This is a foundational subject for the Master of Teaching program. It introduces the philosophical and theoretical framework for this program and provides an overview of the international and national education context with a specific focus on Australian education policy and curriculum. This subject introduces key educational philosophers and theorists and explores their influence on education with a particular focus on Christian education. It introduces the evidence-based theoretical foundation for students to effectively plan engaging learning sequences and to manage a supportive learning environment.
This subject introduces initial teacher education (ITE) students to the core components of effective teaching and learning. It explores how cognitive evidence-based theory informs teaching decisions, instructional design and assessment in relation to the classroom and the broader school context. Students will examine cognitive evidence-based theory and consider how this can be applied in various learning contexts with different groups of learners. They will also explore student diversity, differentiation and how to design lesson plans that integrate evidence-based theory and that demonstrate good planning to engage a broad range of learners.
This subject explores how the English language is used in personal, community, academic and professional contexts while providing insight into language use in a multicultural and plurilingual society. Students will develop an understanding of the principles and theories of language and literacy development, and a social view of language and varieties of spoken and written English. They will also examine how spoken and written language combine with other ways to make meaning through multimodal texts. Students will apply their understanding of informal, formal, diagnostic, formative and summative assessment strategies to their own language and literacy skills and needs. They will also apply this social view of language when working with a range of texts.
The foundations for strong mathematical knowledge are laid in primary education. This unit and its related content are organised in number and algebra, measurement and space, and statistics and probability. The important role of working mathematically plays across all areas of mathematics and reflects the strengthened connections between the concepts. Students examine developmental teaching theories and the psychology of learning mathematics, and how to use these to foster flexible, critical and creative thinking. They will also explore learning sequence design and lesson planning that promotes student-centred teaching and learning, examine investigative activities and tools to promote problem-solving and mathematics communication, apply strategies for assessment task development and learn to effectively integrate contemporary ICT tools and strategies into their teaching. Students will also explore a values-based approach to teaching mathematics from a Christian worldview.
This is a foundational subject for the Master of Teaching program. It introduces the philosophical and theoretical framework for this program and provides an overview of the international and national education context with a specific focus on Australian education policy and curriculum. This subject introduces key educational philosophers and theorists and explores their influence on education with a particular focus on Christian education. It introduces the evidence-based theoretical foundation for students to effectively plan engaging learning sequences and to manage a supportive learning environment.
This subject introduces initial teacher education (ITE) students to the core components of effective teaching and learning. It explores how cognitive evidence-based theory informs teaching decisions, instructional design and assessment in relation to the classroom and the broader school context. Students will examine cognitive evidence-based theory and consider how this can be applied in various learning contexts with different groups of learners. They will also explore student diversity, differentiation and how to design lesson plans that integrate evidence-based theory and that demonstrate good planning to engage a broad range of learners.
This subject introduces human development with a specific focus on the period from early childhood through to adolescence and early adulthood where students study the historical and contemporary theory of cognitive, psychosocial, physical, and spiritual development. These are considered through a Christian Worldview lens. Students analyse factors that influence child and adolescent development and the implications for educational practice with a specific focus on teaching and learning. They also consider what it means for humans to flourish and some of the primary challenges that children and adolescents face in relation to wellbeing together with what teachers and schools can do to support them.
This subject develops a knowledge base for the Initial Teacher Education Students in the NESA Music 7-10 syllabus and the ACARA F-10 Curriculum, The Arts, Music. This course introduces curriculum, pedagogy and assessment for teaching and provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The aim is to build understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Music as applied in the junior secondary context. It equips the students with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10.
This subject is the first of two subjects in Curriculum Studies: History. Effective history teaching results from integrating theory and practice with ongoing critical reflection. This unit then considers the postmodern approach to history characterised by secularism and compares it with other faith-oriented constructs of History as well as a Christian philosophy of history. For teachers in training, it develops the knowledge and understandings of key content, concepts and substance of the History K-10 Syllabus and History Elective 7-10 Syllabus developed by the NSW Education Standards Authority (NESA) and the related History F-10 Syllabus developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA). The unit explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements.
This unit provides an opportunity to use effective pedagogical practices in relation to the junior secondary (Stage 4 and 5) curriculum of intending secondary teachers chosen teaching area(s). Teacher Education students will engage with their curriculum area to examine its content, core philosophies and value in contemporary society. Effective pedagogical practices will be examined and practiced in relation to the curriculum content, including planning and sequencing, explicit modelling and scaffolding, assessment and feedback. Teacher Education students will engage in micro-teaching to practice communication skills to support student learning in their subject area.
This subject enables Teacher Education Students (TES) to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabus (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents. TES, in accordance with the K-10 Curriculum Framework and Statement of Equity Principles take account of the diverse needs of all students ensuring all students can fully participate in learning experiences.
In this subject, Teacher Education Students (TES) will be introduced to curriculum, pedagogy and assessment in the NESA Personal Development, Health and Physical Education (PDHPE) K-10 Syllabus. They will examine and critique the content, principles, practices and pedagogical approaches associated with physical activity and movement education; and personal development and health education. This subject also aims to develop the TES’ understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. The diverse social factors which impact upon the learning and teaching of PDHPE for supporting the development of health, well-being and a positive sense of self and others will also be explored.
Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions which take place in our world. This subject aims to prepare Teacher Education Students (TES) to teach Geography and interdisciplinary areas such as Civics and Citizenship offered in the Geography K–10 Syllabus confidently, as developed by NESA and ACARA. The subject aims to develop students’ knowledge of theoretical and practical aspects; engage with a range of pedagogical approaches and provides opportunities for the TES to design learning and teaching sequences and assessment tools informed by research.
This subject aims to develop in each Teacher Education Students (TES) the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides TES with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The TES will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach. Strategies for embedding technology into lessons will be explored, as well as assessing mathematics knowledge, skills and understanding.
Students will explore the use of ICT to implement responsible and ethical solutions to problems in a society characterized by rapid technological change, global communication and increasingly competitive knowledge-driven economies. This course provides an introduction to curriculum, pedagogy and assessment for teaching the NESA’s Computing Technology Years 7-10 (2022) Syllabus. It provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. In this subject, students will also explore ways in which the development of ICT skills can be embedded across the curriculum to meet relevant Year 7-10 requirements.
This subject enables Teacher Education Students (TES) to establish a knowledge base in the areas of curriculum, pedagogy and assessment in the NESA Drama Years 7-10 and the ACARA The Arts - Drama 7-10 syllabi. It is also designed to develop TES’ understanding of contemporary theory, concepts and skills in drama studies as applied in the junior secondary classroom context with a particular focus on cross-curriculum priorities. The TES will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama and devise a range of learning opportunities for diverse learners to facilitate both individual and collaborative learning through making, performing and appreciating drama in a range of contexts. They will have opportunity to ‘reflect’ on their practice and the impact on competing worldviews, developing a well-researched evidence-based justification for their own approach to teaching secondary Drama.
In this subject, Teacher Education Students (TES) will explore their own creative capacities, and their understanding and knowledge of visual arts. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides the TES with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The history of visual arts education will be examined, as well as effective strategies for learning and teaching. It equips the TES with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NESA Visual Arts 7-10 and ACARA The Arts Year 7 – 10 syllabi.
CRS441 Curriculum Studies - Integrated Sciences deals with science as it characterises primary and secondary school curricula. Science can be an uncomfortable topic in many Christian schools, sometimes being seen as the basis for a secular worldview that the school explicitly exists to challenge. The way that some people use science in irritating and distressing attacks on faith makes such suspicion understandable. However, many of these disputes rest on naïve and simplistic accounts of both science and faith. Science is an important part of contemporary life and a compulsory part of schooling, so those responsible for teaching it require a deeper understanding of such issues than may be the case for others, within the contexts of teaching and learning that they share with their fellow teachers. CRS441 integrates concern for such issues with teaching practice in contemporary Christian schools.
The aim of this course is to prepare Teacher Education Students (TES) to teach effectively the NESA Commerce Years 7-10 Syllabus (2019), with an emphasis on evidence-based research to make informed decisions about pedagogical approaches. It is also designed to develop the TES’ understanding of contemporary theory, concepts and skills in Commerce as applied in Years 7-10 classroom contexts. Theoretical concepts, pedagogical principles and curriculum structures within Commerce are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. Innovative approaches toward teaching Commerce from Christian and alternate school contexts will be developed.
