Master of Teaching (Primary)

About this unit

This unit aims to introduce students to theories of learning and development. They are introduced to the major theories of learning and explore how these relate to teaching processes. Students will be challenged to reflect upon their own belief system and how this relates to different contemporary theories and contexts of learning and its potential impact on teaching. In addition, students will explore how developmental factors impact learning.

Content

After successfully completing this unit, students will be able to:

• Critically analyse key learning theories and relate them to values, beliefs and contexts.
• Critically reflect upon personal beliefs about learning and teaching and relate these to contemporary theories and practice.
• Apply their understanding of learning theories to analyse pedagogy and classroom practice.
• Demonstrate and communicate knowledge and understanding of the intellectual, physical, language, emotional, moral, social and psychological development of children and young people in contemporary society and how these may affect learning.

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About this unit

In this unit, pre-service teachers will develop an understanding of curriculum learning areas, their concepts, content, and structure that will support their knowledge and ability to organise classroom activities and communicate required learning to students. They will also explore human development as a lens to convey how the planning and effective implementation of teaching and learning programs including trauma informed pedagogy promotes inclusion for all students. Through this exploration they will learn how to set achievable goals and challenges for students of varying abilities and characteristics and also locate relevant teaching strategies and evidence-based pedagogy that effectively supports student learning outcomes. They will also be supported to identify evaluative tools that measure impact on student learning and wellbeing.

Content

• Curriculum, types of curriculum, Curriculum concepts, content, and structure an overview (National and State)
• What is pedagogy, instructional models (HITS, e5), differentiation, teaching strategies
• Assessment Evaluative tools and Assessment practices that measure impact on student learning and wellbeing
• Human development as a lens to explore trauma informed pedagogy, neurodiverse and additional learning needs
• Creating and maintaining a safe and challenging learning environment.
• Planning and teaching of learning programs
• Communicating learning to students
• Organising classroom activities (Inclusion and engagement)

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About this unit

In this unit, the students will develop understandings of theory and practice in arts education with a focus on dance, drama, music, media and visual arts. They will be able to demonstrate an understanding of arts education concepts to a level appropriate for teaching in the primary classroom and the ability to design and implement teaching programs in the arts for children. This unit aims to help students gain knowledge and skills to increase their appreciation and understanding of the contribution of the arts to learning in the lives of children. It also explores ways to support and encourage children’s creativity and confidence in expressing themselves.

Content

• Supporting creative expression and self-expression through singing, using musical instruments, movement, drama and dance, media and visual art
• The historical and pedagogical contexts for a creative arts curriculum
• Evaluating movement, dance, drama, music, media and visual art resources for primary age children using contemporary pedagogical frameworks
• Using voice and singing to promote language development, physical skills and movement
• The roles of the teacher in facilitating children's creative, aesthetic, musical and dramatic development and confidence
• Imagined spaces: Arts environments that encourage sharing and confidence
• Imagined places: The arts and cultural contexts
• Creating an inclusive curriculum that encourages all children, including children with additional needs, to participate in creative arts making and sharing experiences
• Contemporary approaches to arts learning, teaching and assessment.

This unit is found in Master of Teaching (Primary). View further information about this unit.

About this unit

This unit prepares pre-service teachers to plan, teach and assess English in the primary classroom. In this unit pre-service teachers gain knowledge of the principles, practices and curriculum context of teaching and learning English in the primary years of education. Key English concepts, such as language acquisition and the teaching of reading and writing, will be addressed.

Content

• Relevant National and/or State or Territory Curriculum
• Contemporary pedagogical approaches and methods of teaching English, including the use of ICT
• English concepts
• Theories of language and literacy development
• Principles of planning and assessing within English
• Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning
• Whole language and phonetical approaches

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About this unit

This unit focuses on the physical, psychological and social development of children and adolescents with a view to providing a theoretical foundation for discussions of appropriate teaching methods in the early and middle years of schooling. The unit covers theories of child development, physical and motor development, catering for individual differences, perceptual development, personality, attachment and attachment behaviour, social competence and identity.

Content

• Key theorists in psychological and social development such as: Piaget; Vygotsky; Kegan; Egan; Erikson; Kohlberg; Gilligan
• The biology and neurology of learning in childhood and adolescence
• Language development and literacy
• Attachment and attachment theory
• The role of play in children’s development
• The impact of social, cultural and environmental factors on children’s cognitive, emotional and social development
• Applying developmental theory in adapting pedagogy to the developmental level of students
• Self-concept and self-worth in childhood and adolescence

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About this unit

This unit focuses on preparing pre-service teachers to plan, teach and assess the Humanities and Social Science learning areas of History, Geography, Civics and Citizenship and Economics and Business within in the primary classroom. In this unit pre-service teachers will gain knowledge of the principles, practices and curriculum content and key concepts of teaching Humanities and Social Sciences. Contemporary issues when teaching Humanities will also be considered. An emphasis will be placed on the use of ICT to support Humanities teaching and learning. View further information on this unit.

About this unit

This unit prepares pre-service teachers to plan, teach and assess Mathematics in the primary classroom. In this unit pre-service teachers will gain knowledge of the principles, practices and curriculum context of teaching and learning Mathematics. An emphasis will be placed on the use of ICT to support mathematical teaching and learning.

Content

• Relevant national and/or state or territory curriculum
• Contemporary pedagogical approaches and methods of teaching Mathematics, including the use of ICT
• Mathematical concepts
• Principles of planning and assessing within Mathematics
• Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning

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About this unit

This unit focuses on preparing students to teach science and technology in the primary classroom.

Content

• Relevant National and/or State and Territory curriculum
• STEM: The relationship between Science and Technology
• Contemporary pedagogical approaches and methods of teaching and learning in Science, including the use of Information Communication Technology (ICT)
• Principles of planning and assessing within Science
• Strategies for assessing student learning, including the importance and functions of moderation and providing feedback to enhance learning
• Maintaining safe, inclusive and challenging learning environments in a primary Science classroom
• Student engagement
• Science knowledge and concepts
• Resources in science

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About this unit

This unit builds and strengthens students’ understanding and application of knowledge of Aboriginal and Torres Strait Islander cultures, identity, languages, histories, status, challenges, place-based pedagogies, contributions and perspectives in education settings. In particular, the unit facilitates deeper thinking when exploring and critically analysing key policies and curriculum documents that have shaped pedagogical approaches and content over time. Students will be exposed to the socio-political histories and deliberate how methods in the current frameworks connect traditional and contemporary perspectives from Aboriginal peoples leading to stronger cultural awareness and designing an authentic and meaningful curriculum.

Content

• Policy, curriculum and positioning of Aboriginal and Torres Strait Islander peoples in educational contexts.
• Students will navigate complexities of history and contemporary pedagogical approaches where they will critically locate curriculum frameworks, identify and engage educational resources and learn to articulate socially just philosophy and pedagogical approaches. Students will investigate
• Place-based pedagogies
• Authentic, responsive and meaningful curriculum and learning opportunities for Aboriginal and Torres Strait Islander students.
• Educational resources

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About this unit

This unit critically examines how education systems both reproduce and challenge social inequalities. The unit highlights a teacher’s professional responsibility to provide children and young people with an equitable education in line with political and legislative priorities. Pre-service teachers will critically reflect on their educational experiences and assumptions to more effectively engage all students. Pre-service teachers will explore the diverse needs, strengths, interests, and backgrounds of students, especially in relation to social class, disability, culture, ethnicity, language, religion, gender, and sexuality. Pre-service teachers will formulate critically-informed and socially just teaching strategies that value the diversity of students.

Content

• Key sociological tools for examining the explicit and implicit work of educators and education systems
• The ethics, theory, and practice of inclusion
• The philosophy, purpose and political nature of education
• Equity vs equality in education
• The representation and language of diversity, equity and inclusion in education
• The persistent myth of meritocracy, colourblindness, and deficit discourses in relation to educational access, participation, and achievement
• The role of schools in debating, reinforcing, and challenging classism, racism, sexism, and ableism
• The perspectives and experiences of marginalised students
• Characteristics of common additional needs
• Strategies for implementing reasonable adjustments for students with disabilities
• Strength-based and valuing approaches for diversity, equity and inclusion
• Learning environments that promote diversity, equity and inclusion
• The importance of collaborating with families and other professionals to access support, resources, and additional services
• Codes of ethics and conduct, relevant legislative, administrative and organisational policies and processes

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About this unit

This unit provides pre-service teachers with a range of skills and understandings related to literacy that are now a standard component of the contemporary curriculum environment in Australian schools. By engaging with student-directed inquiry in a range of curriculum areas, pre-service teachers will develop and articulate understanding of the literacy demands and conventions of these areas, and plan for literacy development.

Content

• What is literacy? What does it mean to be literate?
• Multiliteracies
• New media and literacy
• Subject area literacies
• Literacy as a general capability
• Effective teaching of literacy
• Effective assessment of literacy
• Relevant national and/or state or territory curriculum

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About this unit

This unit aims to provide pre-service teachers with a range of skills and understandings related to numeracy that are now a standard component of the contemporary curriculum environment in Australian schools. By engaging in student-directed inquiry into a range of curriculum areas, pre-service teachers will develop and articulate understanding of the numeracy demands and conventions of these areas, and plan for numeracy development within their subject teaching. View further information on this unit.

About this unit

This unit is designed to prepare pre-service teachers to plan, teach and assess students with English as an additional language or dialect (EAL/D) using a strengths-based approach and guided by the Australian Curriculum (or a relevant State/Territory curriculum document). In addition, pre-service teachers will examine and critically analyse theoretical perspectives and research based evidence to provide additional support for students to develop proficiency in Standard Australian English (SAE).

Content

• The nature of English and the theory and principles of second language pedagogy
• Factors that impact on EAL teaching and learning
• Sociocultural contexts of learning and understanding linguistic and cultural diversity in schools
• State and national curriculum documents, policy and assessment protocols
• Designing appropriate lessons and adapting materials to maximise educational opportunities for all EAL learners.
• Lesson planning and activities that incorporate ICT

About this unit

The unit is designed to prepare pre-service teachers to build and sustain positive relationships with students, families and the community. Pres-service teachers will examine and demonstrate how they can support positive behaviour through support student wellbeing, resilience and social and emotional emotional learning. A specific focus is made on developing strategies to work inclusively and ethically with families, community and support agencies.

Content

• Understanding student wellbeing and behaviour in Australian schools
• Caring and respective student-teacher relationships: positive learning environments
• Engaging learning environments and pedagogical practices
• Student belonging, mental health and wellbeing
• Student behaviour
• School policies and practices
• Working with families, communities and external agencies
• Restorative relationships, policy and practice
• Consolidating key learnings and strategies to support positive relationships.

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About this unit

Through self-directed learning, pre-service teachers develop depth of pedagogical content knowledge and understanding in one primary learning area chosen from; English, Mathematics, Humanities, Science or Technology. Pre-service teachers identify and discuss a range of pedagogical strategies appropriate to their chosen primary specialisation and develop in depth understanding of the relevant curriculum framework with regard to their area of specialisation. In this unit, pre-service teachers will conduct a case study research project to investigate pedagogical practices in their area of specialisation during their professional placement. This unit supports pre-service teachers in becoming leaders and innovators in their area of primary specialisation within educational settings.

Content

• Contemporary approaches to curriculum, pedagogical practice and learning environments in chosen areas of specialisation
• Research-informed practice
• Teacher pedagogical content knowledge
• National curricula and policy frameworks
• Assessment and data literacy

About this unit

This is the first of three professional experience units in the Master of Teaching (Primary). In this unit students will undertake a 20-day professional experience in a primary school under the supervision of an approved mentor. Students will be introduced to curriculum documents, professional standards and codes. Students will involve themselves in the life of the school and reflect on their practice and performance in discussion with their mentor and university staff.

Content

After successfully completing this unit, students will be able to:

• Demonstrate professional and caring relationships with education professionals, students and families. [Standard 7]
• Contribute to the planning and implementation of learning experiences. [Standard 2, 3]
• Discuss curriculum documents and resources in relation to effective teaching and learning. [Standard 5, 2, 3]
• Act in accordance with the standards, codes and policies relevant to the school setting. [Standard 7,6]
• Critically reflect upon teaching and learning experiences, including the role of the learning environment. [Standard 1,4]

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About this unit

In this unit, students undertake a professional practicum in an Australian primary school or other education agency under the supervision of a registered teacher. They develop knowledge and capability in the teaching of literacy and numeracy. Students involve themselves in the life of the school and reflect on their practice and performance in discussion with their school supervisor and university staff. They observe a variety of classes at different levels. At the discretion of their supervisor, students may engage in one-to-one coaching or small group work before taking responsibility for a full class. By the conclusion of the practicum they demonstrate the ability to take a full class in a variety of curriculum areas. In preparation for their placement in schools, students participate in tutorials focusing on the teaching of literacy and numeracy in the primary school. They observe a variety of classes at different levels. Lesson plans and other documentation contribute to the assessment for this subject.

Placement

View further information on this unit. Type: Primary School or Middle-Upper Primary School Year Level: 5–12 years of age / Foundation to Year 6 Duration: 20 days Minimum Attendance: 35 hours per week or 7 hours per day

Content

• Australian Professional Standards for Teachers (Graduate) focus areas 1.1, 1.2, 2.1, 2.2, 2.3, 2.5, 3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 5.1, 5.2, 5.4, 6.3, 7.1, 7.3 are explicitly taught, practiced and assessed in this unit.
• Engagement in a professional experience under the guidance of a qualified mentor teacher
• Curriculum documentation
• Assessment practices and their relationship to effective learning
• Lesson and unit planning
• Establishing and maintaining professional relationships with students and other professionals
• Using reflection as a tool for improvement
• Setting goals for teaching and learning
• Modify the learning environment to enhance safety and learning
• Teaching resources including ICT
• Effective communication
• A range of teaching strategies that support students’ learning
• Strategies for supporting students’ learning, well-being and safety, including policy and legislative requirements
• Code of Conduct
• Code of Ethics
• Australian Professional Standards for Teachers (Graduate Stage)
• Building on e-Portfolios

About this unit

This is the final of three professional experience units in the Master of Teaching (Primary). In this unit pre-service teachers will undertake a 20 day professional experience in a primary school under the supervision of an approved mentor. Pre-service will involve themselves in the life of the school and reflect on their practice and performance supported by their in school mentor and university academic staff. Within this unit pre-service teachers must demonstrate that they are ready to teach within a primary school. Pre-service will be required to demonstrate competence against all elements of the Australian Professional Standards for Teachers: (APST) Graduate stage. This is a requirement for graduation.

Content

• Australian Professional Standards for Teachers 1-7 (Graduate)
• Engagement in a professional experience under the guidance of a qualified mentor teacher
• Understanding and supporting student diversity
• Assessment, feedback and reporting
• Developing collaborative working practices
• Critical reflection of teaching performance
• Innovative learning environments
• Working with families and the wider community
• Professional organisations and networking
• Teacher registration
• Code of Conduct
• Code of Ethics
• Completing the GTPA Preparation Assessment
• Completing the GTPA Portfolio Assessment
• Preparing for interviews
• Relevant national and/or state or territory curriculum
• English / Literacy / Reading Instruction

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