of the Publication Manual of the American Psychological Association (APA)
10. produce a literature review to an acceptable standard on the topic of their research.

Examination (2-hour short answer and multiple choice, taken in the first semester of the unit) and two short-answer assignments on all topics covered in the statistics and research design program (4000 words equivalent, 15%)

and

Research project, comprising an oral presentation of the research proposal and either:

a report written in APA format (report should include a substantial literature review and may take the final form of a traditional thesis) (9000-12,000 words, 85%)

or

a literature review (4000-5000 words, 25%) accompanied by a report of the research presented in the format of a peer-reviewed scientific journal article (5000-7000 words, 60%)

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for on-campus students: The statistics and research methodology component of the unit consists of:
   • 12 x 2-hour lectures
   • 6 x 1-hour fortnightly tutorials
2. Additional requirements
   • independent study to make up the minimum required hours per week
   • Each student also plans, carries out and writes up an individual research project under the supervision of a staff member. In conjunction with this, students undertake an extensive literature review in the area of their research. The research is conducted over two semesters.

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. describe the origins of, and relevant current developments in, counselling psychology
2. develop the effective use of basic counselling skills
3. describe relevant major psychotherapies
4. understand the issues concerning efficacy and effectiveness of psychotherapies.

Theoretical essay (2000 words, 50%)

Class presentation (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

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.

Upon successful completion of this unit students should be able to:

1. identify a range of standpoints that characterise some key ideas in the field of education
2. critically read academic texts related to education research and identify the main theories and concepts which underpin these texts
3. conduct a review of academic literature in response to a thematic issue or question
4. build a convincing argument using education research and present this argument in both spoken and written form
5. demonstrate familiarity with academic practices and conventions that support academic engagement in the field of education.

Annotated bibliography (2000 words, 20%)

Oral presentation (1500 word equivalent, 20%) leading to a critical essay (3000 words, 50%)

Online learning activities (1500 word equivalent, 10%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 18 contact hours and 18 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Adult learning

Digital learning

Early childhood education

Educational leadership and policy

Expert teaching practice

General education studies

Inclusive and special education

Leadership

TESOL

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.

Upon successful completion of this unit students should be able to:

1. identify, investigate and understand contemporary issues in education relevant to their roles and interests and work
2. broaden their understanding of education debates through appropriate resources and shared peer learning
3. present their developing views on education in various forms
4. demonstrate understanding of complexities in this field
5. apply the knowledge and understanding to their own learning context and work.

Online learning activities (1000 words equivalent, 10%)

Individual or shared oral presentation and written commentary (3000 words equivalent, 40%)

Critical essay on contemporary issues in education (4000 words, 50%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 18 contact hours and 18 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 14 hours of online study per term
3. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Adult learning

Digital learning

Early childhood education

Educational leadership and policy

Expert teaching practice

General education studies

Inclusive and special education

Leadership

TESOL

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.

Upon successful completion of this unit students should be able to:

1. understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies
2. evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom, 'level playing field'
3. recognise the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups
4. identify the policies and legislative requirements which support diversity, inclusion and participation
5. understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and students with additional needs
6. apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups and contexts
7. build a repertoire of positive learning practices to manage classrooms and/or student behaviour within educational settings
8. consider how digital technologies may promote inclusion in the learning environment.

Literature review examining diversity in educational settings (1600 words, 40%)

Situated case of practice examining teacher's practices of inclusion or a case identifying practices that respond to the learning needs of a particular student (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. understand how numeracy and mathematics are interrelated
2. identify the numeracy demands within discipline areas, across the curriculum, and in the school as a workplace
3. identify the numeracy demands of everyday life across families, cultures, workplaces and educational settings
4. develop appropriate learning tasks for students that address the numeracy challenges embedded in the curriculum
5. interpret statistical and other numerical data to improve teaching and learning
6. use digital and other tools effectively to engage with curricular and workplace numeracy
7. demonstrate personal mathematical competencies to meet curricular and workplace numeracy challenges.

Tasks exploring numeracy-related issues (2000 words equivalent, 50%)

Critical reflections on the numeracy demands of the curriculum and of the school as a workplace (total 2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

Primary and secondary education

Secondary education

This unit foregrounds curriculum theories and their application to teaching and learning in education, developing students' understanding of curriculum guidelines, documentation, and 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. Students develop curriculum knowledge to design learning sequences, lesson plans and effective approaches to classroom management that meet diverse learners' needs and have the opportunity to explore and use technology to provide feedback to, and support learning among diverse learners.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of curriculum (e.g. as enacted, actual, hidden, take-home, contested)
2. examine the ways in which data informs learning and planning, feeding back and forward into learning
3. identify the relationships between curriculum, assessment and reporting
4. evaluate how social, cultural and political contexts shape curriculum, with particular attention to how Indigenous knowledge and values underpin design, assessment and reporting
5. demonstrate understanding of how policies and legislative requirements intersect and inform curriculum development learning and assessment
6. apply knowledge and understanding in the planning, implementation or evaluation of a lesson or learning program.

Curriculum analysis (2000 words, 50%)

Curriculum practice in context (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

This unit prepares students for their transition into professional practice as teachers and invites students to develop a deep and actionable understanding of their current and future role as a teacher. Drawing on a range of research evidence and the knowledge, skills and professional experiences developed during their course, students identify an employability plan to support their engagement in the teaching profession. They address the ethical, professional, industrial, legal and practice dimensions of the work of teachers and educational leaders. Students complete a teaching performance assessment in which they plan, teach, assess and reflect and develop a teaching portfolio which represents this work. They analyse a range of evidence and critically reflect on their performance. They depict their progress against Graduate Teacher Standards and graduate attributes they have developed that enable them to be skilled teachers and potential education leaders.

Upon successful completion of this unit students should be able to:

1. develop and document evidence of the impact of their teaching practice on the learning outcomes of the students they teach
2. document and articulate evidence of their professional practice against achievement of the Australian Professional Standards for Teaching at the Graduate level
3. evaluate their knowledge and skills as professionals and identify areas for future professional learning
4. explore their transition into the profession and demonstrate their attributes as employable graduates and professionals

Employability plan (1600 words, 40%)

Teaching portfolio (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Secondary education

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. Students 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.

Upon successful completion of this unit students should be able to:

1. demonstrate advanced knowledge of relevant curriculum documentation on early years numeracy and an in-depth understanding of key numeracy concepts for young children in each of the mathematics strands
2. identify everyday learning experiences in a range of settings that foster young children's mathematical thinking and reasoning
3. reflect critically on their experiences, perspectives and beliefs about numeracy and demonstrate an awareness of their ongoing professional development needs in mathematics teaching and learning
4. synthesise findings and information in the research literature about how young children become numerate and strategies for promoting their ability to think mathematically
5. demonstrate the capacity to use tools, technologies and processes for monitoring children's thinking and fostering their mathematical progress.

Synthesis of current research literature on young children's mathematical thinking (1600 words, 40%)

Observation of young children's mathematical thinking (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of multiple theoretical perspectives that underpin child development and learning
2. demonstrate insights into different theories and their application to child development, learning and agency in diverse cultural contexts
3. link theoretical knowledge on child development to curriculum design and pedagogical practices
4. apply theoretical knowledge to support the developmental and learning needs of diverse children.

Critical essay on lenses on child development (2000 words, 50%)

Analytical report of educational practices (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum requir

See also Unit timetable information

Early years education

Early years and primary education

This unit focuses 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.

Upon successful completion of this unit students should be able to:

1. understand how young children learn scientific and technological concepts in everyday contexts with a focus on sustainability
2. engage with current research about teaching and learning in science, technology and sustainability
3. recognise the cultural nature of knowledge and a range of world views about science, technology and the environment in programs conducted during the period from birth to eight years of age
4. evaluate a range of pedagogical approaches that support children's learning in science, technology and sustainability
5. demonstrate high-level observational and analytical skills in examining children's learning of science and technology in everyday environments.

Curriculum investigation: Observations of everyday and scientific concepts and Science, technology or environmental (STE) affordances (equivalent to 1500 words, 40%)

Science, technology and environmental (STE) electronic resource (equivalent to 2500 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate advanced practical skills, knowledge and capabilities in fostering creativity through the visual arts, music, drama and movement suitable for young children (birth to eight years of age)
2. demonstrate an understanding of contemporary approaches related to the development of creativity through arts pedagogies and inquiry-based learning
3. initiate, develop, plan and implement relevant creative curriculum pedagogies that respond to a range of diverse learners' abilities and characteristics
4. demonstrate capacities to evaluate and assess students' learning and development through art and creativity
5. demonstrate a range of verbal, non-verbal, information and communication technologies (ICTs) and media communication techniques to support students' creative thinking and engagement.

Position paper on children's meaning making through the arts (2000 words, 50%)

Arts curriculum in action (equivalent to 2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

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.

Upon successful completion of this unit students should be able to:

1. understand the importance of play as a pedagogical construct
2. critically analyse contemporary theories of play and how these connect to their everyday work with children
3. investigate the social construction of play in a range of cross-cultural contexts
4. observe children's play and identify connections with contemporary theories of play
5. creatively explore the principles of play as a construct for learning in schools, centres and homes.

Play from a child's perspective: A multimedia presentation of the results of the topic of their enquiry (2000 words or equivalent, 50%)

Model of play: Evidence of play observations, analyses, and planning undertaken in relation to model of play (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

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.

Upon successful completion of this unit students should be able to:

1. understand the ways in which policy directions reflect key trends shaping society in Australia and globally
2. understand, design and implement relevant curriculum frameworks and pedagogies which reflect early childhood policy directions and initiatives and respond to children in Australian and international contexts
3. develop teaching and learning strategies that widen participation and inclusion of children to enhance their individual and social prospects
4. articulate and demonstrate their professional values and commitment to education as a means to secure social justice and sustainable futures for children.

Policy analysis (2000 words, 50%)

Reflective practice and position paper (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate advanced skills in designing and implementing teaching and learning strategies to promote children's wellbeing
2. critically analyse and evaluate workplace issues of safety and wellbeing, demonstrating initiative, independent thinking and the ability to work collaboratively with other professionals
3. understand and manage workplace safety within early years settings adhering to regulatory frameworks
4. demonstrate an understanding of the relative legislative, administrative and organisational policies and processes relevant to early years settings.

Case analysis (2000 words, 50%)

Teaching plan to support health and wellbeing (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

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 adopts a constructivist perspective by exploring 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.

Upon successful completion of this unit students should be able to:

1. appreciate science as a way of thinking and acting that generates knowledge and which represents cultures and societies
2. demonstrate an understanding for the ways in which science responds to changing technological and social change
3. critically reflect on their experiences as science learners and identify implications for their professional identities
4. develop strategies to establish, monitor and develop student understanding of science and the importance of evidence, reasoning and critical thinking skills in this knowledge development
5. communicate science understanding in multiple ways and to multiple audiences.

Reflective critique (2000 words, 50%)

Science learning investigation (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

Primary and secondary education

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.

Upon successful completion of this unit students should be able to:

1. identify and critically examine a range of theoretical perspectives on literacies, and English and literacy learning in the primary years
2. develop the ability to assess, plan and implement effective and inclusive English and literacy learning experiences for primary school children which reflect the complex nature of English and literacy teaching and learning in an increasingly diverse social and cultural world influenced by technological and social change
3. understand how to assess, plan and implement literacy learning experiences that develop students' reading, writing, visual and oral literacy skills
4. become competent in their personal literacies, including a range of information and communication technologies.

Theoretical critique on literacy learning (2000 words, 50%)

Literacy planning resource (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

Primary and secondary education

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.

Upon successful completion of this unit students should be able to:

1. develop their understanding of key concepts in primary school mathematics and numeracy teaching
2. examine personal assumptions about mathematics and numeracy teaching and learning, reflecting on contemporary discussions in the research, professional and wider communities
3. plan for effective teaching that supports children's learning
4. authentically, efficiently and effectively assess children's mathematics and numeracy learning using a range of techniques
5. use and integrate learning technologies (e.g. calculators, interactive whiteboards, and tablets) in teaching
6. consolidate personal numeracy and statistical literacy.

Numeracy inquiry project (2000 words, 50%)

Lesson planning task (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

Primary and secondary education

This unit examines how school students can learn to understand the world through history, economics, geography and citizenship education using single-disciplinary, multi-disciplinary and integrated 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 themes within the Australian Curriculum and related state curriculum frameworks, including Indigenous Australia, environmental sustainability, and Asia and the world. The unit develops understanding of how educators can embrace diversity and teach how natural and human events shape our societies and places within them.

Upon successful completion of this unit students should be able to:

1. understand how students learn and develop knowledge, skills and understanding in the humanities and social sciences
2. demonstrate knowledge and understanding of the comparative concepts, structure of content and diversity of teaching strategies
3. plan lesson sequences in the humanities and social sciences, using knowledge of student learning, content and effective teaching strategies, and a range of resources
4. demonstrate the capacity to monitor, assess and interpret student learning in ways that acknowledge and engage with diversity using a variety of assessment methods, and modify teaching practices appropriately
5. develop understanding of democratic practice and equity within communities
6. show sociocultural awareness and positive views of students from diverse backgrounds
7. understand the ways in which different perspectives and cross-cultural understandings influence and shape communities and schools
8. understand the range of cultural experiences within Australian and global communities and the ways in which many cultures have changed the nature of Australian society.

Seminar presentation (2000 words, 50%)

Curriculum research assignment (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary education

Primary and secondary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate critical understanding of recent trends and curriculum in arts and design education within Australia and internationally
2. plan and implement learning experiences that focus on the arts and design which cater for children of diverse backgrounds and abilities and which model a range of effective and inclusive teaching strategies
3. develop units of work that include a focus on integrating the arts and design across the curriculum including demonstrating connections between the arts, design, literacies and information and communication technologies (ICTs)
4. explore and develop their own arts and design skills and pedagogical practices in the arts and design
5. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts and design
6. apply a variety of assessment approaches in the arts and design.

Art and design inquiry project (2000 words, 50%)

Arts and design unit of work (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary 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.

Upon successful completion of this unit students should be able to:

1. demonstrate critical understanding of recent trends and curriculum in physical education, health and wellbeing across educational environments both within Australia and internationally
2. plan and implement learning experiences that focus on movement, environment and community in outdoor and indoor settings, and which cater for children of diverse backgrounds and abilities and draw on a range of effective and inclusive teaching strategies
3. explore and develop strategies for health and wellbeing for their future within the teaching profession
4. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching health and wellbeing
5. apply a variety of assessment approaches in health and physical education
6. identify and work with the concept of community and community-based resources for the development of educational sustainability.

Health and physical education inquiry project (2000 words, 50%)

Planning resource (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years and primary education

Primary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate a critical understanding of contemporary issues and curriculum in arts, design, health and physical education within Australia and internationally
2. plan and implement learning experiences that focus on the arts, design, health and physical education which cater for children of diverse backgrounds and abilities and draw on a range of effective and inclusive teaching strategies
3. develop units of work that include a focus on integrating the arts, design, health and physical education across the curriculum including connections between literacies and information and communication technologies
4. explore and develop their own skills and pedagogical practices in the arts, design, health and physical education
5. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts, design, health and physical education
6. apply a variety of assessment approaches in the arts, design, health and physical education.

Practice-based project (2000 words, 50%)

Curriculum resource (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary and secondary education

As a key role and responsibility of educators is to prepare students for post-school futures, this unit aims to develop a critical appreciation of the challenges and opportunities facing young people in an era of rapid and uncertain change. Global trends, local contexts and changing patterns of youth participation in employment, education and civic life are examined. The role of mainstream schooling in youth transitions is examined, educational alternatives are considered, and implications for schools, teachers and their professional practice are evaluated. Students are given the opportunity to review relevant policy and research, and to develop an educational program around issues facing young people. The aim is to enhance understanding of the complex nature of young people's transitions through post-compulsory education and training, and how their learning, identities and well-being are affected. This unit will extend the professional learning of students by developing their skills to access and critique relevant research and design targeted educational programs to address the diverse needs of young people.

Upon successful completion of this unit, students should be able to:

1. recognise how global trends and local contexts affect young people's learning, work, identities and well-being in school and beyond
2. appreciate the challenges and issues facing young people as they navigate complex transitions from school to work, tertiary education and adulthood
3. access and critically evaluate relevant policy and research relating to youth transitions through post-compulsory education and training, including pathways, employability and lifelong learning
4. consider the diverse needs and identities of young people in transition and assess implications for the purposes and priorities of schools, and the professional roles and practices of teachers
5. design targeted educational programs that address issues facing young people, and support and enhance their transitions through post-compulsory education and training.

Critical review: Critical analysis of policy and research on a key issue affecting youth transitions (2000 words, 50%)

Program design: Design of an educational response to the issue examined in the critical review (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. appreciate a range of constructions of adolescence: biological, psychological, sociological, educational, and how these have an impact on our understanding of the concept
2. build understanding of Western and cross-cultural adolescent identities and diversity, particularly in terms of ways that ethnicity, socioeconomic status, gender and sexuality have an impact on adolescence
3. become familiar with key policy documents and theoretical perspectives influencing adolescent learning
4. implement and reflect on pedagogical approaches which engage and challenge adolescent learners
5. create a supportive learning environment that focuses on adolescent wellbeing
6. demonstrate the ability to create differentiated curriculum for middle years learners
7. use popular culture or digital technologies and texts to extend and enhance effective middle years learning.

Study of adolescent learner practices (2000 words, 50%)

A description of and rationale for an original resource for middle years learning (equivalent to 2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • equivalent to 24 hours engagement in online, face-to-face or blended platforms
2. Contact hours for off-campus students:
   • equivalent to 24 hours engagement in online or blended platforms
3. Additional requirements (all students)
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of accounting and related subjects across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for accounting and related studies
3. set clear, challenging and achievable goals for students in their learning of accounting and associated studies
4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
6. employ accountable and theoretically grounded processes to monitor student learning and progress
7. critically evaluate their practicum experiences of teaching accounting and related studies in schools and other settings.

Research report and lesson plan (2000 words, 50%)

Selection of resources and design of teaching and learning activities (2000 words equivalent, 50%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of accounting and related studies across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for accounting and related studies
3. set clear, challenging and achievable goals for students in their learning of accounting and related studies
4. research and design innovative teaching and learning procedures and plans to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
6. create assessment tasks that are purposeful and relevant to the teaching and learning accounting program and the learning needs of students
7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
8. critically evaluate their practicum experiences of teaching accounting and related studies in schools and other settings.

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of an accounting teaching and learning plan (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. articulate and apply their understanding of a constructivist perspective of learning in biology
2. link the everyday world of the learner with biology in ways that are meaningful and relevant
3. actively participate in professional conversations about the key theoretical and pedagogical perspectives and issues in teaching biology
4. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices to meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of biological concepts.

Written assignment (2000 words, 50%)

Reflective assignment linking research to biology teacher practice (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate confidence and skill in generating solutions to complex problems in relation to teaching and learning
2. devise and implement a variety of assessment procedures to promote student learning in biology
3. plan and implement fieldwork for students that is linked to senior biology curriculum requirements and informed by the research literature
4. engage in critical reflection as a professional teacher and understand contemporary trends in practice and research at the national and international level
5. demonstrate a degree of autonomy and adaptability as a responsible professional practitioner.

Reflective assignment (2000 words, 50%)

Design curriculum task related to senior biology (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of business management and related studies across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for business management and related studies
3. set clear, challenging and achievable goals for students in their learning of business management and related studies
4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
6. employ accountable and theoretically grounded processes to monitor student learning and progress
7. critically evaluate their practicum experiences of teaching business management and related studies in schools and other settings.

Research report (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on EDF5125 (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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of business management and related studies across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for business management and related studies
3. set clear, challenging and achievable goals for students in their learning of business management and related studies
4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICT), in ways that align with pedagogical intentions
6. create assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students
7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
8. critically evaluate their practicum experiences of teaching business management and related studies in schools and other settings.

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of a teaching and learning plan (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. understand appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility and fruitfulness of this content
2. apply contexts for the teaching of chemistry content that accounts for the experiences and social and cultural backgrounds of their clientele
3. evaluate a range of teaching strategies and support resources (human and material) for teaching chemistry
4. select and apply a coherent range of teaching procedures appropriate to fostering motivation and purposeful, independent learning in their students
5. critically understand the principles of curriculum design, the content of current curriculum and the pedagogy of chemistry education
6. develop an evolving philosophy for what chemistry teaching means
7. develop an understanding of the relationship between science, technology and society and the cultural context for chemistry
8. demonstrate critical awareness and understanding of the barriers raised by traditional science and chemistry curricula
9. value the practice of real-world chemistry
10. develop as professionals that are knowledgeable, skilful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.

Research assignment: Learning and teaching chemistry (2000 words, 50%)

Learning log (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. apply appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility and fruitfulness of this content
2. use appropriate contexts for the teaching of chemistry content that accounts for the experiences and social and cultural backgrounds of their clientele
3. evaluate and select teaching strategies and support resources (human and material) appropriate for teaching chemistry
4. synthesise and apply a coherent range of teaching procedures that foster motivation and purposeful, independent learning in their students
5. critically understand the principles of curriculum design, the content of current curriculum and the pedagogy of chemistry
6. develop an evolving philosophy for what chemistry teaching means
7. demonstrate an understanding of the relationship between science, technology and society and the cultural context for chemistry that is visible in their teaching
8. demonstrate critical awareness and understanding of the barriers raised by traditional science and chemistry curricula
9. value the practice of real-world chemistry
10. develop as professionals that are knowledgeable, skilful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.

Multi-media presentation (2000 words, 50%)

Chemistry curriculum research project (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. take a critical position with respect to fundamental scholarly concepts in drama education
2. begin to understand and critically interpret relevant curriculum documents
3. plan purposefully for student learning in secondary drama contexts
4. begin to understand a variety of assessment strategies to evaluate diverse student learning and development in drama
5. begin to enact a range of planning and teaching strategies in order to meet the needs of a diverse range of student learners
6. begin to adopt and enact a reflective approach to continuous professional development as a professional drama educator.

Teaching task (800 words equivalent, 20%)

Reflective tasks (1600 words equivalent, 40%)

Curriculum task (1600 words, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on student learning in EDF5129 (Drama education in the secondary years A), 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.

Upon successful completion of this unit students should be able to:

1. refine a critical and researched position with respect to fundamental and specialised scholarly concepts in drama education
2. critically implement the requirements of relevant curriculum documents
3. independently plan for student learning in secondary drama contexts
4. design a variety of assessment strategies to evaluate diverse student learning and development in drama
5. enact a range of planning and teaching strategies in order to meet the needs of a diverse range of student learners
6. adopt and enact a reflective approach to continuous professional development as a professional drama educator.

Reflective tasks (800 words equivalent, 20%)

Presentation task (1600 words equivalent, 40%)

Research task (1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. research and critically reflect on the debates about the role and importance of economics education in the secondary school curriculum in order to develop understandings related to their beliefs and their identity in regard to the subject of economics and their teaching of this subject
2. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of economics and related subjects across Years 7 to 12
3. research, select and evaluate appropriate economics and associated studies teaching and learning resources
4. set clear, challenging and achievable goals for students in their learning of economics and associated studies
5. design innovative teaching and learning procedures to engage and motivate students which respond to the diverse abilities and interests of all learners
6. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies, in ways that align with pedagogical intentions
7. critically evaluate their practicum experiences of teaching economics and related studies in schools and other settings.

Research report and lesson plan (2000 words, 50%)

Research, selection and evaluation of resources and design of teaching and learning activities (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of economics and related subjects across Years 7 to 12
2. research, select and evaluate appropriate economics and associated studies teaching and learning resources
3. set clear, challenging and achievable goals for students in their learning of economics and associated studies
4. research and design innovative teaching and learning procedures and plans to engage and motivate students which respond to the diverse abilities and interests of all learners
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICT), in ways that align with pedagogical intentions
6. use assessment tasks that are purposeful and relevant to the teaching and learning economics program and the learning needs of students
7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
8. critically evaluate their practicum experiences of teaching economics and related studies in schools and other settings.

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of an economics teaching and learning plan, plus reflection (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. draw on existing research in the area of teaching EAL to enact subject appropriate research skills and meet the needs of EAL learners
2. access, adapt and develop materials and teaching activities and critically evaluate resources which meet the diverse needs and identities of EAL learners
3. plan and reflect on engaging lessons using communicative objectives and activities
4. assess the language needs and work of EAL learners
5. generate optimal conditions for language learning
6. appreciate the diverse cultural and language backgrounds of EAL learners and demonstrate sensitivity to differences between learners' cultures and that of the wider Australian community.

Case study of an EAL learner (2000 words, 50%)

Annotated lesson plan (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on the contextual and pedagogical knowledge about EAL teaching developed in EDF5133 (English as an additional language (EAL) education in the secondary years A). Working collaboratively and independently, students link theory and practice in order to deepen their capacity 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 unit links in with knowledge and skills gained during professional experience units in the course. One aspect of this linking involves examination of a variety of EAL practices and frameworks in secondary settings, including the Australian and Victorian curriculum. Students learn how to assess EAL learner needs, how to devise appropriate strategies and materials, including 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.

Upon successful completion of this unit students should be able to:

1. draw on appropriate research strategies and resources to plan, implement and evaluate a sequence of lessons that are responsive to diverse student needs
2. critically evaluate, select, adapt and generate materials and activities relevant to student needs
3. plan engaging units of work linked to curriculum and best practice
4. assess the language needs and work of EAL learners informally and formally
5. critically evaluate EAL resources for classroom use
6. appreciate the diversity of EAL learners and plan for multilevel classes
7. demonstrate an awareness of the need to collaborate with colleagues and the community to promote a whole-school approach to the language needs of EAL learners.

Annotated bibliography of curriculum materials (1600 words, 40%)

Development of a unit of work (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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 (ICT), 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.

Upon successful completion of this unit students should be able to:

1. critically reflect on their beliefs, ethical practices and experiences in regard to the subject of English and in regard to their teaching of this subject
2. use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
3. actively participate in professional conversations and debates about issues pertinent to English education
4. inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
5. investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
6. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
7. plan for and undertake educational projects or research relevant to their work as professional teachers.

Critical autobiographical narrative, inquiring into and drawing on a practicum experience (2000 words, 50%)

Collaboratively designed unit of work focused on writing (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

For course 1641:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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 (ICT), 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.

Upon successful completion of this unit students should be able to:

1. critically reflect on their beliefs, ethical practices and experiences in regard to the subject of English and in regard to their teaching of this subject
2. use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
3. actively participate in professional conversations and debates about issues pertinent to English education
4. inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
5. investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
6. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
7. plan for and undertake research into their practicum experiences of teaching English in schools and other settings
8. design and publish text-related tasks and artefacts for teaching a diverse range of students in schools and collaboratively plan accompanying professional learning activities that could be used with peers and/or professional colleagues in schools.

Evaluative research-based piece focusing on an experience of teaching writing on a practicum (2000 words, 50%)

Design of innovative curriculum materials (and professional learning activities) related to the teaching of text (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

For course 1641:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science
2. translate conceptual ideas and processes about science into classroom learning activities for students
3. develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in science education classrooms
4. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
5. critically understand the principles of curriculum design as these relate to the content of current general science curricula
6. demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
7. use and creatively integrate information and communication technologies (ICT) to enhance student engagement and conceptual understanding.

Research report (2000 words, 50%)

Reflective task and classroom presentation (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 contact hours per week
2. Additional requirements:
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on EDF5137 (General science education in the secondary years A) to broaden 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.

Upon successful completion of this unit students should be able to:

1. explore ways of facilitating students in their explorations of their own questions and investigations
2. develop competence in planning and implementing lessons and units of work
3. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
4. develop a personal approach to teaching science, through the exploration and experience of a variety of learning and teaching strategies
5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
6. critically understand the principles of curriculum design as these relate to the content of current general science curricula
7. demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
8. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.

Research report (2000 words, 50%)

Reflective task and classroom presentation (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 contact hours per week
2. Additional requirements:
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate an advanced understanding of contemporary approaches and trends in geography education in Australia and internationally
2. develop and implement a differentiated and inclusive geography curriculum including the creative integration of digital technologies
3. design and conduct research into the field of geography education
4. engage learners and communities in geography education to promote a more equitable and sustainable community
5. develop an ongoing capacity to create units of work in response to changing educational policy and theory for secondary school students
6. understand the role of geography both as a separate discipline and as part of an integrated curriculum.

Fieldwork may be arranged by negotiation with students

Lesson planning sequence (2000 words equivalent, 50%)

Class presentation involving research into teaching resources (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 hour workshop per week
2. Additional requirements:
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-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 (ICT), 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.

Upon successful completion of this unit students should be able to:

1. demonstrate a critical understanding of contemporary approaches, research and trends in geography education in Australia and internationally
2. respond to current ideas about the scope and purpose of school geography and apply them in their geography classes, e.g. in relation to ICTs, sustainability, citizenship and personal geographies
3. plan, resource, teach and assess geography field activities
4. effectively design geography education lessons that facilitate critical thinking, research, numeracy and literacy skills
5. demonstrate advanced knowledge of the role of geography both as a separate discipline and as part of an integrated curriculum.

Fieldwork may be arranged by negotiation with students.

Geography fieldwork guide (2000 words, 50%)

Preparation of a teaching unit (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 hour workshop per week
2. Additional requirements
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of health education
2. analyse relevant research and competing policy discourses associated with different disciplinary perspectives on health education
3. demonstrate and apply knowledge and understanding to curriculum and lesson planning
4. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
5. critically evaluate different health education programs and models that seek to influence young people's health
6. engage in critical explorations into public health authorities' practices and policies and apply this knowledge through various forms of research.

Foundations of health education research essay (2000 words, 50%)

Health education curriculum development project (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior health education
2. consolidate their understanding of professional knowledge and professional practice in health education
3. critically analyse the impact of contemporary issues on policy, curriculum and pedagogy in relation to health education in schools
4. appreciate the importance of professional learning and engagement in a changing society and changing education
5. reflect on and evaluate their teaching experiences in health education
6. critically evaluate the impact of recent curriculum and pedagogical innovations in health education.

Curriculum research development project (2000 words, 50%)

Health education research reflections blog (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the remaining hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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'.

Upon successful completion of this unit students should be able to:

1. begin to develop their learners' study, career, leisure and life skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
2. begin to locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives and inclusive approaches
3. begin to articulate the research underpinnings of pedagogical models common to history education, such as inquiry methodology, and enact effectively such models in diverse learning settings
4. begin to cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities, such as those in keeping with multiple intelligences theory
5. begin to develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways including creatively, collaboratively and with competence in information and communication technologies (ICTs)
6. begin to facilitate learners' identification of links, similarities and differences between the past and the present and between the experiences of different cultures in different locations
7. begin to develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship for a more equitable and sustainable world.

Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.

Learning sequence that demonstrates understanding of history education curriculum and pedagogy for local and global settings (2000 words, 50%)

History and media presentation that demonstrates design and conduct of research and integration of information and communication technologies (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 hour workshop per week
2. Additional requirements
   • 9 hours of independent study per week

See also Unit timetable information

For course 1641:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. develop their learners' study, career, leisure and life skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
2. locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives and inclusive approaches
3. articulate the research underpinnings of pedagogical models common to history education and enact effectively such models in diverse learning settings
4. cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities
5. develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways, including creatively, collaboratively and with competence in information and communication technologies
6. facilitate learners' identification of links, similarities and differences between the past and the present and between the experiences of different cultures in different locations
7. develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship for a more equitable and sustainable world.

Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.

Resource guide that focuses on design and conduct of research into history education (2000 words, 50%)

Unit outline that demonstrates advanced knowledge, skills and capabilities relevant to history education (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 hour workshop per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

For course 1641:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit enables students to understand the scope of digital technologies in secondary school (Years 7 to 12). It provides students with opportunities to develop advanced knowledge and skills relevant to teaching about, with and through digital technologies with a particular emphasis on the junior levels in secondary schools. This includes the use of digital systems 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 digital technologies curriculum content and pedagogy.

Upon successful completion of this unit students should be able to:

1. understand the scope of the digital technologies curriculum across secondary school levels
2. plan, resource, teach and assess digital technology lessons that reflect an understanding of education policy, theories, research principles and methods particularly in the junior levels at school
3. develop units of work that include differentiated and inclusive approaches that reflect relevant curriculum and pedagogy for learners in Australian and international contexts with a particular focus on Years 7 to 10
4. recognise the centrality of literacy and numeracy for effective use of digital technology
5. identify current ideas about how students learn and some implications for their digital technology classes
6. work independently and collaboratively integrating digital technology to enhance learning in classes which reflect digital technology as both a separate discipline and as part of an integrated curriculum
7. identify professional learning needs through critical reflection of practicum experiences
8. critically engage with issues and debates surrounding digital technology in education, including health, equity, ethical and legal implications.

Unit of work for secondary school students with critical analysis (2600 words or equivalent, 60%)

Professional learning journal (1400 words or equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on EDF5145 (Digital technologies in the secondary years A). It provides students with opportunities to continue developing their advanced knowledge and skills relevant to teaching about, with and through digital technologies 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 the digital technologies curriculum content and pedagogy. The unit also considers how we can sustain professional learning and the role of the digital technologies teacher more broadly in the school and in shaping policy.

Upon successful completion of this unit students should be able to:

1. understand education policy, theories, research principles and methods and use these to plan, resource, teach and assess digital technology lessons particularly in the senior levels at school
2. understand and implement relevant curriculum and pedagogy for learners in the post-compulsory Australian (Years 11 and 12) context and apply their knowledge of curriculum and pedagogy in the development of units of work appropriate for digital technology classes
3. develop ways in which digital technology can support teaching and learning across the school curriculum, including engagement with parents/carers and the wider school community
4. develop strategies to identify and meet ongoing professional learning needs
5. engage with professional networks and participate in conversations and debates pertinent to digital technology education
6. understand the instrumental role digital technology teachers can take in schools including professional learning of colleagues, management of technical services and strategic planning.

Unit of work for secondary school students with critical analysis (2000 words or equivalent, 50%)

Sustainable system of engaging critically with resources, policy and networks for teaching and professional engagement (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of languages education
2. analyse relevant research and competing policy discourses associated with different applied linguistics perspectives on languages education
3. demonstrate and apply knowledge and understanding to curriculum and lesson planning
4. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
5. critically evaluate different languages methodologies and programs and models
6. engage in critical explorations and reviews of research and materials for the teaching and learning of languages.

Curriculum research case study project (2000 words, 50%)

Languages micro-teaching and reflective essay (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior languages education programs
2. consolidate their understanding of professional knowledge and professional practice in second languages education
3. critically analyse the the impact of contemporary second language teaching and learning issues on policy, assessment practices, curriculum and pedagogy to reflect on practice
4. appreciate the importance of professional learning and engagement in a changing society and education context
5. reflect on and evaluate their teaching experiences in languages education
6. critically evaluate the impact of recent curriculum and pedagogical innovations in languages education.
7. research critically and creatively a variety of language and intercultural context strategies appropriate to real-world and classroom second language teaching and learning.

Classroom practice research project (2000 words, 50%)

Languages education curriculum development of a unit of work (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of languages education in all learning contexts
2. engage in critical explorations of current and international languages and bilingual education curriculum and policy developments and their F-12 classroom pedagogical implications
3. analyse relevant research and competing policy discourses associated with different schooling perspectives on languages education
4. demonstrate and apply knowledge and understanding to curriculum and lesson planning for a diverse age range of languages students
5. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range and age of learners, in a variety of settings and curriculum contexts
6. critically evaluate different languages methodologies, programs and models on an F-12 continuum
7. engage in critical explorations and reviews of research and materials for the teaching and learning of languages.

Classroom research case-study project (2000 words, 50%)

Languages micro-teaching and reflection (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. develop, design, plan and research lessons, units of work and curriculum appropriate for primary and secondary languages education programs
2. consolidate their understanding of professional knowledge and professional practice in second languages education
3. critically analyse the impact of contemporary second language teaching and learning issues on policy, curriculum, assessment practices and pedagogy to reflect on practice
4. appreciate the importance of professional learning and engagement in a changing social and pedagogical context
5. reflect on and evaluate their teaching experiences in languages education
6. critically evaluate the impact of recent curriculum and pedagogical F-12 innovations in languages education
7. research critically and creatively a variety of language and intercultural strategies appropriate to real-world and classroom second language teaching and learning.

Curriculum development research project (2000 words, 50%)

Languages education curriculum development of a unit of work (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of legal and related studies across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for legal and related studies
3. set clear, challenging and achievable goals for students in their learning of legal and related studies
4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions
6. employ accountable and theoretically grounded processes to monitor student learning and progress
7. critically evaluate their practicum experiences of teaching legal studies and law-related studies in schools and other settings.

Research report (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of legal studies and law-related studies across Years 7 to 12
2. research, select and evaluate appropriate teaching and learning resources for legal and related studies
3. set clear, challenging and achievable goals for students in their learning of legal and related studies
4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions
6. create assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students
7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
8. critically evaluate their practicum experiences of teaching legal and related studies in schools and other settings.

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of a teaching and learning plan (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit with EDF5162 (Mathematics education in the secondary years B) 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.

Upon successful completion of this unit students should be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools in Australia and internationally
2. translate conceptual ideas and processes about mathematics into classroom learning activities for students
3. plan and design lessons and units of work that may be suitable for the diverse social and cultural backgrounds and experiences of students
4. develop an understanding of a constructivist perspective on learning and its implications, and a variety of assessment techniques available, for use in mathematics education classrooms
5. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
6. develop, through experience and personal inquiry of a variety of learning and teaching strategies, a personal approach to teaching mathematics.

Personal reflection and curriculum analysis (2000 words, 50%)

Investigative task (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit with EDF5161 (Mathematics education in the secondary years A) 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.

Upon successful completion of this unit students should be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools in Australia and internationally
2. translate conceptual ideas and processes about mathematics into classroom learning activities for students
3. develop competence in planning and implementing lessons and units of work, including assessment strategies, that may be suitable for the diverse social and cultural backgrounds and experiences of students
4. explore ways of facilitating students in their explorations of their own questions and investigations
5. develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in mathematics education classrooms
6. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
7. develop, through experience and personal inquiry of a variety of learning and teaching strategies, a personal approach to teaching mathematics.

Analysis task (2000 words, 50%)

Inquiry-based task (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. critically investigate different rationales and scoping of media studies
2. understand and critically evaluate different approaches to teaching media studies
3. identify, evaluate and use different resources for teaching media studies across different year levels
4. effectively plan and teach media studies lessons for Years 7 to 12 and for students of diverse backgrounds and abilities
5. understand and implement effective assessment tasks for Years 7 to 12 media studies and for students of diverse backgrounds and abilities
6. understand the ethical, safety and legal issues associated with the teaching of media studies in secondary schools and develop procedures to respond to these issues.

Evaluation of teaching resources task (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Building on EDF5163 (Media education 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.

Upon successful completion of this unit students should be able to:

1. further develop their understanding of the scope and purpose of media studies
2. understand and critically evaluate different approaches to teaching media studies
3. identify, evaluate and use different resources for teaching media studies across different year levels
4. develop and critically reflect on sequences of lessons that meet the requirements of various curriculum documents and research the effectiveness of some of these sequences
5. understand and implement effective assessment programs for Years 7 to 12 media studies and for students of diverse backgrounds and abilities
6. understand the ethical, safety and legal issues associated with the teaching of media studies in secondary schools and develop procedures to respond to these issues.

Assessment design task (2000 words, 50%)

Unit of work with a minor action research component (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through critical reflection as part of their professional work
2. begin to translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
3. develop an understanding of practical and experiential learning and its implications for use in diverse music education situations
4. begin to explore ways of facilitating students in their explorations of their own questions and investigations
5. develop an understanding of curriculum and assessment in music education
6. begin to develop competence in planning and implementing lessons and units of work
7. begin to develop a wide variety of learning and teaching strategies that support the connections between music theory and practice and formulate a personal approach to teaching music.

Critical reflection based on practicum teaching and learning episodes in the style of an autoethnography or narritive inquiry (2000 words, 50%)

Unit of work using innovative and original curriculum material (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through professional experience, research and analysis
2. translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
3. develop an understanding of a performative, experiential perspective on learning and its implications and a variety of assessment techniques available for use in diverse music education situations
4. develop an understanding of senior secondary curriculum and assessment in music education
5. develop competence in planning and implementing lessons and units of work
6. expand their understanding of the diversity of learnings and musics experienced by their students, colleagues and peers to inform their presentation of meaningful and engaging learning experiences
7. acquire an understanding of holistic learning and teaching including the wide variety of learning and teaching strategies that support the connections between music theory and practice in developing a personal approach to teaching music.

Collaboratively designed unit of work and presentation (2000 words equivalent, 50%)

Research and analysis of a learning context - linking educational theory and music education pedagogy to practice (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. identify and discuss significant issues that surround effective teaching and learning in music, particularly school music departments
2. plan for the establishment and management of school music programs, ensemble programs and performances
3. demonstrate the advanced theoretical and technical knowledge which are required to teach high quality class instrumental music teaching programs that link to the overarching school music program
4. plan for and undertake educational research projects relevant to their work as professional teachers
5. transmit knowledge, skills and idea about their specialist music area to others in a coherent and clear manner.

Evaluative research-based essay which draws on the experience of classroom ensemble programs via the practicum experience (2000 words, 50%)

Class presentation which involves the application of the individual student's skills and knowledge about their instrument to the professional school teaching experience (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

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' previous or current involvement in a musical production. The skills, knowledge and capacities the students learn through their involvement in a musical production are applied to the real school musical experience when they lead their own students in the development of a school musical.

Upon successful completion of this unit students should be able to:

1. identify and understand significant issues that surround effective teaching and learning in music and communicate these understandings as a clear and coherent exposition of knowledge and ideas to a wider audience
2. adapt the knowledge and skills learnt throughout the unit to the planning, management and presentation of a school musical production
3. plan and execute group project work with some independence and be responsible and accountable for their own learning
4. expand their understanding of experiential music teaching and learning and reflect on supporting practices that can enhance school music education
5. understand various crucial music education methodologies and apply these newly developed skills and knowledge in the secondary classroom
6. identify the diversity of strategies, pedagogies and disciplines that will inform their work as music educators.

Evaluative research-based written piece informed by the practicum experience (2000 words, 50%)

Written reflection based on an experience of participating in a student-led class musical or community-based musical presentation (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

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 (ICT). 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.

Upon successful completion of this unit students should be able to:

1. demonstrate and explain the historical, philosophical, experiential and environmental foundations of outdoor education
2. critically inquire into the purposes and rationales for teaching outdoor education in the curriculum
3. develop content, design and plan lessons, units of work and curriculum that are developmentally appropriate, and that meet the needs of diverse learners in a multicultural world
4. demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and engagement
5. critically reflect upon and evaluate their teaching experiences in outdoor education in a school environment.

Reflective and negotiated tasks inquiring into and drawing on a practicum experience (2000 words, 50%)

Outdoor education resource development (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 contact hours per semester
2. Additional requirements:
   • independent study to make up the required minimum hours per semester

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. explain the historical, philosophical, experiential and environmental foundations of outdoor education curriculum, and the influence of educational policy on this
2. examine and critically inquire into the purposes and rationale for teaching outdoor education in senior years
3. critically reflect on their beliefs, attitudes and experiences of outdoor education with regard to developing an educational philosophy appropriate to curriculum inquiry and critique
4. develop, design and plan lessons, units of work and curriculum content appropriate for outdoor education in a range of contexts and settings
5. critically examine the impact of contemporary issues and policy on the development of curriculum and pedagogy in outdoor education
6. develop, discuss and incorporate specific assessment practices that are appropriate for outdoor education
7. critically assess their professional readiness and needs to effectively understand and successfully implement key curriculum documents in outdoor education in a school environment.

Critically reflective research-informed task (2000 words, 50%)

Design of innovative and contemporary curriculum materials related to the teaching of outdoor education (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 contact hours per semester
2. Additional requirements:
   • independent study to make up the required minimum hours per semester

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

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.

Upon successful completion of this unit students should be able to:

1. demonstrate and explain the historical, philosophical and experiential foundations of physical education
2. justify the purposes and rationale for teaching physical education in the curriculum
3. develop content, design and plan lessons, units of work and curriculum that are developmentally appropriate
4. demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and engagement
5. plan for and undertake educational projects or research relevant to their work as professional teachers
6. develop, discuss and incorporate various physical education specific assessment and reporting practices.

Essay and planning tasks (2000 words, 50%)

Reflective tasks (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

For course 3718:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---sport-and-outdoor-recreation/)

For course D3001:

Primary and secondary education

Secondary education

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.

Upon successful completion of this unit students should be able to:

1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior physical education
2. consolidate their understanding of professional knowledge and professional practice in physical education
3. examine the impact of contemporary issues on policy, curriculum and pedagogy facing physical education and teachers of physical education
4. develop an insight into the importance of professional learning and engagement in a changing society
5. critically reflect and evaluate their teaching experiences in physical education in a school environment.

VCE Physical education unit outline (2000 words equivalent, 50%)

VCE Physical education teaching resource (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

For course 3718:

Education - SecondaryEducation - Secondary (http://www.monash.edu.au/pubs/2013handbooks/aos/education---secondary/)

For course D3001:

Primary and secondary education

Secondary education

This unit prepares pre-service teachers to teach physics in secondary schools and colleges both as a specialist subject 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 pre-service teachers to develop and apply critical thinking and reflection. This enables them to build a deep understanding of the importance of developing and implementing an effective pedagogy for teaching physics that can be adapted and applied in diverse educational settings. The unit also builds an advanced knowledge of problematic physics content through an examination of the national and international physics education research literature and the application of 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.

In addition, pre-service teachers are introduced to local and national curricula (junior to senior years) and developments in global physics education so that they are confident about aligning and evaluating their teaching to successfully meet the demands of the curriculum. Throughout the unit, students are encouraged to work collaboratively while being challenged to consider the key issues and dilemmas impacting contemporary physics education in a variety of contexts and how these might be addressed and influence their professional classroom practice.

Upon successful completion of this unit students should be able to:

1. articulate and apply their understanding of a constructivist perspective of learning in physics
2. link the everyday world of the learner with physics in ways that are meaningful, relevant and engaging
3. interpret, critique and implement the language, content and assessment methods in senior physics curriculum documents critical for successful physics teaching in secondary schools and colleges
4. develop confidence and a capacity to effectively communicate their advanced physics knowledge using a diverse range of appropriate methods, while planning lessons which encourage purposeful and critical thinking in their students
5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of physics concepts
6. critically understand the principles of curriculum design, the content of current senior physics curricula and the pedagogy of physics education
7. apply contexts for the teaching of physics content that accounts for the experiences and social and cultural backgrounds of their students
8. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.

Written assignment including research report and lesson design (2000 words, 50%)

Class ICT presentation including reflective journal and discussion of problems (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on EDF5173 (Physics education in secondary years A). It prepares pre-service teachers to teach physics 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 continue to assist pre-service teachers to develop their capacity and confidence to effectively communicate their advanced physics knowledge using a diverse range of appropriate teaching strategies and laboratory work, while encouraging purposeful and critical thinking in their students. The unit also builds the pre-service teacher's confidence to design a variety of authentic assessment and monitoring procedures aimed at evaluating the ability of their students to achieve the intended learning objectives as outlined in the relevant physics curricula. An important component of this unit is an increased focus on the need for pre-service physics teachers to think critically about planning the development of their own professional practice and the extent to which this addresses the diverse social, cultural and economic needs of their students. Pre-service teachers also undertake research into the design of a comprehensive unit of work suitable for teaching senior physics content, and critically reflect on their own professional practice and its importance for effecting and motivating continuous improvement. The unit highlights the importance of setting personal and professional goals and identifies physics professional associations and learning communities that contribute to enriching and supporting physics teachers in improving student learning in physics.

Upon successful completion of this unit students should be able to:

1. interpret, critique and implement the language, content and assessment methods in the senior physics curriculum documents useful in contemporary physics teaching in secondary schools and colleges
2. demonstrate confidence and skill in generating solutions to complex problems in relation to teaching and learning
3. link the everyday world of the learner with physics in ways that are meaningful, relevant and engaging
4. engage in critical reflection as a professional teacher and understand contemporary trends in practice and research at the national and international level
5. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding
6. undertake research and design a comprehensive unit of work suitable for teaching content from a senior physics curriculum
7. critically reflect on their own professional practice and its importance for effecting continuous improvement
8. access and employ a variety of authentic assessment and monitoring procedures aimed at evaluating the success of students to meet the intended learning outcomes of the physics curriculum framework.

Written assignment including reflective journal and discussion of problems (2000 words, 50%)

Research and design of a physics curriculum task (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit explores the learning and teaching of psychology in secondary schools. It enables students to teach psychology and lay a strong foundation for career-long professional learning. Students become familiarised with psychology curricula and national and international research literature, including current developments and historical views. Students explore the complexities of teaching to enhance student learning of psychology and use these understandings to design and implement purposeful learning activities within a range of contexts. This unit encourages students to consider the purpose of teaching psychology in schools. Students develop an understanding of the subject discipline's place within secondary schools, at senior level (Years 11 and 12) and junior level (Years 7 to 10), including within the science domain, and its links to other domains such as health and humanities. 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.

Upon successful completion of this unit students should be able to:

1. appreciate the nature and scope of psychology as a subject discipline in secondary schools
2. demonstrate familiarity with the curricula policies related to the teaching of psychology, both nationally and internationally
3. follow ethical guidelines when teaching psychology and plan responsibly, especially when carrying out research investigations and teaching potentially sensitive or controversial topics
4. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of psychology
5. develop competence in planning and implementing lessons and units of work, including assessment strategies, that embrace the diverse social and cultural backgrounds and personal experiences of students
6. select and utilise appropriate resources, including drawing on current local or global issues and popular media to create effective learning activities that may incorporate information and communication technology (ICT) to suit the school context and the students' learning needs
7. inspire learners of psychology to foster an interest in and positive attitude toward the understanding of human mental processes and behaviours
8. value the links between psychological understandings, the real world and students' everyday lives and consider what it means to be a psychologically literate citizen in today's society
9. work collaboratively with peers to help articulate the pedagogical issues, consider different perspectives and understand that learning to teach is a social endeavour
10. reflect critically on the development of their own teaching and learning to teach psychology.

Investigation into learning and teaching psychology (2000 words, 50%)

Reflective journal (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on EDF5175 (Psychology education in the secondary years A) as it continues to explore the learning and teaching of psychology in secondary schools. It extends students' ability to plan, enact and adjust as appropriate a range of teaching and learning strategies to meet the needs of a diverse range of learners in a variety of settings and curricula contexts. It encourages students to engage with contemporary ideas and research literature and consider the philosophy that underpins their teaching. It continues to encourage students to consider the purpose of teaching psychology in schools and psychology's place within secondary schools and focuses more on international curricula, electronic assessment, debate, learning spaces and information technologies this semester. Students develop an appreciation of how working in collaborative teams, and regularly engaging in critical conversations about teaching and learning, psychology experiences and research literature, are an essential part of the professional work of a teacher of psychology.

Upon successful completion of this unit students should be able to:

1. appreciate the nature and scope of psychology as a subject discipline in secondary schools
2. demonstrate familiarity with the curricula policies related to the teaching of psychology, both nationally and internationally
3. follow ethical guidelines when teaching psychology and plan responsibly, especially when carrying out research investigations and teaching potentially sensitive or controversial topics
4. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of psychology
5. develop competence in planning and implementing lessons and units of work, including assessment strategies, that embrace the diverse social and cultural backgrounds and personal experiences of students
6. select and utilise appropriate resources, including drawing on current local or global issues, popular media to create effective learning activities that may incorporate information and communication technology (ICT) to suit the school context and the students' learning needs
7. inspire learners of psychology to foster an interest in and positive attitude towards the understanding of human mental processes and behaviours
8. value the links between psychological understandings, the real world and students' everyday lives and consider what it means to be a psychologically literate citizen in today's society
9. work collaboratively with peers to help articulate the pedagogical issues, consider different perspectives and understand that learning to teach is a social endeavour
10. reflect critically on the development of their own teaching and learning to teach psychology.

Multi-media presentation linking research to psychology teaching practice (2000 words equivalent, 50%)

Written assignment (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit prepares students to become effective and knowledgeable social education teachers. Students learn to critically explore different approaches to teaching social education in Years 7 to 12. The unit involves an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum, including civics and citizenship, history, geography, politics, international studies, sociology, cultural studies, studies of Asia, and sustainability, that are taught in diverse ways in schools. Students also critically examine relevant state and national curriculum documents.

Upon successful completion of this unit students should be able to:

1. demonstrate a critical understanding of contemporary trends in, and approaches to, social education teaching in Australia
2. identify, evaluate and use different resources for teaching social education
3. effectively plan and teach social education lessons across different year levels and for students of diverse backgrounds and abilities
4. develop units of work that meet the requirements of curriculum for Years 7 to 10 and the post-compulsory Years 11 and 12
5. understand and implement effective assessment programs for Years 7 to 12 social education and for students of diverse backgrounds and abilities
6. design social education lessons that integrate information and communication technologies
7. design social education lessons that facilitate critical thinking, research, numeracy and literacy skills.

Lesson planning and annotated bibliography of teaching resources (2000 words equivalent, 50%)

Exploring the principles of learning and teaching (POLT) in social education (2000 words equivalent, 50%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 3 contact hours per week including 1 hour lecture
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit builds on the understanding developed in EDF5177 (Social education in the secondary years A), to further prepare students to become effective and knowledgeable social education teachers. Students develop the ability to critically explore different approaches to teaching social education in Years 7 to 12. The unit involves an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum. Students also critically examine national curriculum documents and explore examples of international research on social education teaching and learning, to prepare them to be teachers in other global contexts.

Upon successful completion of this unit students should be able to:

1. demonstrate a critical understanding of contemporary trends in, and approaches to, social education teaching in Australia and internationally
2. identify, evaluate and use different resources for teaching social education
3. effectively plan and teach social education lessons across different year levels and for students of diverse backgrounds and abilities
4. develop units of work that meet the requirements of curriculum documents for Years 7 to 10 and the post-compulsory Years 11 and 12, in either Australian or other global curriculum
5. understand and implement effective assessment programs for Years 7 to 12 social education and for students of diverse backgrounds and abilities
6. effectively design social education lessons that integrate information and communication technologies (ICT)
7. design social education lessons that facilitate critical thinking, research, numeracy and literacy skills.

Assessment design task (2000 words, 50%)

Unit of work (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 contact hours per week including 1 hour lecture
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

Secondary health and physical educationSecondary health and physical education (http://www.monash.edu.au/pubs/handbooks/aos/secondary-health-and-physical-education/)

This unit enables pre-service teachers to develop skills in lesson planning for diverse student learners and to confidently approach their initial pre-service classroom experiences in visual art and design. Working collaboratively and independently, students build understanding and knowledge of the ways in which visual art and design pedagogy can be considered in practical terms and the corresponding nature of professional identity for the specialist art and design teacher. The assessment tasks provide opportunities for students to engage at a theoretical and practical level with critical curriculum models (from Australia and overseas) and to apply their knowledge of this theory in their developing art and design pedagogy, including information and communication technology (ICT) practices. The emphasis is on exploring classroom practice and curriculum design, offering students opportunities to understand and identify with the professional responsibilities specific to learning and teaching in the disciplines that inform visual art and design curriculum practice.

Upon successful completion of this unit students should be able to:

1. understand the structural issues relevant to lessons and units of work in visual art and design
2. critically determine, and select appropriate content for units of work in visual art and design
3. devise tasks and activities for teaching and learning in visual art and design suitable for diverse learners in a range of educational settings
4. identify important pedagogical issues in visual art and design educational theory
5. apply critical theoretical and conceptual issues to the evaluation of specific examples of visual art and design curriculum practice.

Unit of work (2000 words or equivalent, 50%)

Reflective task (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

This unit builds on coursework undertaken in EDF5179 (Visual art and design education in the secondary years 1A). Students continue to improve their skill, knowledge and expertise in developing curriculum design for the classroom through studio-based practices. Creative classroom pedagogies are explored and include a discussion of the interdisciplinary relationships between artists, designers and educators and their impact on student experiences at secondary school and beyond. Through critical engagement with educational literature, students engage with both philosophical approaches to art education and the formal links to prescribed curricula. This unit offers a focus on senior secondary assessment tasks, unit development and curriculum.

Upon successful completion of this unit students should be able to:

1. understand the structural issues relevant to lessons in visual art and design in relation to classroom practice and prescribed curriculum
2. critically and creatively design and organise appropriate content for sequences of lessons in visual art and design
3. devise relevant summative and formative assessment tasks and/or activities for teaching and learning in visual art and design domains
4. identify and critically discuss relevant pedagogical issues relating to visual art and design educational theory
5. apply concepts drawn from discipline-based art education (DBAE) and other relevant curriculum models to the evaluation of specific examples of visual art and design curriculum practice.

Reflective task (2000 words or equivalent, 50%)

Research task (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Secondary education

This unit provides pre-service art teachers with a heightened understanding of the connections between the knowledge disciplines and practices which inform visual art curriculum. Working collaboratively and independently, students build skills around the development of art historical and art critical knowledge, such as research, lesson planning and unit preparation. The unit also enables students to learn about museum activities, the use of information and communication technology (ICT) in these spaces and the design of museum experiences for secondary school art and design students. Students explore approaches to the exhibition space and to the function of museums, in order to utilise these sites as supplements to the art classroom. Drawing on national and international literature, students engage in their own research to develop foundational knowledge in art historiography and pedagogical strategies relevant to art history and art criticism that lead students back to studio practice.

Upon successful completion of this unit students should be able to:

1. understand the structural issues relevant to discipline-based knowledge in the visual arts
2. critically determine, select and apply appropriate art historical and art critical tasks
3. devise relevant tasks and activities for museum education in the visual arts and design fields
4. identify important pedagogical strategies in visual art and design (including those that incorporate ICTs) that meet the needs of a diverse range of students
5. apply critical theoretical and conceptual issues to specific examples of visual art and design curriculum practice.

Research task (2000 words, 50%)

Research essay (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

This unit builds on coursework undertaken in EDF5181 (Visual art and design education in the secondary years 2A). It enables pre-service visual art and design teachers to build knowledge and skills in curriculum design through teaching studio-based practice. Drawing on national and international research literature and curricula, it explores a range of issues with respect to classroom pedagogy in the visual arts that are specific to aesthetic education, including a discussion of the interdisciplinary relationships between artists, designers and teachers and their impact for conceptions of student experience. Through focusing on the place of aesthetic principles in the art classroom and through working collaboratively and independently, pre-service teachers gain knowledge and skills in extending their own artistic practice to their pedagogical practice. They apply that knowledge and those skills in building a professional identity that recognises their own students' learning via the art and design curriculum and their own needs as developing practitioners and professionals.

Upon successful completion of this unit students should be able to:

1. understand relevant structural issues to curriculum evaluation in visual art and design
2. critically determine and select appropriate assessment mechanisms in visual art and design
3. consider conceptual problems relevant to the challenge of aesthetic education
4. identify important pedagogical and aesthetic issues in visual art and design educational theory
5. apply critical theoretical and conceptual issues to specific examples of visual art and design curriculum practice.

Reflective task (2000 words or equivalent, 50%)

Research task (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-3 contact hours per week
2. Additional requirements
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Secondary education

This unit enables students to develop the required knowledge, skills and capacities to teach their specialism (method) in secondary schools. It develops students' understanding of a range of curricula and pedagogical practices in the teaching and learning of their specialist field. It encourages students to explore relevant research literature, engage with traditional and contemporary ideas, and focus on the specific challenges, complexities, debates and ideas associated with teaching and student learning in their specialism. Through this unit, students develop skills in a number of areas including lesson and unit planning, developing learning outcomes for students, differentiating the curriculum and individual planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies and selection of appropriate content and teaching procedures for their specialist field. This unit models working in collaborative teams, exploring different perspectives, engaging with research literature and critical reflection on practice as essential parts of professional learning and as integral to the professional work of a teacher. Students engage in constructive conversations with other students in this unit to explore a range of perspectives and compare the complexities of teaching and learning in their specialism with other specialisms.

Upon successful completion of this unit students should be able to:

1. demonstrate and apply their understanding of a range of teaching and learning approaches and practices in their specialist field, with an emphasis on the secondary school
2. develop and share exemplars of lessons and units encompassing differentiated curriculum and inclusive planning to meet diverse learner needs and curriculum expectations in secondary schools
3. select and use appropriate resources and strategies for teaching within specialist areas in secondary schools in varied settings
4. critically engage with policy and curriculum from Australia and overseas to inform teaching and learning in the secondary years
5. understand how to generate and implement assessment strategies which can inform pedagogy
6. demonstrate an awareness of the ways in which research in their specialism informs teaching practice to enhance student learning
7. actively participate in professional learning teams and learning conversations around teaching in their specialism and comparing the complexities, debates, ideas and challenges with other emerging specialist teachers.

Annotated lesson plans for specialist curriculum (2000 words or equivalent per student, 50%)

Unit of work for Australian secondary curriculum (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary education

Secondary education

This unit extends students' understanding of varied methods and practices in their specialist field, with an emphasis on the later years of secondary school. Students continue to research contemporary and innovative ideas and research literature and explore the complexities, challenges, debates and issues associated with teaching and learning within their specialism. They consolidate knowledge and skills in a number of areas including lesson and unit planning, differentiating the curriculum and planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies and selection of appropriate content and teaching procedures for their specialist field. The focus of the unit is on developing pedagogy relevant to learners in the secondary years and to the Australian Curriculum, but also draws on examples from education systems outside of the Australian context. This includes how to develop pedagogy in school systems where mainstream resources are not available so that students are prepared to teach across the world in varied settings. Students work collaboratively in professional learning teams, share their perspectives on what it means to teach and learn within their specialism, and monitor their own learning. This is viewed as an essential part of learning to teach and as integral to their professional work as a teacher.

Upon successful completion of this unit students should be able to:

1. demonstrate and apply their understanding of varied methods and practices in the teaching and learning of disciplines and subjects in their specialist field in the senior years and with an emphasis on secondary schools in varied settings
2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse learner needs and to meet curriculum expectations in secondary schools in varied settings
3. select and use appropriate resources and strategies for the teaching of disciplines and subjects in secondary schools in varied settings
4. understand and utilise policy and curriculum from Australia and elsewhere to inform teaching and learning in the secondary years
5. understand how to generate and implement assessment data and strategies which inform pedagogy
6. demonstrate an awareness of the ways in which research in their specialism informs teaching practice to enhance student learning
7. actively participate in professional learning teams and learning conversations pertinent to teaching their specialism
8. monitor and critically reflect on their own learning as they enter the teaching profession.

Investigation into teaching and learning within their specialism (2000 words or equivalent per student, 50%)

Portfolio of strategies utilising information and communication technologies (ICT) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary education

Secondary education