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EDU400 - Professional Practice Part A, B and C
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Description: Note: Enrolment in each part
is sequential and each part takes one semester to complete Unit detail page >>
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EDU401 - Foundations in Christian Teaching and Learning
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Curriculum objective: This unit is a foundational unit and introduces the Philosophical foundation for the MTeach Program. This is encapsulated in the Teacher’s Transformational Helix model of Christian education, and supported by a set of teaching and learning principles, integrating the NSW model of pedagogy, which underpin the whole approach to the program. Whilst it explores the teaching of religion in schools, this unit is focused on the role and function of the Christian teacher and on the relationship of Christian schools with the Church and the community and particularly with the family and the state. The NSW Board of Studies K-10 Curriculum Framework will be introduced including an overview of the competing agendas embedded within Curriculum Design and Reform. The main intent is for the Pre-service Teacher to develop a clear rationale for their own philosophy as a Christian educator, exposing them to a range of models of teaching and learning, pedagogies and behavior management information from which they can begin to apply strategies and establish a positive classroom climate. Unit detail page >>
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EDU402 - Human Society in the Environment: Platforms and Perspectives of the Christian Educator
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Curriculum objective: This unit introduces the Human Society in the Environment (HSiE) Learning Area. It provides pre-service teachers with an opportunity to critically evaluate the broad conceptual framework of the syllabus (Early Stage(s) 1-3), the key learning processes and skills associated with learning the concepts and the key values of HSiE. It supports the pre-service teacher to expand their worldview by analysing different worldviews, represented in the ethnic mix of Australian citizens including Aboriginal and Torres Strait Islanders. It provides an examination of the Judeo-Christian paradigm and heritage and its impact on society and the environment. It recognises the importance of teaching studies of Indigenous history and consultation with Indigenous people to learn to implement and evaluate appropriate teaching resources and strategies. The unit examines how to develop the learning of children aged 5-12 in relation to the concepts, skills and values in HSiE (including the overall HSiE continua, and focus on links between Stages 3 & 4) with reference to a range of socially just and culturally responsive pedagogical strategies and teaching resources as well as examination of assessment strategies in HSiE Unit detail page >>
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EDU403 - Language and literacy acquisition and development
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Curriculum objective:
This unit enables students to develop important communication skills necessary for academic and professional life, especially in regard to the teacher’s relationship with parents and the community. To this end, this unit will assess and support prospective teachers in their own ability to write grammatically correct and coherent English for a range of purposes. This unit presents a range of theoretical models for the acquisition and development of language and literacy from early childhood to adult learners. It will look at factors effecting acquisition and proficiency. The unit will analyse different theories for the teaching and learning of reading and writing. Pre-service Teachers will become proficient in using a range of assessment strategies and be clear about their role in assessment, record keeping and reporting. The role of the teacher will be examined in diagnosis and support for students with language and literacy acquisition needs, second language learners and the integration of inter agency support. A focus on the literacy needs of Aboriginal and Torres Strait Islanders in the classroom will be addressed. This unit is a pre-requisite for the unit EDU413 Teaching and Learning English.
Unit detail page >>
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EDU411 - Personal Development, Health and Physical Education
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Curriculum objective: This unit provides a comprehensive overview of key researchers and writers in the field of child and adolescent development (building on EDU403 Language and Literacy Acquisition) providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, linguistic, social and emotional, moral and spiritual development and the application to classroom content and support. This unit provides a comprehensive overview of key researchers and writers in the field of child and adolescent development. Lectures and readings will focus on the philosophical and ethical theories impacting on teaching and promoting health and behavioural change. Students will be encouraged to critique their own Christian worldview and denominational emphases and personal approach to health and fitness. Students will access and critique the health and physical education literature, including research, journals, government documents, computerized data bases, and identify sources and evaluate Internet information. Current and future trends in personal, physical and health developments across societies and cultures, and the role of Christian schools will be addressed. As a Christian teacher, issues around the development and management of children’s moral and spiritual development will be explored. Students will be encouraged to articulate their preferred behavioural management strategies in line with their Christian worldview. Unit detail page >>
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EDU412 - Education, Science, Technology and Change
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Curriculum objective: This unit focuses on the
Key Learning Area of Science and Technology with a special emphasis on the use
of technology. Pre-service Teachers will explore relevant science and
technology content and strategies to develop in primary students: science and
technology knowledge, understandings, skills, attitudes and values. The medium
for teaching will be through the practical approach, modeling state of the art
practice with opportunities for the Pre-service Teacher to research into past
and present views of living and non living things, to investigate, collect and
record data, as well as manipulate using design and technology skills. It will
explore various software applications, such as desk top publishing, multi media
production, digital art and design, as well as the Internet, and its
application to classroom settings. Pre-service Teachers will be challenged to
frame an ethical and responsible approach to emerging technologies. It is
anticipated that the they will have an enriched view of society, the
environment and the future, and an enthusiasm for teaching and lifelong
learning in science and technology. Christian worldview issues discussed in
other units (e.g. EDU401 Foundations in
Christian Teaching and LearningEDU402
Human Society in the Environment: Platforms and Perspectives for the Christian
Educator) will be drawn upon when critiquing syllabus content, methodology
and teaching resources. Unit detail page >>
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EDU413 - Teaching and Learning English
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Curriculum objective: This unit builds on the
constructs of EDU403 Language and
Literacy Acquisition and Development and pedagogical frameworks introduced
in EDU401 Foundations in Christian
Teaching and Learning. The unit introduces Pre-Service Teachers to the
social construction view of language. A holistic approach is taken to the
teaching of language and literacy, where explicit teaching of grammar within a
rich language environment will enable the Pre-service teachers to not only
compose texts with critical understanding of social contexts but plan and
program for the NSW English syllabus Stages 1-3: specifically… how to teach
listening and speaking; reading and viewing; writing and the conventions of
English language such as spelling; grammar and word usage; punctuation and
handwriting as well as literacy learning across the curriculum. Students will
also develop a critical theory approach to fiction, non fiction and multimodal
texts which may differ from their own Christian worldview. Developing higher
order thinking skills in classrooms and critical thinking particularly as it
relates to consumer literacy will be addressed. Access to schools through the EDU400 Professional Practice will
enhance the Pre-service Teachers resource collection and build their skills in
the implementation of the concepts in this unit. Pre- Service Teachers will
reflect on how globalisation and societal changes have impacted on the language
and literacy skills needed to make meaning and how multiliteracies are
influencing the future of teaching. Unit detail page >>
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EDU414 - Learning Mathematics Part A
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Curriculum objective: The main focus of this unit is on the
Pre-service Teacher as a user of mathematics and their own knowledge, skills,
confidence, belief systems and values in the area of processing and
communicating mathematically. In particular, it builds on the Pre-service
Teacher’s own mathematical skills with a view to appreciating mathematics in
everyday life and the role and nature of mathematics as a way of interpreting
the world. It traces the growth and development of mathematical constructs in
children through Primary school and how this aligns to the NSW K-6 Mathematics
syllabus. Pre-service Teachers will be exposed to the socio-cultural and
multicultural contexts of mathematics, critique a range of teaching methods
including direct instruction, deductive, constructivist and
socio-constructivist approaches, with a view to developing their own philosophy
and teaching approach. They will investigate gender stereotypes in the maths
and sciences, controversial belief systems, both historical and present day,
which impact on how maths is taught in Australian schools. Unit detail page >>
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EDU421 - Creative Arts
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Curriculum objective: This unit is designed to
provide Pre-service Teachers with a range of philosophies and approaches to the
teaching of the Creative Arts, which they can adapt for different contexts of
Christian schooling. The content targets the primary children age group’s
development and equips the Pre-service Teacher with the knowledge and
methodologies used in the NSW Creative Arts K-6 syllabus. Students will develop
their own skills in the teaching methodology and assessment for the Arts forms
and substrands of Dance, Drama, Visual Arts and Music. Students will
investigate how each form is connected with society and culture, and in
particular looking at the Australian heritage of artists. Students will develop
their own criteria for the analysis of appropriate selection of a variety of
artworks (visual and performing) from a contemporary and historical context.
They will develop a Creative Arts vocabulary using the specific elements and
principles of each form of Creative Arts, to be able to discuss and write about
their own aspirations for the teaching of Creative Arts in a Christian school
setting where there is a range of worldviews. The use of the Creative Arts in
the student’s own spiritual journey will be explored as well as its application
for children’s creative and spiritual development. Strategies for classroom
management, the exhibition of artworks and performance for a variety of
audiences, community arts projects, and school productions will be developed.
It is expected that EDU400 Professional
Practice in school experiences will provide valuable resources, stimulation
and opportunities to trial the Pre-service Teachers’ developing expertise in
the Creative Arts. Unit detail page >>
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EDU422 - The Educator’s Journey
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Curriculum objective: This unit is designed to help
the Pre-Service Teacher/ Teacher grow in their knowledge of and relationship
with God. Specifically, the unit addresses spiritual formation and the steps of
maturing into a Christ-centred Christian. They will be encouraged to reflect on
their personal faith journey; understand their beliefs in relation to other
denominations and religions; and explore how the construct of their faith as
educators can transform their teaching practice and impact their relationships
with parents, children and staff.The Teachers Transformational Helix
(introduced in EDU401 Foundations in
Christian Teaching and Learning), will provide the framework for this unit.
Pre-Service Teachers/Teachers who wish to develop a greater knowledge in some
of the concepts of this unit such as:- the nature of God the Father, Son and
Holy Spirit, may choose the elective EDU510
Christian Worldview. Unit detail page >>
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EDU423 - Children, families and schooling - Special Needs
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Curriculum objective:
This unit will review the developmental stages of the child to adolescence (introduced in EDU403 Language and Literacy Acquisition and Development, and EDU411 Personal Development, Health and Physical Education). The impact on families and schools where children have relationship difficulties due to psychological, physical and behavioural ‘at risk’ traits (including gifted and talented) will be explored. It will present a range of strategies and attitudes which foster inclusive education practices in regular and special classrooms in order to: plan, implement assess and evaluate programs which meet the needs of individuals with disabilities, learning difficulties and/or behavioural disorders. The Pre-Service Teacher will become familiar with a range of educational models, including legislature requirements, for students with Special Needs and the support services, available to schools. Diagnostic, instructional (e.g. literacy, numeracy and Life Skills) and behavior management strategies as part of inclusive practices will be examined. Examination by the Pre-service Teacher of their own attitudes about child rearing practices and those of Indigenous and other cultures and their impact on schooling will also be explored.
Unit detail page >>
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EDU424 - Teaching and Learning Mathematics Part B
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Curriculum objective: This unit builds on EDU414 Teaching and Learning Mathematics
Part A, with a focus on the classroom and how learners construct
mathematical concepts. It also familiarizes Pre-service Teachers with the
possible scope and pathways children might take in their mathematical
development further up the stages. It further develops the Pre-service
Teacher’s ability to plan, teach and assess in both integrated and streamed
teaching contexts. It will investigate numeracy across the curriculum and ways
in which programmes can be developed using integration, correlation, isolation
and literature. Assessing and reporting, with a focus on the identification of
misconstructs will be examined. Planning equitable assessment strategies and
learning experiences for students with special needs or circumstances will be
addressed. Recent developments in Maths across Australia with regard to ICT,
Outcomes based reporting, national curriculum, national testing, Gifted and
Talented will be critiqued. Unit detail page >>
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EDU501-EDU502 - Action Research Project Part A and Action Research Project Part B
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Curriculum objective: Although these units are primarily designed to support
the novice Teacher in their early placements as teachers in order to achieve
the NSW Institute of Teachers Professional Teaching Standards- Professional
Competence, the research methodology, ethical practices and concepts are applicable to educational practitioners. Graduate
Teachers will be challenged to critically apply theories, methodologies and
strategies in order to facilitate and further the development of both knowledge
and practice in Christian education. They will develop skills in implementing
applied, practice-based and ethical research, making use of relevant research
tools for data collection, analysis and written presentation. Reflective practice is a feature of these units
with Graduate Teachers considering and evaluating their own work in a reflexive
manner with reference to academic and professional issues, debates and
conventions.These units require participants to develop knowledge
about Christian education that is based on both their own research (through
primary and secondary data collection) together with reflection on
practice. Participants are expected to
draw on, develop and synthesise theories and approaches introduced in the
content in order to gain insights that will inform research methodologies for
the study of problems or issues in their own teaching practice. These units are designed to be flexible in
order to support the research interests of participants. Some may select to undertake a traditional research
inquiry in order to examine a topic related to their
educational interests, and then, having conducted primary research, will
conclude with a set of theoretical
principles that will
contribute to the knowledge base of teaching and/or with practical
recommendations for best practice.
Others may choose to base these units on action research whereby they
will immediately apply their research findings to their teaching practice,
concluding with reflections on the effectiveness of implemented strategies for
change and development. Participants are expected to study independently under
supervision, developing a research proposal to investigate a contemporary
phenomenon within their own classroom or educational organisation, then
implementing research methods, analysing the findings, reflecting upon the
findings in relation to their own role, and writing the study up as a
dissertation that concludes with practical recommendations or contributions to
the educational knowledge base. The
ideas to emerge from research are expected to directly contribute to the
further development of the participants’ skills as a Christian teacher and of
benefit to the profession. Unit detail page >>
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EDU503 - Paradigms of the 21st century: challenges for Christian Educators
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Curriculum objective: This unit is designed to wrestle with the challenging
issues facing the 21st century, in particular, the current trends
and drivers which shape globalization: be they social, cultural, political,
environmental, economic, technological, educational or religious. Analytical
tools will be drawn from philosophy, science and linguistics. The influence of
the media in shaping both culture and consumer literacy from a values based
perspective, is examined. As people of influence in the community, Christian
teachers’ awareness of how 21st century paradigms impact students,
is vital. Effective communication skill development in the advancement of a
biblical response to current issues is emphasised. The degree to which the
(novice) teacher’s own context (possibly rural and remote communities) is
impacted by global trends will be taken into account. This unit is
intended to support the novice teacher in their early placements as teachers in
working towards achieving the NSW Institute of Teachers Professional Teaching Standards- Professional Competence. Early
placements may include Rural and Remote community settings which are likely to
increase the demands on novice teachers in administrative duties and extra
curricula commitments. Providing organisational ideas for the demands of extra
curricula and administration loads for teachers’ contexts will be explored.
Value is placed on the importance of establishing networks with Christian peers
and mentoring future generations. On-line forums to address skills and the
ability to navigate competing agendas and demands in these more isolated
contexts will be provided. The intent of the unit is to scaffold the novice
teacher’s development as a proficient practitioner and, together with EDU501 & EDU502 Action Research Project units,
develop their autonomy as problem solvers and lifelong learners. Unit detail page >>
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EDU510 - Christian Worldview
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Curriculum objective: This
unit sets out the theological foundations of a Christian Worldview based on the
broad parameters of the gospel. It explores the nature of worldview and the
extent to which worldview frames the meanings and values of individual and
social life. As in other units in the Masters in Teaching, it is concerned with
the way in which Christian faith frames worldview. This unit encourages
students to not only examine the lens through which they see the world, but be
able to articulate the theology, aligning it with the Scriptures and Christian
tradition. This unit provides a valuable base for the teaching of the Religious
or Christian Education subject in Schools. Unit detail page >>
