Outline

Overview

This is the first of three pedagogy and practice units, taught concurrently in the final three years of the Secondary Education degree. All students studying to be a secondary teacher must undertake all three Pedagogy and Practice units to be eligible to complete the degree and teach the subject in high schools. This unit has been accredited by NESA as part of the Secondary Education degree accreditation.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	66 credit points
Corequisites ?	None
Prohibitions ?	EDSE2001
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Natasha Beaumont, natasha.beaumont@sydney.edu.au
Lecturer(s)	Natasha Beaumont, natasha.beaumont@sydney.edu.au
Lecturer(s)	Michael Anderson, michael.anderson@sydney.edu.au
Tutor(s)	Susan Orlovich, susan.orlovich@sydney.edu.au
	Grant Sciberras, grant.sciberras@sydney.edu.au
	Rebekah Palmer, rebekah.palmer@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Multimodal Teaching Philosophy Critical and Creative Reflection	30%	Week 05 Due date: 26 Aug 2024 at 23:59	1000-word equivalent
Outcomes assessed:
Assignment	Case Study Scenarios Case Study	30%	Week 09 Due date: 23 Sep 2024 at 23:59	1500 words
Outcomes assessed:
Assignment	Structured Observation Structured Observation	40%	Week 13 Due date: 01 Nov 2024 at 23:59	2000-word equivalent
Outcomes assessed:

Assessment summary

Assessment summary

Assessment Task 1: Multimodal Teaching Philosophy

This assessment task requires you to engage with theory, practice and philosophies of education to develop an emerging understanding of yourself as a teacher and leader of learning. These understandings will activate your capacity to apply practices that are fundamental for you and your students to flourish in a culture of learning. The theories or philosophies you draw upon may be taken from this unit, or others that you have encountered in your degree. Your philosophy statement should be a personal response articulating your informed beliefs about teaching and learning. You will engage your creative and critical reflection skills by presenting your thinking using the multimodal technique of digital storytelling.

Assessment criteria:

Informed understanding of the complex role of teaching and/or the role of teachers
A growing understanding of the importance of critical reflection adding meaning to emerging practices
Demonstrated ability to connect theory/philosophy to classroom practice
Demonstrated ability to communicate through digital video media
References, quotes, paraphrases, accurate use of APA, terminology and grammar reflect the growing practice of a pre-service teacher
Meets the task requirements and the tenets of academic writing and work, including appropriate referencing.

The assessment task responds to GTS 1.1.1, 1.2.1, 1.3.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 4.3.1, 4.4.1, 4.5.1, 5.2.1, 5.5.1, 5.2.1, 6.1.1, 7.1.1, 7.2.1, 7.3.1 by articulating and developing a personal philosophy of teaching that makes connections between various educational fields of research that include pedagogy, student learning, and some elements of educational psychology. The standards are also met through student reflection, analysis and facilitation of knowledge about learner characteristics, from a range of research fields and ways to make professional decisions to better the learning outcomes of all students. Students will also hone their professional skills that relate to making informed decisions about learners and their needs as they relate to different organizational methods, strategies and evaluation.

Assessment Task 2: Case Study Scenarios

Case study scenarios of 'classroom moments' will be provided in the Week 1 lecture and on the Canvas site. You are to choose one scenario and develop a 1000-word response that details your perspective on what is happening, and your response to how you, as a teacher, would manage the situation. You should comment on any physical, social and intellectual developments and differences of students that you identify in the classroom moments and comment on the way these may affect students’ learning. Your response should be personal - linking your knowledge and beliefs in teaching (that you have previously explored in the teaching philosophy assessment) with a specific incident to demonstrate how your philosophy might be enacted in a classroom.

Assessment criteria:

Clear expression of emerging pedagogical-analytical skill
A growing understanding of the importance of critical reflection adding meaning to emerging practices
Demonstrated ability to connect relevant theory/philosophy to classroom practice
References, quotes, paraphrases, accurate use of APA, terminology and grammar reflect the growing practice of a pre-service teacher
Meets the task requirements and the tenets of academic writing and work, including appropriate referencing.

This assessment task responds to Graduate Teacher Standards 1.1.1, 1.2.1, 1.3.1, 1.5.1, 2.2.1, 2.5.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.6.1, 6.1.1, 6.2.1 through a demonstration and understanding of teaching secondary students and their unique requirements. The Graduate Teacher Standards are also reflected through an understanding and application of theory, research and policy, particularly ways in which teachers, schools, families and other stakeholders who are instrumental in the learning journeys of secondary students. The Graduate Teacher Standards are also reflected on critical reflection and analysis informed by research in order to make professional decisions for best teaching practice.

Assessment Task 3: A Structured Observation

This assessment task is an opportunity for you to continue developing your knowledge of good teaching and teacher practice using close observation and critical reflection. Through a structured observation (framework available on Canvas) you will develop a practice of close attention and “noticing”, moving beyond first impressions of what is occurring in the classrooms that you will observe. Adopting a “slow looking approach” (Tishman, 2020) you will look at the many different parts of the lesson/s including both conceptual and physical aspects, as well as content. You will take note of the different elements and parts of the lesson, making an inventory of the pieces and parts you observe. A slow looking approach will encourage you to consider your lesson from multiple vantage points as teacher, leader and student. You will present your observational data in the form of a 1000 word written report, accompanied by digital visual representation. This representation may be creative/image-based or analytical/numeric, made using a digital application of your choice. Total 2000 word (equivalent).

You will Describe what you observed in the class.
Analyse any patterns that emerged in the teaching and in the learning.
Predict the kind of learning that might be expected from the teaching you observed.
Recommend the next level of work that could help students better achieve their desired goal.
Critically reflect on the lesson and its contribution to a culture of learning

You will upload your observation to Canvas and will contribute to a growing and accessible repository of lesson observations.

Assessment Criteria

Makes links between theory and practice - including course content, further reading, lesson planning and reflection.
Demonstrates ability to understand planning for an effective lesson, including range of appropriate tasks, time management, learning configurations and effective use of resources.
Reflects on the intersection between instruction, learning and leading in the classroom. Reflects on teaching in a way that aligns with the EDSE2010 coursework
Effective and engaging digital representation
Critically and thoughtfully reflects on teaching processes and classroom practices.
References, quotes, paraphrases, accurate use of APA, terminology and grammar reflect the growing practice of a pre-service teacher

This assessment task responds to Graduate Teacher Standards 1.2.1, 1.3.1, 4.1.1, 4.2.1, 4.4.1, 4.5.1, 5.1.1, 5.3.1, 6.1.1, 6.2.1, 6.3.1, 6.4.1 by developing upon already established sociological perspectives that support a building of skills to understand students from a range of social, ethnic and cultural backgrounds. The Graduate Teacher Standards are also met as students develop a range of strategies to recognise and develop students learning dispositions, needs and strengths in order to support them to their full potential. Students will also develop and understand the role of professional learning in order to critique and improve on their personal development as teachers and the development of students in their care.

Readings

There are three set texts for these courses. These texts will be used in Pedagogy, Leading and Learning 1, 2 and 3 over the next three years:

Churchill et al. (2015). Teaching: Making a difference. Milton: Wiley.
Jefferson & Anderson (2017) Transforming Schools: creativity, critical reflection, communication, collaboration. Bloomsbury.
Jefferson, Miranda and Anderson, Michael (2021). Transforming education: Reimagining learning, curriculum and pedagogy. Bloomsbury: UK.

These books are available at the Co-op or online. Readings for each week will be provided on line via LMS or through your tutors Resources are available at the Fisher library on short loan.

Assessment criteria

The University awards common result grades set out in the Coursework Policy 2014 (Schedule 1).

For more information see: sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late penalties All assessments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form will incur penalties. Late penalties will apply once the due date and time has passed. The closing date (if specified) is the final date for late submissions; after this date no submissions will be accepted. Special consideration A special consideration application can be made for short-term circumstances beyond your control, such as illness, injury or misadventure, which affect your preparation or performance in an assessment.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Establishing the framework – establishing a culture where every teacher is a leader of learning. Topic includes research into how students learn and the implications for teaching	Lecture (1 hr)
Week 01	Establishing the framework – establishing a culture where every teacher is a leader of learning. Topic includes research into how students learn and the implications for teaching	Seminar (2 hr)
Week 02	Towards 2030 –skills and competencies in the for 21st century learners. The social, the technological, the environmental and the economic. Topic includes organising content and classroom activities into effective learning and teaching sequences.	Lecture (1 hr)
Week 02	Towards 2030 –skills and competencies in the for 21st century learners. The social, the technological, the environmental and the economic. Topic includes organising content and classroom activities into effective learning and teaching sequences.	Seminar (2 hr)
Week 03	Structured observations. Who are our students? The learning disposition wheel Topic Includes students from Aboriginal and Torres Strait Islander backgrounds and differentiating teaching to meet students’ learning needs across a range of abilities.	Lecture (1 hr)
Week 03	Structured observations. Who are our students? The learning disposition wheel Topic Includes students from Aboriginal and Torres Strait Islander backgrounds and differentiating teaching to meet students’ learning needs across a range of abilities.	Seminar (2 hr)
Week 04	Collaboration- creating a deeper learning culture with students Topic includes research into how students learn and organising content and classroom activities into effective learning culture with students.	Lecture (1 hr)
Week 04	Collaboration- creating a deeper learning culture with students Topic includes research into how students learn and organising content and classroom activities into effective learning culture with students.	Seminar (2 hr)
Week 05	Developing a community of praxis, growing critical reflection Topic covers research on critical reflection and teaching and how this can be applied to students from diverse backgrounds and with a range of needs.	Lecture (1 hr)
Week 05	Developing a community of praxis, growing critical reflection Topic covers research on critical reflection and teaching and how this can be applied to students from diverse backgrounds and with a range of needs.	Seminar (2 hr)
Week 06	Teaching for creativity: Embodiment, play and risk-taking as skills for learning. Topic covers research on creativity and teaching and how this can be applied to students from diverse backgrounds and with a range of needs.	Lecture (1 hr)
Week 06	Teaching for creativity: Embodiment, play and risk-taking as skills for learning. Topic covers research on creativity and teaching and how this can be applied to students from diverse backgrounds and with a range of needs.	Seminar (2 hr)
Week 07	Observation as evidence. Communication and discussion Topic includes organisation of classroom activities, teaching strategies responsive to students from diverse backgrounds, using evidence for continuing professional learning.	Lecture (1 hr)
Week 07	Observation as evidence. Communication and discussion Topic includes organisation of classroom activities, teaching strategies responsive to students from diverse backgrounds, using evidence for continuing professional learning.	Seminar (2 hr)
Week 08	Australian Professional Standards for Teachers: Linking the framework and asking better questions	Lecture (1 hr)
Week 08	Australian Professional Standards for Teachers: Linking the framework and asking better questions	Seminar (2 hr)
Week 09	Teachers’ work: Literacy and Numeracy across the curriculum	Lecture (1 hr)
Week 09	Teachers’ work: Literacy and Numeracy across the curriculum	Seminar (2 hr)
Week 10	Teacher artistry: Empowering teachers as designers of learning	Lecture (1 hr)
Week 10	Teacher artistry: Empowering teachers as designers of learning	Seminar (2 hr)
Week 11	Using technology & epistemic fluency	Lecture (1 hr)
Week 11	Using technology & epistemic fluency	Seminar (2 hr)
Week 12	Building safe & supportive learning environments	Lecture (1 hr)
Week 12	Building safe & supportive learning environments	Seminar (2 hr)

Attendance and class requirements

Please check the Canvas site for this unit for any information.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are three set texts for these courses. These texts will be used in Pedagogy, Leading and Learning 1, 2 and 3 over the next three years:

Churchill et al. (2015). Teaching: Making a difference. Milton: Wiley.
Jefferson & Anderson (2017) Transforming Schools: creativity, critical reflection, communication, collaboration. Bloomsbury.
Jefferson, Miranda and Anderson, Michael (2021). Transforming education: Reimagining learning, curriculum and pedagogy. Bloomsbury: UK.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate a broad and applied understanding of the work of teachers and teaching through a framework of leadership and learning.
LO2. Understand the principles and theory behind growing a critically reflective practice as a pre- service teacher.
LO3. Understand and practice teaching and learning that incorporates critical reflection and thinking, collaboration, creativity and communication.
LO4. Demonstrate a growing comprehension of teaching and learning strategies that include those that are pertinent to social, environmental, differentiation, engagement and indigenous perspectives.
LO5. Demonstrate knowledge of classroom observation to develop a culture of leadership and learning through reflective and evidence-based practice
LO6. Knowledge and ability to employ a range of resources to support learning and teaching and pedagogy.
LO7. Knowledge and ability to apply skills to understand the critical role of professional learning for teaching
LO8. Demonstrate and understand the purpose and critical role of assessment in pedagogy and practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.5.1. (Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses.

Additional information

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School Canvas sites.

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied. These penalties relate to all undergraduate, graded units of study where a word limit for an assignment has been specified.

Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library's Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

More information can be found on Canvas.

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There are no additional costs for this unit.

Site visit guidelines

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Work, health and safety

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EDSE2010: Pedagogy, Leading and Learning 1

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

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