Admission and Unit Information - Master of Teaching Secondary

Accreditation

The Master of Teaching (Secondary) is a professional teaching qualification for students possessing a relevant bachelor`s degree. It has been professionally accredited by the NSW Education Standards Authority. Graduates will meet the Australian Professional Standards for Graduate Teachers.

Inherent requirements

There are inherent requirements for this course that you must meet in order to complete your course and graduate. Make sure you read and understand the requirements for this course online.

Inherent requirements

Admission

Applicants must have successfully completed an undergraduate degree in any discipline. The completed units in the undergraduate degree must match with the secondary subject content requirements of the NSW Education Standards Authority for the subject(s) the applicant is intending to teach.

http://www.nswteachers.nsw.edu.au/future-returning-teachers/become-a-teacher/

Where these requirements are not met, applicants may be offered concurrent enrolment in up to four undergraduate units of study.

Additional Information for Applicants:

Current Western Sydney University students in the Bachelor of Arts (Pathway to Teaching Secondary), Bachelor of Science (Pathway to Teaching Secondary) and the Bachelor of Health Science (Health and Physical Education) – Pathway to Teaching (Secondary), Bachelor of Arts (Pathway to Teaching Secondary) and Bachelor of Business (Pathway to Teaching Secondary), Bachelor of Graphic Design (Pathway to Teaching Secondary) can apply via the Western Sydney University Transition to Teaching.

All other applications from Australian and New Zealand citizens and holders of permanent resident visas must be made via the Universities Admissions Centre (UAC). Use the links below to apply via UAC or Western Sydney University.  Applications made directly to Western Sydney do not have an application fee.

Applicants who have undertaken studies overseas may have to provide proof of proficiency in English. Local and International applicants who are applying through the Universities Admissions Centre (UAC) will find details of minimum English proficiency requirements and acceptable proof on the UAC website. Local applicants applying directly to the University should also use the information provided on the UAC website.

http://www.uac.edu.au/

https://westernsydney.uac.edu.au/ws/

International applicants must apply directly to the Western Sydney University via International Office.

International students applying to The University through the International Office can find details of minimum English proficiency requirements and acceptable proof on their website.

International Office

International students who did not complete their undergraduate degree in Australia must also meet English Language proficiency requirements and must provide evidence to satisfy the Australian Institute for Teaching and School Leadership (AITSL) as in the following:

1. An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows an overall score of at least 7.5 and:

• a score of at least 7.0 for Reading and Writing; and

• a score of at least 8.0 for Speaking and Listening.

The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 24-month period prior to submitting an application.

Or

2. An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher (must include a recognised initial teacher education qualification) undertaken in Australia, Canada, the Republic of Ireland, New Zealand, the United Kingdom or the United States. Details of acceptable proof are available in the WSU International website:

International - Entry requirements

Overseas qualifications must be deemed by the Australian Education International - National Office of Overseas Skills Recognition (AEI-NOOSR) to be equivalent to Australian qualifications in order to be considered by UAC and Western Sydney University.

Special Requirements Prerequisites

Prior to enrolling, students in units 102086 Designing Teaching and Learning, 102098 Contemporary Teacher Leadership, 102093 Secondary Professional Practice 1, 102094 Secondary Professional Practice 2, 5. 102095 Secondary Professional Practice 3 must:

• Satisfactorily complete Child Protection Awareness training

• Satisfactorily complete Working with Children Check

• Satisfactorily complete Anaphylaxis training

Link to Child Protection Awareness Training, Working with Children Check and Anaphylaxis training

• Meet Inherent Requirements for Master of Teaching (Secondary)

Link to Inherent Requirements

Additional Requirement:

Satisfactorily complete the School of Education Academic Literacy and Numeracy TASK for unit 102093 Secondary Professional Practice 1

Course Completion Prerequisites

Prior to graduating and prior to enrolment in unit 102094 Secondary Professional Practice 2, students must:

• Satisfactorily complete the National Literacy and Numeracy TEST.

Link to National Literacy and Numeracy TEST

Course Structure

Qualification for this award requires the successful completion of 160 credit points including the units listed in the recommended sequence below.

Students can exit with the 1715 - Graduate Diploma in Educational Studies (Secondary) on completion of 80 credit points of study (excluding Professional Practice units) selected from the Master of Teaching (Secondary) units.

1715 Graduate Diploma in Educational Studies (Secondary) (exit only)

Students can exit with the 1716 - Graduate Certificate in Educational Studies (Secondary) on completion of 40 credit points of study selected from the Master of Teaching (Secondary) units.

1716 Graduate Certificate in Educational Studies (Secondary) (exit only)

Note: A Graduate Certificate in Educational Studies (Secondary) would be an appropriate exit point for an already accredited teacher, whilst the Graduate Diploma in Educational Studies (Secondary) would be for a student not wishing to pursue classroom teaching as a career. Please note, that these are not teaching qualifications.

National Literacy and Numeracy TEST

Students who do not pass the National Literacy and Numeracy TEST will not be able to complete the following unit: 102094 Secondary Professional Practice 2 in Session 3 of the recommended sequence below.

These students should complete one unit from the list advised after the recommended sequence below to be eligible to graduate with a Master of Educational Studies.

1859 - Master of Educational Studies (exit only)

Recommended Sequence

Start Year Intake Full Time Mode

Semester 1

Adolescent Development and Teaching

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and social/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in examining adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling fostering educational and general resilience in adolescents, and helping adolescents thrive.

Diversity, Social Justice and Learning

The unit explores diversity, social justice, equity and learning through the multi-layered operation of social power and privilege. It advances students’ understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the unit examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups. The unit engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond.

Designing Teaching and Learning

In this unit, students will explore a range of contemporary issues impacting upon adolescent learning in the 21st century and how those issues may be addressed through the thoughtful re-design of teaching and learning. In a future characterised by rapid change and re-conceptualisations of compulsory schooling, attention will be given to the role of the secondary school teacher in assisting their students to develop new ways to think and new ways to work, as well as acquiring new tools and skills for living and working in the 21st century. Students will be encouraged to articulate their own vision for sustainable and engaged secondary education appropriate to the first half of the 21st century. In particular, it is critical that students possess the capacity to develop secondary students’ abilities to engage in real world problem solving and collaborate meaningfully through emerging technologies. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. Students begin their e-portfolio in 102086 Designing Teaching and Learning and continue to collect evidence throughout their Master of Teaching (Secondary) course. In this reflective learning portfolio evidence will be collected on the impact of secondary students’ learning. A final submission of the learning portfolio will be made in the unit 102098 Contemporary Teacher Leadership.

Researching Teaching and Learning 1

This unit builds on the premise that in contemporary education environments teachers continue to develop their professional knowledge and practice through their engagement in reflective inquiry. The capacity to read and make sense of research is an important professional attribute for teachers interested in sustainable practices, engaged inquiry learning by adolescents, and diversity, social justice and equity. The unit provides pre-service teachers with a starting point and practical insights into the day-to-day decision making of educators. The content will follow the order and logic that experienced researchers take in order to ensure quality in their research, and also to ensure that it is valid, reliable, ethical, useful and socially responsible. Given the professional skills required by teachers, the unit pays particular attention to the elements involved in action research.

Semester 2

Pedagogy for Positive Learning Environments

This unit is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The unit is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

Secondary Curriculum 1A

All students seeking a first secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 1B

All students seeking a second secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies: Years 7-10: Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 1

Secondary Professional Practice 1 is the first Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary for sustainable teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for and evaluation of school-based experiences will be integral to this unit. Students must satisfactorily complete the School of Education Academic Literacy TASK, Numeracy TASK, Child Protection Awareness Training and Working with Children check, and obtain anaphylaxis certification prior to placement in a secondary school. Students must complete any additional undergraduate units as required by the NSW Education Standards Authority (NESA) subject content requirements for teaching area one prior to enrolment in the unit 102093 Professional Practice 1. Students must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Students who have satisfied the BOSTES undergraduate teaching area requirements for a second or additional teaching area would undertake the required additional 102089 Secondary Curriculum 1C and 102092 Secondary Curriculum 2C in the same semester in which 102087 Secondary Curriculum 1A, 102088 Secondary Curriculum 1B, 102090 Secondary Curriculum 2A and 102091 Secondary Curriculum 2B are offered.

Secondary Curriculum 1C

All students seeking an additional secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Semester 3

Inclusive Education - Theory, Policy & Practice

This unit examines mandatory Special Education requirements. Pre-service teachers need to understand the theory, policy and practices of teaching and learning Inclusive Education and respond in an engaged manner to the diversity of intellectual, emotional, social and physical needs of all children in the regular secondary classroom. Appropriate skills, strategies, attitudes and methodologies will be addressed through an inquiry learning approach to enable students to plan, implement and evaluate programs that meet the educational diverse needs of individual secondary students with disabilities, learning difficulties and/or behaviour disorders. Strategies and theories for effectively integrating and including all secondary students with special needs, as well as knowledge of Australian and NSW government policy and legislation and teachers’ responsibilities within these will be addressed. The role and value of inclusive education and its relationship with literacy, numeracy and classroom management will also be addressed.

Secondary Curriculum 2A

All students seeking a first secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 2B

All students seeking a second secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 2

Secondary Professional Practice 2 is the second Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to extend Pre-service Teachers’ capacity for sustainable teaching, to such an extent that they are able to demonstrate the competencies expected of a graduate teacher. In addition to basic teaching skills, these competencies include being able to incorporate broader contemporary educational perspectives such as technology, literacy and numeracy, social justice, learning theories and assessment strategies in their teaching, as well as the professional confidence and personal capabilities to work with students, teachers and parents in a school community. The unit focuses on preparing Pre-service Teachers for the classroom by exploring the issues involved in broadening their perspective on student options and engaging inquiry-based pedagogy. of the unit encourages Pre-service Teachers to explore their teaching style in order to introduce and reinforce the concept of professional development through reflective practice. In this way, the Professional Practice undertaken during this unit will cohere with and enhance Pre-service Teachers’ perspectives on the theory and practice of teaching and learning in schools. Pre-service Teachers must have satisfactorily completed Secondary Professional Practice 1, child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Students who have satisfied the BOSTES undergraduate teaching area requirements for a second or additional teaching area would undertake the required additional 102089 Secondary Curriculum 1C and 102092 Secondary Curriculum 2C in the same semester in which 102087 Secondary Curriculum 1A, 102088 Secondary Curriculum 1B, 102090 Secondary Curriculum 2A and 102091 Secondary Curriculum 2B are offered.

Secondary Curriculum 2C

All students seeking an additional secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Semester 4

Aboriginal & Culturally Responsive Pedagogies

In this unit students will be introduced to research, perspectives and practices associated with successful and culturally appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander adolescent students. The unit is informed by current research practices, policy developments and curriculum deliverables that require culturally appropriate, responsive, respectful and informed teaching and learning practices that will benefit all education participants. Students will gain knowledge, insight, skills and appreciation of the importance and implications of consultation, negotiation and two-way partnerships with local Aboriginal communities and schools. It will also focus on empowering students to effectively reflect on all aspects of inquiry-based teaching with respect to Aboriginal perspectives and the delivery of lessons and effective support to all secondary students.

Secondary Professional Practice 3

Secondary Professional Practice 3 is the third Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a ten-day academic service learning placement. It is designed to develop sustainable practical knowledge and skills that supplement those developed in the other Professional Practices. This unit is based on the principle of broadening and deepening Pre-service Teachers’ understandings of contemporary issues confronting the wider education community. A diverse range of alternative educational settings beyond traditional secondary school contexts (including intrastate, interstate and international contexts) are utilised in Secondary Professional Practice 3 to provide a deep perspective for future secondary teachers beyond curriculum matters and engage with holistic schooling processes. The unit requires Pre-service Teachers to design their own engaging program from the range of available strands. Pre-service Teachers negotiate their settings and inquiry-based projects for Secondary Professional Practice 3 to suit their needs, interests, expertise and communities. Pre-service Teachers must have satisfactorily completed child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Contemporary Teacher Leadership

This multidisciplinary unit seeks to redefine and inform practice about what it means to be a teacher in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build personal leadership capacity and understanding of what is required to effect change, leadership and innovation in teaching. Learning outcomes are based on learning about leadership within an established community of practice. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. The learning portfolio builds on requirements of 102086 Designing Teaching and Learning and the units throughout the Master of Teaching (Secondary). The final submission of the reflective learning portfolio provides evidence of classroom readiness.

Researching Teaching & Learning 2

This unit provides an opportunity for students to engage with literature on a particular aspect of a research topic and design a research project in a team. Students will: locate and select relevant research literature to investigate a particular research question; analyse key ideas, assumptions and domains of knowledge in the literature around that question; identify appropriate research methods and designs for answering it; critically apply appropriate forms of data collection and data analysis to that research design.

Mid Year Intake Full Time Mode

Semester 1

Adolescent Development and Teaching

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and social/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in examining adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling fostering educational and general resilience in adolescents, and helping adolescents thrive.

Diversity, Social Justice and Learning

The unit explores diversity, social justice, equity and learning through the multi-layered operation of social power and privilege. It advances students’ understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the unit examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups. The unit engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond.

Designing Teaching and Learning

In this unit, students will explore a range of contemporary issues impacting upon adolescent learning in the 21st century and how those issues may be addressed through the thoughtful re-design of teaching and learning. In a future characterised by rapid change and re-conceptualisations of compulsory schooling, attention will be given to the role of the secondary school teacher in assisting their students to develop new ways to think and new ways to work, as well as acquiring new tools and skills for living and working in the 21st century. Students will be encouraged to articulate their own vision for sustainable and engaged secondary education appropriate to the first half of the 21st century. In particular, it is critical that students possess the capacity to develop secondary students’ abilities to engage in real world problem solving and collaborate meaningfully through emerging technologies. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. Students begin their e-portfolio in 102086 Designing Teaching and Learning and continue to collect evidence throughout their Master of Teaching (Secondary) course. In this reflective learning portfolio evidence will be collected on the impact of secondary students’ learning. A final submission of the learning portfolio will be made in the unit 102098 Contemporary Teacher Leadership.

Researching Teaching and Learning 1

This unit builds on the premise that in contemporary education environments teachers continue to develop their professional knowledge and practice through their engagement in reflective inquiry. The capacity to read and make sense of research is an important professional attribute for teachers interested in sustainable practices, engaged inquiry learning by adolescents, and diversity, social justice and equity. The unit provides pre-service teachers with a starting point and practical insights into the day-to-day decision making of educators. The content will follow the order and logic that experienced researchers take in order to ensure quality in their research, and also to ensure that it is valid, reliable, ethical, useful and socially responsible. Given the professional skills required by teachers, the unit pays particular attention to the elements involved in action research.

Semester 2

Pedagogy for Positive Learning Environments

This unit is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The unit is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

Secondary Curriculum 2A

All students seeking a first secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 2B

All students seeking a second secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 1

Secondary Professional Practice 1 is the first Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary for sustainable teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for and evaluation of school-based experiences will be integral to this unit. Students must satisfactorily complete the School of Education Academic Literacy TASK, Numeracy TASK, Child Protection Awareness Training and Working with Children check, and obtain anaphylaxis certification prior to placement in a secondary school. Students must complete any additional undergraduate units as required by the NSW Education Standards Authority (NESA) subject content requirements for teaching area one prior to enrolment in the unit 102093 Professional Practice 1. Students must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Students who have satisfied the BOSTES undergraduate teaching area requirements for a second or additional teaching area would undertake the required additional 102089 Secondary Curriculum 1C and 102092 Secondary Curriculum 2C in the same semester in which 102087 Secondary Curriculum 1A, 102088 Secondary Curriculum 1B, 102090 Secondary Curriculum 2A and 102091 Secondary Curriculum 2B are offered.

Secondary Curriculum 2C

All students seeking an additional secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Semester 3

Secondary Curriculum 1A

All students seeking a first secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 1B

All students seeking a second secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies: Years 7-10: Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 2

Secondary Professional Practice 2 is the second Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to extend Pre-service Teachers’ capacity for sustainable teaching, to such an extent that they are able to demonstrate the competencies expected of a graduate teacher. In addition to basic teaching skills, these competencies include being able to incorporate broader contemporary educational perspectives such as technology, literacy and numeracy, social justice, learning theories and assessment strategies in their teaching, as well as the professional confidence and personal capabilities to work with students, teachers and parents in a school community. The unit focuses on preparing Pre-service Teachers for the classroom by exploring the issues involved in broadening their perspective on student options and engaging inquiry-based pedagogy. of the unit encourages Pre-service Teachers to explore their teaching style in order to introduce and reinforce the concept of professional development through reflective practice. In this way, the Professional Practice undertaken during this unit will cohere with and enhance Pre-service Teachers’ perspectives on the theory and practice of teaching and learning in schools. Pre-service Teachers must have satisfactorily completed Secondary Professional Practice 1, child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Aboriginal & Culturally Responsive Pedagogies

In this unit students will be introduced to research, perspectives and practices associated with successful and culturally appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander adolescent students. The unit is informed by current research practices, policy developments and curriculum deliverables that require culturally appropriate, responsive, respectful and informed teaching and learning practices that will benefit all education participants. Students will gain knowledge, insight, skills and appreciation of the importance and implications of consultation, negotiation and two-way partnerships with local Aboriginal communities and schools. It will also focus on empowering students to effectively reflect on all aspects of inquiry-based teaching with respect to Aboriginal perspectives and the delivery of lessons and effective support to all secondary students.

Students who have satisfied the BOSTES undergraduate teaching area requirements for a second or additional teaching area would undertake the required additional 102089 Secondary Curriculum 1C and 102092 Secondary Curriculum 2C in the same semester in which 102087 Secondary Curriculum 1A, 102088 Secondary Curriculum 1B, 102090 Secondary Curriculum 2A and 102091 Secondary Curriculum 2B are offered.

Secondary Curriculum 1C

All students seeking an additional secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Semester 4

Secondary Professional Practice 3

Secondary Professional Practice 3 is the third Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a ten-day academic service learning placement. It is designed to develop sustainable practical knowledge and skills that supplement those developed in the other Professional Practices. This unit is based on the principle of broadening and deepening Pre-service Teachers’ understandings of contemporary issues confronting the wider education community. A diverse range of alternative educational settings beyond traditional secondary school contexts (including intrastate, interstate and international contexts) are utilised in Secondary Professional Practice 3 to provide a deep perspective for future secondary teachers beyond curriculum matters and engage with holistic schooling processes. The unit requires Pre-service Teachers to design their own engaging program from the range of available strands. Pre-service Teachers negotiate their settings and inquiry-based projects for Secondary Professional Practice 3 to suit their needs, interests, expertise and communities. Pre-service Teachers must have satisfactorily completed child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Contemporary Teacher Leadership

This multidisciplinary unit seeks to redefine and inform practice about what it means to be a teacher in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build personal leadership capacity and understanding of what is required to effect change, leadership and innovation in teaching. Learning outcomes are based on learning about leadership within an established community of practice. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. The learning portfolio builds on requirements of 102086 Designing Teaching and Learning and the units throughout the Master of Teaching (Secondary). The final submission of the reflective learning portfolio provides evidence of classroom readiness.

Researching Teaching & Learning 2

This unit provides an opportunity for students to engage with literature on a particular aspect of a research topic and design a research project in a team. Students will: locate and select relevant research literature to investigate a particular research question; analyse key ideas, assumptions and domains of knowledge in the literature around that question; identify appropriate research methods and designs for answering it; critically apply appropriate forms of data collection and data analysis to that research design.

Inclusive Education - Theory, Policy & Practice

This unit examines mandatory Special Education requirements. Pre-service teachers need to understand the theory, policy and practices of teaching and learning Inclusive Education and respond in an engaged manner to the diversity of intellectual, emotional, social and physical needs of all children in the regular secondary classroom. Appropriate skills, strategies, attitudes and methodologies will be addressed through an inquiry learning approach to enable students to plan, implement and evaluate programs that meet the educational diverse needs of individual secondary students with disabilities, learning difficulties and/or behaviour disorders. Strategies and theories for effectively integrating and including all secondary students with special needs, as well as knowledge of Australian and NSW government policy and legislation and teachers’ responsibilities within these will be addressed. The role and value of inclusive education and its relationship with literacy, numeracy and classroom management will also be addressed.

Start Year Intake Accelerated Mode

Note: Students with a GPA 5 for their first four units of study will be invited to enrol in the accelerated mode.

Semester 1

Adolescent Development and Teaching

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and social/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in examining adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling fostering educational and general resilience in adolescents, and helping adolescents thrive.

Diversity, Social Justice and Learning

The unit explores diversity, social justice, equity and learning through the multi-layered operation of social power and privilege. It advances students’ understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the unit examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups. The unit engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond.

Designing Teaching and Learning

In this unit, students will explore a range of contemporary issues impacting upon adolescent learning in the 21st century and how those issues may be addressed through the thoughtful re-design of teaching and learning. In a future characterised by rapid change and re-conceptualisations of compulsory schooling, attention will be given to the role of the secondary school teacher in assisting their students to develop new ways to think and new ways to work, as well as acquiring new tools and skills for living and working in the 21st century. Students will be encouraged to articulate their own vision for sustainable and engaged secondary education appropriate to the first half of the 21st century. In particular, it is critical that students possess the capacity to develop secondary students’ abilities to engage in real world problem solving and collaborate meaningfully through emerging technologies. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. Students begin their e-portfolio in 102086 Designing Teaching and Learning and continue to collect evidence throughout their Master of Teaching (Secondary) course. In this reflective learning portfolio evidence will be collected on the impact of secondary students’ learning. A final submission of the learning portfolio will be made in the unit 102098 Contemporary Teacher Leadership.

Researching Teaching and Learning 1

This unit builds on the premise that in contemporary education environments teachers continue to develop their professional knowledge and practice through their engagement in reflective inquiry. The capacity to read and make sense of research is an important professional attribute for teachers interested in sustainable practices, engaged inquiry learning by adolescents, and diversity, social justice and equity. The unit provides pre-service teachers with a starting point and practical insights into the day-to-day decision making of educators. The content will follow the order and logic that experienced researchers take in order to ensure quality in their research, and also to ensure that it is valid, reliable, ethical, useful and socially responsible. Given the professional skills required by teachers, the unit pays particular attention to the elements involved in action research.

Semester 2

Pedagogy for Positive Learning Environments

This unit is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The unit is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

Secondary Curriculum 1A

All students seeking a first secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 1B

All students seeking a second secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies: Years 7-10: Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 1

Secondary Professional Practice 1 is the first Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary for sustainable teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for and evaluation of school-based experiences will be integral to this unit. Students must satisfactorily complete the School of Education Academic Literacy TASK, Numeracy TASK, Child Protection Awareness Training and Working with Children check, and obtain anaphylaxis certification prior to placement in a secondary school. Students must complete any additional undergraduate units as required by the NSW Education Standards Authority (NESA) subject content requirements for teaching area one prior to enrolment in the unit 102093 Professional Practice 1. Students must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Inclusive Education - Theory, Policy & Practice

This unit examines mandatory Special Education requirements. Pre-service teachers need to understand the theory, policy and practices of teaching and learning Inclusive Education and respond in an engaged manner to the diversity of intellectual, emotional, social and physical needs of all children in the regular secondary classroom. Appropriate skills, strategies, attitudes and methodologies will be addressed through an inquiry learning approach to enable students to plan, implement and evaluate programs that meet the educational diverse needs of individual secondary students with disabilities, learning difficulties and/or behaviour disorders. Strategies and theories for effectively integrating and including all secondary students with special needs, as well as knowledge of Australian and NSW government policy and legislation and teachers’ responsibilities within these will be addressed. The role and value of inclusive education and its relationship with literacy, numeracy and classroom management will also be addressed.

Aboriginal & Culturally Responsive Pedagogies

In this unit students will be introduced to research, perspectives and practices associated with successful and culturally appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander adolescent students. The unit is informed by current research practices, policy developments and curriculum deliverables that require culturally appropriate, responsive, respectful and informed teaching and learning practices that will benefit all education participants. Students will gain knowledge, insight, skills and appreciation of the importance and implications of consultation, negotiation and two-way partnerships with local Aboriginal communities and schools. It will also focus on empowering students to effectively reflect on all aspects of inquiry-based teaching with respect to Aboriginal perspectives and the delivery of lessons and effective support to all secondary students.

Semester 3

Secondary Curriculum 2A

All students seeking a first secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 2B

All students seeking a second secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 2

Secondary Professional Practice 2 is the second Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to extend Pre-service Teachers’ capacity for sustainable teaching, to such an extent that they are able to demonstrate the competencies expected of a graduate teacher. In addition to basic teaching skills, these competencies include being able to incorporate broader contemporary educational perspectives such as technology, literacy and numeracy, social justice, learning theories and assessment strategies in their teaching, as well as the professional confidence and personal capabilities to work with students, teachers and parents in a school community. The unit focuses on preparing Pre-service Teachers for the classroom by exploring the issues involved in broadening their perspective on student options and engaging inquiry-based pedagogy. of the unit encourages Pre-service Teachers to explore their teaching style in order to introduce and reinforce the concept of professional development through reflective practice. In this way, the Professional Practice undertaken during this unit will cohere with and enhance Pre-service Teachers’ perspectives on the theory and practice of teaching and learning in schools. Pre-service Teachers must have satisfactorily completed Secondary Professional Practice 1, child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Secondary Professional Practice 3

Secondary Professional Practice 3 is the third Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a ten-day academic service learning placement. It is designed to develop sustainable practical knowledge and skills that supplement those developed in the other Professional Practices. This unit is based on the principle of broadening and deepening Pre-service Teachers’ understandings of contemporary issues confronting the wider education community. A diverse range of alternative educational settings beyond traditional secondary school contexts (including intrastate, interstate and international contexts) are utilised in Secondary Professional Practice 3 to provide a deep perspective for future secondary teachers beyond curriculum matters and engage with holistic schooling processes. The unit requires Pre-service Teachers to design their own engaging program from the range of available strands. Pre-service Teachers negotiate their settings and inquiry-based projects for Secondary Professional Practice 3 to suit their needs, interests, expertise and communities. Pre-service Teachers must have satisfactorily completed child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Contemporary Teacher Leadership

This multidisciplinary unit seeks to redefine and inform practice about what it means to be a teacher in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build personal leadership capacity and understanding of what is required to effect change, leadership and innovation in teaching. Learning outcomes are based on learning about leadership within an established community of practice. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. The learning portfolio builds on requirements of 102086 Designing Teaching and Learning and the units throughout the Master of Teaching (Secondary). The final submission of the reflective learning portfolio provides evidence of classroom readiness.

Researching Teaching & Learning 2

This unit provides an opportunity for students to engage with literature on a particular aspect of a research topic and design a research project in a team. Students will: locate and select relevant research literature to investigate a particular research question; analyse key ideas, assumptions and domains of knowledge in the literature around that question; identify appropriate research methods and designs for answering it; critically apply appropriate forms of data collection and data analysis to that research design.

Mid-year Intake Accelerated Mode

Note: Students with a GPA 5 for their first four units of study will be invited to enrol in the accelerated mode.

Semester 1

Adolescent Development and Teaching

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and social/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in examining adolescent-centred challenges to teaching and learning. Topics addressed include: definitions of adolescence past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling fostering educational and general resilience in adolescents, and helping adolescents thrive.

Diversity, Social Justice and Learning

The unit explores diversity, social justice, equity and learning through the multi-layered operation of social power and privilege. It advances students’ understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the unit examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups. The unit engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond.

Designing Teaching and Learning

In this unit, students will explore a range of contemporary issues impacting upon adolescent learning in the 21st century and how those issues may be addressed through the thoughtful re-design of teaching and learning. In a future characterised by rapid change and re-conceptualisations of compulsory schooling, attention will be given to the role of the secondary school teacher in assisting their students to develop new ways to think and new ways to work, as well as acquiring new tools and skills for living and working in the 21st century. Students will be encouraged to articulate their own vision for sustainable and engaged secondary education appropriate to the first half of the 21st century. In particular, it is critical that students possess the capacity to develop secondary students’ abilities to engage in real world problem solving and collaborate meaningfully through emerging technologies. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. Students begin their e-portfolio in 102086 Designing Teaching and Learning and continue to collect evidence throughout their Master of Teaching (Secondary) course. In this reflective learning portfolio evidence will be collected on the impact of secondary students’ learning. A final submission of the learning portfolio will be made in the unit 102098 Contemporary Teacher Leadership.

Researching Teaching and Learning 1

This unit builds on the premise that in contemporary education environments teachers continue to develop their professional knowledge and practice through their engagement in reflective inquiry. The capacity to read and make sense of research is an important professional attribute for teachers interested in sustainable practices, engaged inquiry learning by adolescents, and diversity, social justice and equity. The unit provides pre-service teachers with a starting point and practical insights into the day-to-day decision making of educators. The content will follow the order and logic that experienced researchers take in order to ensure quality in their research, and also to ensure that it is valid, reliable, ethical, useful and socially responsible. Given the professional skills required by teachers, the unit pays particular attention to the elements involved in action research.

Semester 2

Pedagogy for Positive Learning Environments

This unit is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The unit is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

Secondary Curriculum 2A

All students seeking a first secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 2B

All students seeking a second secondary teaching area qualification must complete this Years 11-12 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 1

Secondary Professional Practice 1 is the first Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings. The unit requires students to develop the knowledge, understanding, skills and attitudes necessary for sustainable teaching. As part of this process they will recognise that teaching demands a continuous process of self-reflection, self-awareness, critical evaluation of one's practice, and the capacity to modify and adjust teaching practice to best meet the needs of all students. This unit aims to facilitate the development of students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies. In-school experience is a mandatory component of the Master of Teaching course. The preparation for and evaluation of school-based experiences will be integral to this unit. Students must satisfactorily complete the School of Education Academic Literacy TASK, Numeracy TASK, Child Protection Awareness Training and Working with Children check, and obtain anaphylaxis certification prior to placement in a secondary school. Students must complete any additional undergraduate units as required by the NSW Education Standards Authority (NESA) subject content requirements for teaching area one prior to enrolment in the unit 102093 Professional Practice 1. Students must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Inclusive Education - Theory, Policy & Practice

This unit examines mandatory Special Education requirements. Pre-service teachers need to understand the theory, policy and practices of teaching and learning Inclusive Education and respond in an engaged manner to the diversity of intellectual, emotional, social and physical needs of all children in the regular secondary classroom. Appropriate skills, strategies, attitudes and methodologies will be addressed through an inquiry learning approach to enable students to plan, implement and evaluate programs that meet the educational diverse needs of individual secondary students with disabilities, learning difficulties and/or behaviour disorders. Strategies and theories for effectively integrating and including all secondary students with special needs, as well as knowledge of Australian and NSW government policy and legislation and teachers’ responsibilities within these will be addressed. The role and value of inclusive education and its relationship with literacy, numeracy and classroom management will also be addressed.

Secondary Professional Practice 3

Secondary Professional Practice 3 is the third Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a ten-day academic service learning placement. It is designed to develop sustainable practical knowledge and skills that supplement those developed in the other Professional Practices. This unit is based on the principle of broadening and deepening Pre-service Teachers’ understandings of contemporary issues confronting the wider education community. A diverse range of alternative educational settings beyond traditional secondary school contexts (including intrastate, interstate and international contexts) are utilised in Secondary Professional Practice 3 to provide a deep perspective for future secondary teachers beyond curriculum matters and engage with holistic schooling processes. The unit requires Pre-service Teachers to design their own engaging program from the range of available strands. Pre-service Teachers negotiate their settings and inquiry-based projects for Secondary Professional Practice 3 to suit their needs, interests, expertise and communities. Pre-service Teachers must have satisfactorily completed child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Semester 3

Secondary Curriculum 1A

All students seeking a first secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of student data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Curriculum 1B

All students seeking a second secondary teaching area qualification must complete this Years 7-10 teaching methodology unit. The unit will examine and model effective contemporary classroom practice to develop students’ pedagogical content knowledge. The specifics of the relevant NSW Board of Studies: Years 7-10: Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative course, unit and lesson planning and on the role of data in authentic and appropriate assessment practices. Opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area will be important.

Secondary Professional Practice 2

Secondary Professional Practice 2 is the second Professional Practice unit of the Master of Teaching (Secondary). This unit incorporates a 30-day placement in a secondary school. It is designed to extend Pre-service Teachers’ capacity for sustainable teaching, to such an extent that they are able to demonstrate the competencies expected of a graduate teacher. In addition to basic teaching skills, these competencies include being able to incorporate broader contemporary educational perspectives such as technology, literacy and numeracy, social justice, learning theories and assessment strategies in their teaching, as well as the professional confidence and personal capabilities to work with students, teachers and parents in a school community. The unit focuses on preparing Pre-service Teachers for the classroom by exploring the issues involved in broadening their perspective on student options and engaging inquiry-based pedagogy. of the unit encourages Pre-service Teachers to explore their teaching style in order to introduce and reinforce the concept of professional development through reflective practice. In this way, the Professional Practice undertaken during this unit will cohere with and enhance Pre-service Teachers’ perspectives on the theory and practice of teaching and learning in schools. Pre-service Teachers must have satisfactorily completed Secondary Professional Practice 1, child protection training and Working with Children check, and obtained anaphylaxis certification prior to enrolling in this unit. Pre-service Teachers must also meet the Inherent Requirements of the Master of Teaching (Secondary), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_secondary

Contemporary Teacher Leadership

This multidisciplinary unit seeks to redefine and inform practice about what it means to be a teacher in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build personal leadership capacity and understanding of what is required to effect change, leadership and innovation in teaching. Learning outcomes are based on learning about leadership within an established community of practice. Students will collect evidence in a learning portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. The learning portfolio builds on requirements of 102086 Designing Teaching and Learning and the units throughout the Master of Teaching (Secondary). The final submission of the reflective learning portfolio provides evidence of classroom readiness.

Researching Teaching & Learning 2

This unit provides an opportunity for students to engage with literature on a particular aspect of a research topic and design a research project in a team. Students will: locate and select relevant research literature to investigate a particular research question; analyse key ideas, assumptions and domains of knowledge in the literature around that question; identify appropriate research methods and designs for answering it; critically apply appropriate forms of data collection and data analysis to that research design.

Aboriginal & Culturally Responsive Pedagogies

In this unit students will be introduced to research, perspectives and practices associated with successful and culturally appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander adolescent students. The unit is informed by current research practices, policy developments and curriculum deliverables that require culturally appropriate, responsive, respectful and informed teaching and learning practices that will benefit all education participants. Students will gain knowledge, insight, skills and appreciation of the importance and implications of consultation, negotiation and two-way partnerships with local Aboriginal communities and schools. It will also focus on empowering students to effectively reflect on all aspects of inquiry-based teaching with respect to Aboriginal perspectives and the delivery of lessons and effective support to all secondary students.

National Literacy and Numeracy TEST

Students who do not pass the National Literacy and Numeracy TEST will not be able to complete the following unit: 102094 Secondary Professional Practice 2 in Session 3 of the recommended sequence below.

These students should complete one unit from the following list to be eligible to graduate with a Master of Educational Studies.

1859 - Master of Educational Studies (exit only)

Choose one of the following units on offer in alternate years in 1H Session commencing 2017:

Applied Imagination

This unit asks students to reflect upon imagination and its use in research, inquiry, and social action. It challenges students to develop an applied understanding of imagination in the development of creative responses to personal and social concerns. Underlying this exploration is a challenge to students to reflect upon the relationship between form, content and communication, objectivity and subjectivity, arts theory and practice, the writer, performer, artist and educator. The unit considers mediums for expression and communication; imagination as an analytical tool, and imagination as a means for understanding, communicating and enabling intentions and outcomes.

Transformative Learning

This unit provides opportunities to examine and apply theories drawn from critical pedagogy, transformative learning and ecological thinking. It challenges students to critically examine the relationships through which personal and social knowledge is constructed and their efficacy in the construction of learning for the future. Inherent in such thinking are questions about the processes of change in education systems that will lead towards equity, inclusiveness, wellbeing, social justice and ecological sustainability.

Inclusive Environments

Significant reform has occurred over the last three decades with regard to educating individuals with additional needs. This unit explores the history and current position on disability as well as philosophy, policy, legislation, and practice around educating individuals with additional needs internationally. The research literature examining the benefits and barriers to inclusive education will be analysed. Students will develop skills of critical review required to evaluate the research in the field. Lastly, the unit addresses the ways in which educational settings can be designed to be more responsive to learners with additional needs and how students can promote inclusion through organisational change.

Learning and Teaching in Challenging Contexts

This unit involves the study of pedagogy in contexts regarded as challenging. The main focus will usually be on the contexts of school and early childhood, but alternative sites of education will also be studied as appropriate. The definition of a challenging context will be considered with an emphasis on contexts of poverty. The unit explores engaging pedagogies and unit will investigate specific dilemmas for education. The unit will be structured around dilemmas and specific provocations.

Or one of the following units on offer alternate years in 1H Session commencing 2018:

Social Ecology

This unit focuses on learning in the context of social-ecological understanding. It asserts that ecological sustainability is a consequence of the understanding and enactment of social-ecological relationships. In this regard ‘social ecology’ describes a field of understanding while ‘sustainability’ describes praxis in a social-ecological context. Both experience and the understanding of experience – learning- are subject matter. This study is undertaken through reference to ecological systems of understandings in the context of challenges to that understanding. It is grounded in reference to learning, change, creativity, culture, politics and the physical environment. The unit introduces key theorists and invites students to examine their personal relationship to social-ecological learning.

Principles and Practices of Evaluation

This unit provides opportunities to examine and apply evaluation strategies to assess and evaluate learning, educational and social programs and policies. Theories drawn from evaluation will be used to assist students to develop evaluative frameworks and approaches to critically evaluating programs.

Ecopedagogies

This unit posits the importance of ecopedagogies in this historical era. The precariousness of human/nature interrelationships compels us to explore new ways of learning and knowing. Global perspectives and place-based theory have generated new paradigms for what it is to be human. Ecological ‘knowing’ and ‘being’ are central to this. They inform ecopedagogies while providing new ways of experiencing the natural world. Further insight is gained through engaging with First Peoples’ knowledge systems through the conceptualisation of ‘country’ and relational frameworks. Outdoor experiential learning has significant developmental, health, well-being and educational advantages for children, youth and adults. This interdisciplinary unit examines the broader field of applied ecological understanding and re-imagines it as sustainable practice.

Designing Curriculum Futures

This unit considers the research and theoretical basis of curriculum futures, with a focus on design for learning and learning design, and critically examines contextual factors and their implications for learning design in a range of settings. The unit provides a critical overview of perspectives on curriculum, curriculum design and examines authentic learning and assessment. Examples of curriculum futures will be negotiated and explicated. The overall focus is on curriculum decision-making and planning for improved learning outcomes.

Or one of the following units on offer alternate years in 2H Session commencing 2017:

Engaging Communities

Community engagement is variously seen as a strategy for improving educational outcomes, increasing community ownership and/or empowering citizens to take collective action. Although appeals to ‘community’ often assume a homogeneous ideal, active community engagement needs to respond to a diversity of needs and experiences. This unit begins by exploring the notion of community, its uses and meanings in different discursive and professional contexts. Students will be introduced to theory and praxis aimed at identifying community needs, partnering across diversity and working effectively and inclusively to build community strengths and engagement. The unit’s applied learning focus requires.

Leading Change

This unit explores change and leadership through a range of contexts. In this unit we critically analyse cultural, structural and political dimensions of change in organisations, systems and communities. This unit is grounded in leadership models that feature collaborative and relationship enhancing approaches to enable purposeful change.

Education Policy, Practice and Global Knowledge Co-construction

This Unit explores the relationship between education and knowledge through reference to questions about the links between education policy practices and global knowledge production. The conceptual framework which provides the focus for this Unit explores the dynamic, cyclical relations between the following: conditions of possibility for linking education policy practices and global knowledge production; contexts of negotiation/distance that affect this relationship; the modes of reception and rejection of the impact of linking of the two, and the mechanisms of connection that make this possible. These core concepts provide a focus for exploring questions about the relationship between ‘education policy practices’ and ‘global knowledge production’ in students’ everyday work-life.

Disability in Context

The developmental trajectory and quality of life of individuals with additional needs is affected not only by the nature and level of the disability itself but also by the ways in which that disability interacts with the contexts in which they live their lives. In turn, the impact of the disability will affect the individual’s family and those working with them. This unit adopts both a developmental and ecological perspective to enable analysis of the specific impact of disability on an individual, their family, the professionals working with them and the contexts in which they do so. In so doing, it evaluates the efficacy of theoretical models and frameworks available to assist in ensuring best outcomes for the individual and those around them.

Or one of the following units on offer alternate years in 2H Session commencing 2018:

At the cultural interface - learning two ways

History, politics and ignorance make the cultural interface between Aboriginal and non-Aboriginal Australians contested and fraught. In turn, cultural misunderstanding contributes to inequities in educational attainment, employment and social disadvantage. Students apply a critical perspective to the discourses surrounding Aboriginal disadvantage and white privilege. They develop processes to engage respectfully with local Aboriginal and Islander communities in order to learn and share in a two-way exchange of knowledge. They listen deeply and intersubjectively in their exploration of Aboriginal worldviews, and they reflect on what it means to decolonise their own thinking so as to build partnerships based on mutuality and reciprocity.

Teaching and Learning with Adults

This unit explores the pedagogical issues which shape the ways in which teaching and learning for adults might be organised in a variety of contexts. It is suitable for leaders, teachers, tutors, trainers and other staff working in schools, organisations, workplaces and communities. The unit will draw upon a range of theoretical perspectives including approaches to learning, knowledge and assessment, the relationship between organisational context, teaching and learning, and the role of the adult educator as a ‘practical theorist’.

Ecopsychology and Cultural Change

Ecopsychology is concerned with the relationship between human consciousness, human actions and environmental issues. It seeks to understand the sources, both phenomenological and socio-cultural, of the disjuncture between nature and psyche and to develop possibilities for personal and cultural re-connection and healing. Through applying experiential methods, critical inquiry and engagement with ecopsychological writings, students develop their awareness of "self", "nature", "culture" and explore the dynamics between them. The unit incorporates perspectives on ecological identity, ecospirituality and sense of place as ways of re-imagining the human-nature relationship and effecting ecologically-oriented change.

Effective Working Relationships

This unit supports the development of students’ knowledge and skills by analysing a range of consultation models; examining the perspectives and needs of families as well as professionals from different discipline backgrounds; and developing effective interpersonal communication skills, collaborative problem solving, dispute resolution, teamwork and teambuilding. In addition, professionals with advanced knowledge of inclusive education and disability studies may serve as agents of change within their professional setting. The unit explores this role and encourages students to reflect upon how they may enact this ability to advocate inclusive education and facilitate the capacity of others.