This subject provides participants with an introduction to student wellbeing and engagement. It supports participants to understand the critical theoretical perspectives and the relevant state and school based legislative and policy contexts, including provision for students with disabilities.

This subject also supports participants to explore evidence-based strategies for creating high quality learning environments including managing classrooms and student behaviour. It assists participants to recognise and support students with additional learning needs by designing and implementing whole classroom approaches to an inclusive classroom and quality learning environment, including targeted support for students with diverse needs.

This subject develops participants’ knowledge and understanding about how learning can be conceptualised, evidenced, assessed and progressed.

To this end, participants will:

• Explore learning identities and the factors that shaped them.
• Use and apply the clinical practice model to learning and teaching.
• Develop an understanding of foundational assessment practices; particularly, the use of a taxonomical construct to inform judgments about student achievement and readiness to learn.
• Explore theoretical perspectives on furthering student learning, the curricular implications of these perspectives, and the historical development of pedagogical thought.
• Use and apply feedback strategies to report both to and upon student learning.

This subject prepares participants for EBLT2, which requires an evaluation of theory and practice in light of an evidence-based analysis of student learning.

This subject along with Learning & Teaching Contexts 1 and Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam. It also provides them with the opportunity to apply their learning in preparing to teach secondary school students attending the MGSE Summer School Program, as well as through their everyday teaching in schools.

The Developing Clinical Practice subject provides the arena in which all the other subjects in the program are integrated into participants’ developing expertise as a classroom teacher, and their developing understandings of professional knowledge, professional practice and professional engagement. As clinical practice is the foundation of MGSE’s MTeach programs, this subject is underpinned with the core conviction that each and every student can learn, and will learn through teaching interventions that are derived from classroom data and research evidence.

Prior to employment, participants undertake a one-week school placement, enabling them to observe teaching and learning, to collaborate with school staff and familiarise themselves with the school community, school culture, organisation and policies. During the summer program participants will observe teaching demonstrations both on campus and through field experiences. Participants have opportunities to learn about experiential and inquiry- based learning pedagogies, and to develop team and co-teaching skills and to deepen their knowledge of collaborative educational processes. They are also encouraged to build their practical skills (such as relationship building and self-care). During the Session 1 learning block, Clinical Specialists and Transition Mentors assist participants, to plan for the commencement of their employment, providing advice regarding school context and supporting participants’ preparation of lessons and units of work.

In schools, participants are supported by Clinical Specialists in the first two years, and School Mentors over the three years. They are assisted to make an effective transition to the teaching role through intensive assistance provided by the Support Team, including the development and implementation of an Individualised Induction and Professional Learning Plan and the establishment of clinical teaching practice. In addition, participants have opportunities to observe demonstrations of quality teaching, by lead / expert teachers from the school or nearby schools. Clinical Specialists and Mentors organise these demonstrations as well as providing regular feedback on teaching practice and professional conduct.

Through direct practical teaching, participants are supported to transfer knowledge gained through coursework into skilled practice. The assessment tasks associated with this subject are designed to build capacity for clinical judgement and practice. Participants reflect on observations of teaching practice, receive feedback on their teaching and evaluate their own teaching practice in the context of the Australian Graduate Standards for Teachers. They produce a portfolio as evidence of their professional development as teachers.

This subject assists participants to understand their professional and legal role in and beyond the classroom, as well as the changing social, policy and professional contexts in which students learn and teachers work. It will also examine the social, economic, cultural and locational factors that have an impact on student learning and educational outcomes. Key themes of equity, inclusion and social justice are addressed. These are examined in the light of system and school-level response, with a focus on the role of policy in guiding teacher practice, curriculum design, professional relationships and professional conduct.

This subject along with EDUC90580 Evidence Based Learning and Teaching 1 and EDUC90823 Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam.

Learning Area subjects assist participants to develop both the knowledge base and the skills of professional practice to enable them to effectively educate all students in their specific learning areas and to work effectively within school contexts.

Participants are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment in their specific teaching areas. They are encouraged to adapt and apply this knowledge according to the needs of their learning community and to link their classroom practice to key theory and research into the effective teaching of their subject areas.

Particular attention will be paid to developing familiarity with relevant curriculum standards and frameworks. Participants will be expected to use an evidence-base to inform their planning and sequencing of lessons, in the creation of units of work and in the use of a broad range of teaching strategies and tools, including the use of ICT.

In these subjects participants learn to use multiple assessment processes as evidence of student learning, to differentiate their teaching in order to facilitate all students’ progress and as feedback on the effectiveness of their teaching. Participants are supported to become critical, informed members of the school community who are able to reflect on their school’s curriculum policies and provision as well as the resources and infrastructure available for their Learning Areas.

Learning Area subjects assist participants to develop both the knowledge base and the skills of professional practice to enable them to effectively educate all students in their specific learning areas and to work effectively within school contexts.

Participants are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment in their specific teaching areas. They are encouraged to adapt and apply this knowledge according to the needs of their learning community and to link their classroom practice to key theory and research into the effective teaching of their subject areas.

Particular attention will be paid to developing familiarity with relevant curriculum standards and frameworks. Participants will be expected to use an evidence-base to inform their planning and sequencing of lessons, in the creation of units of work and in the use of a broad range of teaching strategies and tools, including the use of ICT.

In these subjects participants learn to use multiple assessment processes as evidence of student learning, to differentiate their teaching in order to facilitate all students’ progress and as feedback on the effectiveness of their teaching. Participants are supported to become critical, informed members of the school community who are able to reflect on their school’s curriculum policies and provision as well as the resources and infrastructure available for their Learning Areas.

This subject builds participants’ capacity to develop pedagogical knowledge and skills in order to improve language, literacy and numeracy (L,L&N) outcomes for all students. Evidence is presented to demonstrate the importance of L,L&N skills for success at school, future learning and for full participation in the community and the workplace.

This subject explores the current definitions and the place of L,L&N in the curriculum; examines Australian students’ performance in national and international assessment programs. It supports the development of participants’ own language, literacy and numeracy skills and as well as an understanding of first and second language acquisition and the development of critical numerical concepts and applications.

This subject identifies the L,L&N demands of the range of discipline areas taught in the secondary school, including the L,L&N needs of interdisciplinary content areas and in relation to e-learning. It also builds participants’ capacity to assess and respond to specialised learning needs of all students, including: gifted and talented, EAL, Indigenous and students with disability.

This subject along with Teaching and Learning Contexts 1 and Evidence Based Learning and Teaching 1, requires participants to implement the Clinical Praxis Exam.

Building on the work done in Learning & Teaching Contexts 1, participants will consider system and school-level responses to students’ needs in a context of equity, inclusion and social justice, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships. They will investigate the process of change in schools, with a particular focus on creating the conditions for improvement in student outcomes.

This subject provides an opportunity for participants to develop a deep understanding of two key topics: Indigenous Education and Youth Transitions. Through exploration of the Indigenous Education topic, participants will develop a 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 as well as respect for Aboriginal and Torres Strait Island histories, cultures and languages, and the implications of this understanding for their own practice. Participants will also explore the nature of youth transitions in Australia, the patterns and trends of transition amongst different cohorts of students, and the implications for their schools.

This subject builds on EDUC90580 Evidence Based Learning & Teaching 1, providing participants with opportunities to develop knowledge and understanding related to student learning and achievement. Participants further explore the contribution of learning theories and review them using an evidence-based approach.

This subject provides opportunities for participants to develop an in-depth understanding of student assessment, in particular the significance of making accurate judgments of students’ readiness to learn. It focuses on key teacher skills and capacities: designing evidence based developmental learning progressions that are linked to curriculum outcomes; designing assessment tasks to locate students on a developmental learning progression; interpreting and analysing formal and informal evidence of student learning to determine readiness to learn; planning for learning, based on an understanding of student’s readiness to learn; exploring implications for pedagogical practices and classroom organization; and evaluating the effectiveness of assessment tasks and teaching strategies.

This subject, along with the EDUC90594 Developing Clinical Practice 2 and EDUC90844 Learning Area B2, requires participants to implement the Clinical Praxis Project. The Clinical Praxis Project will extend on learning from the Clinical Praxis Exam in year 1, by enabling participants to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students in the class.

This subject builds on EDUC90580 Evidence Based Learning & Teaching 1, providing participants with opportunities to develop knowledge and understanding related to student learning and achievement. Participants further explore the contribution of learning theories and review them using an evidence-based approach.

This subject provides opportunities for participants to develop an in-depth understanding of student assessment, in particular the significance of making accurate judgments of students’ readiness to learn. It focuses on key teacher skills and capacities: designing evidence based developmental learning progressions that are linked to curriculum outcomes; designing assessment tasks to locate students on a developmental learning progression; interpreting and analysing formal and informal evidence of student learning to determine readiness to learn; planning for learning, based on an understanding of student’s readiness to learn; exploring implications for pedagogical practices and classroom organization; and evaluating the effectiveness of assessment tasks and teaching strategies.

This subject, along with the EDUC90594 Developing Clinical Practice 2 and EDUC90844 Learning Area B2, requires participants to implement the Clinical Praxis Project. The Clinical Praxis Project will extend on learning from the Clinical Praxis Exam in year 1, by enabling participants to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students in the class.

This subject builds on Learning Area A1 and Learning Area B1 by further developing participants’ capacity to extend their repertoire of general subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of their specific teaching areas. This subject focuses on participants’ understanding of differentiation as a tool to cater for diverse learners and to promote student engagement. Participants build their capacity to assess and provide feedback on student learning using a variety of tools. They are encouraged to reflect on and refine their practice and identify strategies that are designed to improve learning outcomes.

Participants will be supported to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students.

This subject builds on EDUC90596 Learning Area A1 and EDUC90597 Learning Area B1 by further developing participants’ capacity to extend their repertoire of general subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of their specific teaching areas. This subject focuses on participants’ understanding of differentiation as a tool to cater for diverse learners and to promote student engagement. Participants build their capacity to assess and provide feedback on student learning using a variety of tools. They are encouraged to reflect on and refine their practice and identify strategies that are designed to improve learning outcomes.

Participants will be supported to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all students.

This subject involves students undertaking a substantial project requiring an independent investigation of a topic that they regard as directly related to their own professional practice and/or within their area of specialisation. Students will draw on theory, knowledge and skills developed through their degree to design and complete their professional capstone project. The project can be a:

• workplace investigation negotiated by the student with the relevant host organisation;
• theoretical or explorative study; or
• research project involving secondary data analyses.

Note that students will not be allowed to undertake any project that involves the collection of primary data that requires Human Research Ethics Approval.

Students will demonstrate their ability to define a problem, review relevant theoretical and practical literature, design an approach and apply it to their defined problem. Students will present their scholarly findings in a conference presentation format (designed for the subject) that facilitates peer learning and fosters professional alliances and networks.