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 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 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.

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.

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 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 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.

The Developing Clinical Practice 2 subject builds on year 1 and continues to provide 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 Master of Teaching 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.

Participants continue to be provided with opportunities to observe demonstrations of quality teaching, by lead / expert teachers from the school or nearby schools. Clinical Specialists and Transition Mentors organise these demonstrations as well as providing regular feedback on teaching practice and professional conduct.

Through direct practical engagement, participants continue to develop and enhance their understanding of the Australian Professional Standards for Teachers (APST) and demonstrate evidence to support the attainment of these standards. This subject also enables participants to prepare for the attainment of full teacher registration by undertaking assessment tasks that are linked to the Victorian Institute of Teachers (VIT) process for full registration and that comply with registration requirements.

Students will learn the theoretical underpinnings of environmental education through a study of the concept of environmentalism. The subject will combine an introduction to theory and practice in the field of environmental education. A particular focus will be on different understandings of nature and the environment and the implications of these for education. This will include the role that science has played and continues to play in our understanding of both the environment and education. The subject will provide students with some of the important strategies for the development of environmental education in a variety of sectors. It will also provide ideas for educational activities. In addition, the subject will deal with ways of actualising individuals or groups who wish to learn how to become involved in action for the environment and social change.

The subject examines the international debate on the nature and role of English in the world over the past 25 years. Issues of naming and variety are considered and the politics and economics of the spread of English is examined, as well as charges of linguistic imperialism, hegemony, and its impact on languages education more broadly including the teaching of other languages. Students need to demonstrate understanding of the issues presented and be able to assess a given context of English teaching with respect to the issues and propose ethical, linguistically and interculturally sound procedures for policy development and teaching practices.

This subject explores research into educational effectiveness and school improvement and examines the knowledge base of initiatives aimed at improving educational effectiveness and the role of leaders in improving learning outcomes. Students are given a significant opportunity to apply this knowledge through reviewing the effectiveness of a school, and then planning for improvement at either the whole school level, or for part of a school, such as a curriculum area.

This subject addresses development and understanding of self and others, interpersonal relationships, management of organisation and individual stress, assertive and non-assertive behaviour, conflict management, and negotiation skills from a leadership perspective. The course is based on the assumption that leadership is distributed so that everyone is a leader.

This subject examines the leadership necessary for developing a learning community. Concepts such as learning organisation, learning community, professional learning community and communities of practice will be defined and explored. Students will be expected to understand, apply and critically evaluate the concept of a learning community within their own context. Students will explore processes for building personal, professional and organisational capacity to establish, enhance or maintain a learning community. Students will also understand and develop appropriate leadership skills to support the notion of learning communities.

The subject focuses on the leadership and management issues focused on improving teaching and learning in schools. It provides a definition of curriculum leadership, explores contemporary ideas of teaching and learning, explores the key leadership role of capacity building, and considers the contexts in which schools exist and how these impact on schools.

A study of the historical, social and political context within which student wellbeing is understood; and the concepts, theories and evidence-bases directing approaches to promoting wellbeing in school settings.

In this subject we examine the variability of human development and learning through theoretical perspectives and research evidence. We will explore the cultural, social, cognitive and emotional processes that support learning and factors that are associated with learning and learning difficulties. We will examine the implications for teaching learners experiencing learning difficulties.

This subject explores strategies for promoting positive learning for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective teaching and learning. Whole school curriculum approaches will be examined, alongside targeted interventions for students requiring intensive support for their learning.

Engagement in all face-to-face lectures is required.

This subject explores strategies for promoting positive behaviour for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective behaviour management. Whole school approaches will be examined, alongside targeted interventions for students requiring intensive interventions.

Engagement in all face-to-face lectures and online modules is required.

This subject investigates the role and structure of the DP curriculum framework. Key issues explored will include challenges for learning and teaching in relation to: breadth/depth/specialisation; higher order thinking; subject integrity/transdisciplinarity; individual/community/ social/global consciousness; and assessment. Participants will explore individual components of the IB framework including CAS, EE and TOK. There will be a strong theoretical and critical evaluation on the development and implementation of curriculum that is intended to support both the acquisition of essential knowledge and skills, and the search for meaning.

This subject introduces participants to the International Baccalaureate (IB), as a philosophy and framework for learning and teaching. It examines the essential elements of the IB model including the IB mission statement, and the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Participants will focus on developing understandings of international education, values education, and the centrality of the Learner Profile to an IB education as well as exploring theoretical implications of international mindedness in the IB’s programmes.

This subject is offered to Master of Teaching students who are completing two other Learning Area Studies, but wish to have some generalist understanding of English teaching as a third Learning Area Study. The subject familiarises students with the key State and National English curriculum policy statements and guidelines and how to plan and evaluate English lessons and units drawing on curriculum frameworks.

Foundations of English Teaching focuses on the teaching of English at Levels 7 to 10. Areas addressed include: lesson and unit planning, responses to reading and viewing, approaches to writing in English, using drama to respond to literary texts, and teaching language in in context. The subject enables students to engage with a range of texts including young adult fiction, poetry, drama, film and multimedia.

This elective also encourages students to explore approaches that integrate aspects of their other learning areas with the key concepts of English teaching.

This subject provides an introduction to the teaching of Years 7-9 mathematics in Victorian schools. Students will develop pedagogical content knowledge for teaching of the mathematics content strands in the Victorian Curriculum.

Students will consider the Victorian Curriculum, lesson planning, effective use of resources (e.g. textbooks, technology), assessment and the provision of a balanced curriculum incorporating the four proficiencies of Understanding, Fluency, Problem Solving and Reasoning.

Students will consider important pedagogical issues such as: questioning, selection of good examples, representations and models of mathematical ideas to widen their understanding of what good mathematics teaching should be at years 7-9.

This subject explores theories and models of school community partnerships in relationship to student wellbeing. In this subject students will examine how to improve parental engagement and working cross-sectorally with community agencies and organisations. A visit to a community based organisation will be required.

A study of theory and skills relevant to managing complex and challenging interactions in educational settings; research on effective conflict management models and skills and applications to formal and informal negotiation and problem solving; a study of group dynamics and group processes applicable to leading participatory approaches to curriculum development and education tasks. Applied exercises are used to enhance skills in leading collaborative and inclusive approaches to wellbeing.

The subject will provide Master of Teaching students an opportunity to practice, and reflect on, a range of interpersonal and professional skills relevant to their role in promoting student wellbeing and creating supportive and safe learning environments at a classroom and whole school level.

Current research is used to inform critical analysis of contemporary student wellbeing policies, models, and practices, and to examine associated issues such as the teacher-student relationship, social and emotional learning, behaviour management, school-home partnerships and staff wellbeing.

Students will gain an understanding of the many facets of sustainability, including environmental and social sustainability. They will examine Education for Sustainability and its similarities and differences to environmental education and develop an understanding of sustainability and its position in the national curriculum. During classes students will work with colleagues to develop a unit of work that integrates sustainability across a range of learning areas in ways that meet required curriculum outcomes.

Students will examine a range of issues pertaining to sustainability and Education for Sustainability relevant to Australian schools, so that they are equipped to teach about sustainability and to help shape a school’s culture and to offer leadership in the area of sustainability.

Many teachers have opportunities to take on leadership roles in their first years of teaching . This elective provides a foundation and understanding to take on leadership roles, at all levels in schools and early childhood education and care settings.

The subject draws on instructional leadership and positive psychology to understand self and the role of a leader. Through participatory workshops students will learn how to use available data to make informed decisions about programs they may want to implement, how to interact with people in leadership roles to gain insights and understanding about leadership and with insights from positive psychology, learn what characteristics and strengths they can draw on to be a leader.

Through critical reading, observation and close analysis of practice or another arts-based learning context, students will identify the integral connections between the arts, engagement and learning. Students will explore the conditions that enable engaging arts experiences for children and young people and investigate the distinctive forms of knowledge that characterise engagement in the arts. Through reflection and research, students will synthesise and articulate how these are interpreted and evidenced, as well as exploring strategies for implementation and advocacy.

In this subject students will explore and understand the ideas that shape practice-based research in the contemporary arts education through the examination of practice and evaluation as artmaker and practitioner. Educators from a range of educational settings will engage in personal artful inquiry to develop a body of work as a method for exploring the identities and practices of artist, researcher, teacher and artist-teacher. These multiple perspectives and identities will be evaluated through ongoing reflective practice, collaborative discussion and associated readings in practice based research that explore beliefs concerning the relationship and associated tensions of being artmaker and being teacher. Artistry, artful inquiry and associated personal dialogue, will be documented, critiqued and analysed through critical reflective practice, and evaluated in an iterative cycle both within the class and through regular contributions to a discussion forum.  Students will present and perform arts based research, and submit an accompanying exegesis that positions their practice in educational settings.

This subject focuses on identity and young people with an emphasis on the diversity of young people's artistic expression. It explores engagement with popular and traditional cultures and focuses especially on the diverse ways in which different groups of young people appropriate, invent and re-invent cultural expressions through the arts. Flexible delivery will provide students with the conceptual tools for understanding the role the visual arts, music and drama and related cultural activities play in young people’s identity formation both in and out of school. It will examine creativity and engagement in the arts for, by, with and about young people in a range of educational and community contexts. Learning will be reinforced by fieldwork and assignments linked to cultural site visits. ​

This subject develops understandings of the intentions and principles of curriculum and investigates specifics of curriculum design and implementation to improve and refine curriculum. The subject will focus on curriculum design and evaluation principles, as well as providing the tools for students to analyse and critique curriculum principles, policies and practices. This subject also creates opportunities for students to focus on a negotiated area of curriculum. For example: curriculum structures; new learning theories about ways of knowing and implications for curriculum; transition stages within schooling; innovative learning technologies; gender; indigenous studies; multiculturalism and Australia's role in a global environment; sustainability and environmental issues and/or another curriculum dimension that is of concern to the student within their own context. Students will explore their negotiated focus through presentation and assignment work.

This subject investigates the nature of student engagement in order to support the creative work of teachers in bringing students and curriculum together in meaningful encounter. Special emphasis is placed on comprehending and building teacher’s knowledge of those they teach: who these people are (their ways of being), how they change/learn (becoming), and how this knowledge and experience, often downplayed, contributes to the creative task of teaching. Such knowledge is employed to inform the design task of unit planning as this articulates the broader expectations for who the students are asked to be through the unit, as well as the learning activities and content. Unit planning is also positioned as defining the educational ‘space’ which contextualizes the specific clinical interventions that a teacher designs and performs.

This subject will address how the teaching of mathematics in upper primary and secondary schools can be enhanced through the use of technologies that offer pedagogical opportunities. The impact on curriculum, teaching and assessment of mathematics will be considered. Participants will explore pedagogical content knowledge and teaching strategies for teaching mathematics with technology, drawing on a range of resources and research literature.

Leading ideas in contemporary education are introduced and critically examined. Concepts explored include intentional teaching, 21st century learning, transnational education, powerful knowledge, power and knowledge, educational privilege and equity and social identity. These concepts are set within the fields of curriculum, pedagogy, assessment, policy and governance and current debates within these fields. A critical examination of the key concepts is made by juxtaposing local, national and global perspectives and demonstrating how these concepts are taken up in existing research projects. Students will draw on their own professional and educational experiences to investigate ideas and their application to practice. Negotiated, integrated learning via theory, case studies, simulation exercises and work based projects will then be developed.

This subject explores the educator’s role in the promotion of student wellbeing including contemporary issues in the delivery of wellbeing in educational settings and effective helping strategies in addressing young people’s wellbeing. Students will engage with and apply a psycho-educational model of helping for educators with a strong focus on skilled interpersonal communication and its role in effective helping. Personal values and professional accountability in helping in educational setting are also explored.

This subject explores theories and models of leadership, change and school culture in relationship to student wellbeing. In this subject students will assess and recommend specific approaches to change related to student wellbeing based on current research and analysis of school context, structure, policy and other organizational factors.

This subject engages students in a critical reflection on the promotion of student wellbeing in educational settings and the role of teachers and school staff in that process. The focus is on the application of advanced communication skills as part of a psycho-educational model of helping with a particular emphasis on goal-setting, strategy development and implementation in a range of educational contexts. The use of cognitive behavioural and solution focused approaches in educational settings are also explored.

The aim of this subject is an improved understanding of educational practice and theory, leading to deeper comprehension and innovative practice. Through an examination of their practice students will develop sophisticated conceptions of how teaching and learning support knowing and understanding. We begin by thinking through, writing about and sharing our personal experience of teaching and learning situations. These teaching and learning situations will be analysed and synthesised through an exploration of educational philosophies, particularly those concerned with experience but also those dealing with the relationship between knowledge and power. This process will enable interpretation and evaluation of the various ways our conceptions of teaching and learning support knowing and understanding. This will result in students’ increased capacity to improve teaching practice, leading to more effective learning, knowing and understanding in the interests of student equity.

This subject examines the implementation of programs and policies designed to promote social inclusion and equity. It considers how practices, across a range of educational settings, respond to social diversity, and it examines the barriers as well as the opportunities for achieving more equitable and inclusive educational participation and experiences. Structural categories and social patterns of difference are analysed alongside individual or group experiences of inclusion/exclusion. Students will be encouraged to draw on their own professional and educational experiences as an initial basis to investigate diversity and social inclusion. The subject combines overview of current research and policy with case studies of particular workplace and educational initiatives. Topics covered include: diversity and inclusion in the workplace, in higher education, in early childhood, in secondary and primary schooling; disability; social exclusion; race and ethnicity; gender; socio-economic leadership and institutional change; educational reform; international trends in diversity and inclusion policies.

This subject offers an overview and exploration of contemporary theories about difference, equality, social justice, identity and youth. It maps the recent history and development of these ideas, and situates them in relation to youth studies. The politics and processes of social change are examined, including what claims to social change and social justice involve and some of the central challenges and dilemmas this represents for young people. Students will gain an understanding of major and influential debates involving the above key concepts, and critically explore their relevance to educational research, theory and practice. Examples will be drawn from national and international settings. There will be opportunities for students to develop in-depth study of select concepts and issues. Topics covered include: feminist and postcolonial theories of identity and difference; diverse approaches to understanding subjectivity; new forms of gender and class analysis; anti-racism; social justice and human rights; and the impact of theories of difference and identity on social and educational practices.

This subject examines the role of thinking in teaching and learning. The aim is for students to gain both a theoretical understanding of the methods and strategies, as well as the practical ability to apply them. The subject aims to examine how thinking in schools articulates with the general capabilities in the curriculum, as well as asking how such capabilities affect educational equity and social justice. The background of a variety of educational approaches will be explored to clarify what teaching and learning thinking might mean. The approaches examined will be applicable across the disciplines and in different educational contexts. Beginning with the view that we teach thinking by teaching the skills and tools from various thinking skills programs the exploration moves on to more sophisticated and complex theories and approaches. Students will have the opportunity to participate in lessons based on these approaches and to apply them to individual educational contexts and interests. Students will leave with a deeper understanding of thinking, teaching and the education of thinking.

This subject will examine the productive aspects of language and literacy through the composition of written, audio, visual, and multimodal texts, in spoken, print and/or digital forms. Intersections between theory and creating texts in practice will be explored. Participants will build the professional knowledge and skills required to teach students how to coherently express and develop ideas and communicate information for different purposes, through considered and deliberate choices about text structure and organisation, across a diverse range of text types, and modes. Participants will also reflect on and develop an understanding of themselves as writers/text creators; and of the role of teacher as writer in developing students as writers. Topics include: theory for teaching writing/text composition; writing and creating texts in the current Victorian/Australian Curriculum; social semiotics and designing meaning in different and multiple modes; composing multimodal print and digital texts; pedagogical models for teaching text composition; creativity and imagination in designing meaning; generating ideas; knowledge of function and form to enable students to creatively and purposefully shape meaning; teachers as writers/text composers; assessing student produced texts.

This subject will explore theoretical perspectives on reading and what is required to be an effective reader in the 21st Century. The subject will highlight how teachers support students’ acquisition of reading skills, strategies and understandings through drawing on clinical approaches that address the diverse skill sets, abilities and needs of different learners. Research-informed classroom pedagogies for effective teaching of reading across the years of schooling will be emphasised. Topics will include: theories of how children learn to read; reading for engagement and comprehension; reading for learning; reading for pleasure; text selection; reading multimodal texts; reading and interpretation; gender and reading; responding to reading; and assessing reading.

This subject will examine changing definitions and conceptualisations of literacy in the 21st century, and map the development of literacy from the early years through to adulthood. Candidates will explore literacy as a social practice, and the ways in which literacy is embedded in the construction of disciplines in institutions. Both in and out of school literacy practices will be investigated. Candidates will be introduced to key sociological and philosophical theorists in the fields of language and literacy and will critically engage with contemporary literacy and English curricula, and literacy and language policies.

This subject focuses on the importance of planning effective literacy approaches and strategies to meet the needs of diverse learners. It will highlight how teachers cater for diversity through drawing on clinical approaches to meeting the literacy learning needs of diverse learners. Informing this subject will be an examination of the interface between literacy and social context, taking into account considerations of gender, EAL/D, socio-economic status, Indigenous status. Attention will be given to interventionist approaches that address the needs of exceptional learners. Turn around pedagogies and the need to counter deficit discourses in relation to diverse learners will be addressed in this subject.

This subject will support students to become literacy leaders in schools or other educational organisations. It will explore and critique the forms of literacy that are typically valued by schools, systems and the community, and why this might be the case. What counts as an evidence base for informed practice will also be a central focus. The application and appropriateness of different assessment and evaluation frameworks will be examined, alongside notions of authentic and ethical assessment. Students will work with a range of data (from large data sets and standardised measures to those gathered using ethnographic approaches to literacy practices) with a view to developing expertise and confidence in whole school and classroom action planning for informed and interventionist approaches to literacy teaching.

An exciting collaboration between Architecture and Arts Education, this subject examines how we should design, inhabit and maximise the use of student-centred learning spaces in schools and other educational institutions. Schools are increasingly adopting ‘innovative’ designs that are deemed to better suit the collaborative, creative, critical thinking, communication-focused characteristics required of graduates into the future. What do (and will) these spaces look like, now and into the future? In what ways do, and should, designers and educators collaborate on their design, implementation and use? How can we evaluate the effectiveness of these spaces, and develop an ongoing dialogue between designers and teachers that builds a broad understanding of the educational and design professions’ languages and epistemologies? In finding ways of maximising use of flexible learning spaces, this interdisciplinary subject introduces students to the links that should exist between new pedagogies and space.

This unique subject is delivered jointly by the Melbourne Graduate School of Education and the Faculty of Architecture, Building and Planning. Classes are typically made up of architecture students and emerging teachers who work collaboratively on design and education scenarios, informed by field trips to exemplary schools and design facilities. The subject is informed by research from the University of Melbourne’s Learning Environment Applied Research Network (LEaRN), a research centre formed by Education, Architecture and Medicine in 2008, and its material is underpinned by research emerging from this world-leading group.

This subject provides students with an introduction to evaluation fundamentals, including: the nature and purposes of evaluation, the logic of evaluation, types of evaluations, values, and professional standards.

This subject will introduce students entering, or already in, the education sector to the many ways that evaluation is used in education. The subject will begin with an introduction to the origins and the political and social contexts of evaluation as well as the nature and logic of evaluation. Subsequent weeks will focus on the applied fields of evaluation set in the context of education. There are six applied fields of evaluation that will be covered: 1) performance evaluation (student assessment; teacher reflective practice); 2) product evaluation (curriculum effectiveness); 3) program evaluation (school accreditation; organisational/systems-level evaluation); 4) personnel evaluation (teacher performance appraisal; principal performance appraisal); 5) policy evaluation (policy to practice and practice to policy studies); 6) proposal evaluation (assessing grant-making applications for funding). The subject will culminate with a look at meta-evaluation (evaluating evaluations).

Communities of arts practices feature in arts based research internationally. These communities are multi, inter and cross disciplinary, existing in multiple spaces and places and offer openings to new thinking, ideas and collective learning. This subject provides a connection with the discourse of communities of arts practices, professional connections and openings into those communities yet to be encountered. You will identify and position yourself within communities of arts based practices from multidisciplinary and international sites. Through reflective practice, you will explore their own professional practices in relation to these communities of arts practices. This subject will allow professionals to explore, design and develop their own arts communities within contemporary arts educational practice.  

International Issues in Arts Education is an online community based subject that provides an introduction and foundation to current issues in arts education. As a researcher, and collaborative and multidisciplinary educator, you will explore and examine contemporary issues that are explored to inform and develop a foundation for research in arts practice, learning and perception. The subject provides flexibility for students to investigate more deeply their areas of interest, including issues pertaining to art forms and disciplinary based learning.  This online community is positioned in the arts pathway to allow flexibility to pursue your areas of professional interest and self-direct creative independent research. ​

This subject examines assessment of competency in a range of educational settings from Early Childhood to Tertiary. Various approaches to the collection of assessment data are examined including tests, observation, portfolios and the development and application of rubrics. Assessment design and management processes are discussed and critiqued with respect to validity and reliability perspectives, along with the influence of key policies and central debates in this field.

This subject examines the interpretation and use of assessment data in a range of settings from Early Childhood to Tertiary. Various approaches to the interpretation of assessment data are examined, including criterion and standards referenced methods, with an emphasis on the reliability of data and the improvement of assessment processes. The valid use of assessment data to improve learning at individual, school, and system level are explored, as well as processes and practices which support such uses.

This subject examines education policy reform in different national contexts, including Australia. Students will critically examine the main international trends in education reform and how they are manifested in a national context. These trends include: education as a tool of economic policy, approaches to regulation and quality, standardised testing, employability/21st century skills, and responding to changes in the labour market. Students will analyse the conceptual ideas underpinning education policy reform as well as the cultural, socio-economic and political forces shaping policy development and the politics of reform. Students will draw on a range of theories and approaches to examine policy responses to issues such as disengagement, youth unemployment and the relatively low status of vocational education.

This subject explores educational leadership, with a special focus on leadership for school and systemic transformation. The subject explores the notion of leadership for transformation. Transformation is considered to be significant, systematic and sustained change that results in high levels of achievement for all students in all settings taking account of the particular circumstances in different settings. Key topics covered include leadership for success, instructional leadership, transformational leadership, distributed leadership, and system leadership. Other topics include professional development of leaders and leading change. Students will apply these notions to their own leadership and research transformation in a context of their own interest.

This subject is concerned with building a framework of knowledge to gain an understanding of educational organisations. The structure, organisation and culture of educational organisations are critically explored through the conceptual tool of framing. Leadership frameworks are used as a lens to explore structural, human resource, political and symbolic dimensions of organisations, whilst organisational behaviour focuses on the individual, group and system levels of an organisation. Students apply these concepts to a situation of professional interest.

This subject examines how leaders in education are required take a broader view of their constituents to include not only students, teachers, parents, but also members of the educational community and other groups, agencies and organisations who may also have in interest in education or particular educational institutions. Educational leaders are required to respond to the changing needs and contexts by being strategic, innovative and providing appropriate programs through relevant and productive partnerships. The subject offers various lenses that leaders can use in order to respond effectively to context and people, and provide the appropriate curriculum and additional offerings necessary to achieve appropriate student outcomes. Types of innovation such as incremental and disruptive innovation are explored in meeting the needs of educators and their communities.

This subject focuses on current and emerging issues in enhancing teacher quality and quality teaching in educational settings. It will investigate the leadership capabilities necessary to create an effective environment to enhance student learning and success through developing and improving the performance of teachers and leaders. It covers the personal and organisational issues of managing change, providing strategic interventions to enhance performance, and building personal, professional, and organisational capacity. It explores how leaders put into place the philosophy, policies, processes, and practices necessary to improve teacher quality and performance such as induction, talent management, professional learning, teacher performance, teacher motivation and job satisfaction. The subject reflects a national standards framework for teaching and learning and draws on national and international research concerning teacher quality. This subject aligns with the Australian Institute for Teaching and School Leadership National Professional Standard for Principals.

This subject will focus on educational research and practical issues related to the teaching and learning of mathematics through other school subjects in primary and secondary classrooms. In the current world we live in, to be numerate is no longer just about the ability to apply algorithms and procedures in mathematics classrooms; mathematical knowledge and skills are being applied in an increasingly wide range of familiar and unfamiliar situations.

Through engagement in learning activities, participants will experience the role that mathematics plays in STEM and HASS subjects in schools. Acknowledging and incorporating mathematics across the curriculum both enrich the study of other school subjects and contribute to the development of a broader and deeper understanding of mathematics itself. Through the provision of research-guided and practice-informed knowledge, skills, dispositions and mindsets, this subject helps participants and their non-mathematics teaching colleagues to:

• Identify the specific mathematical knowledge and skills embedded in different school subjects
• Provide learning experiences and opportunities that support the application of participants’ general mathematical knowledge and skills
• Use the language of mathematics in their teaching as appropriate.

This subject will address quality teaching in mathematics and numeracy from theoretical, empirical and practical perspectives drawing on local and international studies such as TIMSS and The Learner’s Perspective Study. This subject will also provide participants with knowledge, skills and dispositions to build teacher capacity in their own school and thereby improve numeracy outcomes for all students. Participants will explore and use specific strategies, such as coaching, lesson study and instructional rounds.

This subject is concerned with improving the learning outcomes for students in primary and secondary schools in selected mathematical topics. Diagnostic assessments and common student misconceptions will be discussed. Pedagogical content knowledge and teaching strategies will be considered, drawing on a range of resources. Effective practices for differentiating instruction which meets the requirement to challenge and extend all students will be examined.

This subject provides students with the opportunity for a practical engagement with education policy issues through a placement in an approved organisation or through structured visits to a number of approved educational organisations. There is the potential to select pre-negotiated options or for students to develop an individualised program subject to the approval of the course coordinator. Students will examine education policy and policy reform issues in the context of policy development, implementation and/or evaluation. They will draw on the research literature to examine the key policy issues and debates relevant to their placement or series of visits.

This subject examines the processes of contemporary globalisation and the impact on policy directions at the national level. This includes the selection, development and monitoring of education policies. Through this subject, students will critically examine some of the key debates concerning notions of globalisation, how educational ideas circulate around the world, the role of global institutions (such as transnational corporations, intergovernmental organisations, NGOs and the media) in promoting a particular 'neo-liberal' view of education as a response to the demands of a global economy and a globally inter-connected world. Students will draw on the relevant theoretical and research literature to consider the impact on individuals, schools and communities, and how neo-liberal ideas are being resisted around the world.

This subject examines education policy in an international context. Students will examine the nature and role of education policy, the intersection with other social and economic policies, and the key conceptual ideas underpinning contemporary policy. Through this subject, students will analyse the cultural, socio-economic and political forces shaping policies in education, focussing mainly on schooling and tertiary education. Students will draw on a range of theories and approaches that inform critical policy analysis to examine issues such as the impact of privilege and disadvantage on educational outcomes, transitions through education and into employment, the structure of education systems, and the impact of national, regional and international factors. This will inform critical analysis of key contemporary policy debates and develop professional skills in policy analysis.  

This subject examines the intersection between science and culture as it is experienced and communicated by individuals, groups and institutions, in particular, in settings such as museums, zoos and science education centres. Science communication is critical in these present times, for educators, media specialists, scientists, businesses and industries and for every citizen. At a time when there is increased participation in communication through personal, social and mobile technologies, an understanding of both your place and potential as an interpreter and communicator of science is essential. This subject will provide you with the benefits of skills that will assist you to interrogate our contemporary culture and the place of science within it. These skills would include the means by which to question and respond to the communication challenges inherent in such agendas as the promotion of science, the constructing of public awareness and knowledge of science and the developments of critical, scientifically literate citizens. These skills will be developed in settings that are set up to promote these agendas, that is, museums, zoos and science education centres, culminating in a personal understanding of your own capacities and opportunities in the field of science communication.

This subject develops understandings of the intentions and principles of curriculum and investigates specifics of curriculum design and implementation to improve and refine effective integration of curriculum. The focus of this subject will centre on the science curriculum, approaches to support design and evaluation principles. It provides tools for students to analyse and critique curriculum principles, policies and practices. This subject actively creates opportunities for students to focus on a negotiated area of curriculum. For example: connecting sciences with each other and/or with other disciplines, new learning theories about ways of knowing and implications for science curriculum; transition stages within schooling; innovative learning technologies in science education; gender and science pathways; indigenous science studies; integrating sustainability and environmental education and/or another curriculum dimension that is of concern to the student within their own context. Students will explore their negotiated focus through presentation and assignment work.

This subject focuses on Science Communication with a particular focus on uses of (digital) technologies. Science communicators have different roles as teachers, journalists, museum curators, each playing a major role in promoting public understanding of science. This subject examines the skills and experiences that participants bring and works with them to further develop their abilities as communicators of science, focusing on opportunities and affordances of using digital technologies. Common practices, goals and outcomes in science communication will be explored, and the mediating influence of beliefs, values and understandings of and about science discussed. In particular, the importance of reflecting a humanistic perspective on science, as recently described in the national curriculum, in order to better engage various audiences (i.e. students, general public etc.) will be discussed.

This subject comprises the [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education (Educational Management), students will complete an individually negotiated project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a research or workplace project, or an approved relevant educational experience. The Capstone project will culminate with students synthesizing the findings of their work in a written form such as a journal article or report. A hurdle requirement for this subject is that students will also provide an oral presentation of their findings, which should incorporate a reflection on the key learnings and understandings they have gained from their studies in the Master of Education (Educational Management).

The subject investigates conceptual frameworks that inform educational leadership including: Sergiovanni's five school leadership forces; Bolman and Deal's leadership frames; Robbins' organisational behaviour model, Drysdale, Gurr and Mulford's school leadership framework. The subject uses the broad economic, social and educational contexts for schools and education systems and sub-systems to develop a case for particular challenges for, and approaches to, school leadership. The subject supports participants to examine key national and international research and empirical data on social and economic developments, patterns of education participation and outcomes, public expectations and policy directions to identify the key challenges for school and system leadership. Upon the basis of these challenges, and supported by the most recent research, different approaches to school leadership are interrogated. Through these processes, key principles and approaches to school leadership are identified. Students construct a case study that is explored in depth through a group facilitation process that forms the basis for an informed analysis of the case study.

This subject provides an introduction to the Australian Curriculum and its historical development, set within the context of global curriculum debates and reforms.

The subject focuses on major curriculum theories and policy trends, with a particular focus on national reforms over the past decade in Australia.

The subject explores changes in curriculum content and design over recent decades and considers the historical, social, political and economic drivers of reform.

Students will critically analyse global curriculum trends to gain better understanding of the dynamic interaction of factors that influence contemporary curriculum reform.

This subject examines the origins and evolution of evaluation theories, models and approaches. Topics covered include: the nature and role of evaluation theory; pioneering figures and major debates in evaluation’s short but rich history; approaches to classifying evaluation theories; and, the relationship between evaluation theory and contemporary practice. Classes will involve examining and critiquing evaluation theorists and theories through key readings, class debates and interactive role plays.

This subject provides students with an introduction to the theory and application of qualitative inquiry. Topics that will be examined include: orientations to, and debates surrounding, qualitative approaches; the collection, display and analysis of qualitative data; the use of systematic methods of data reduction, display and analysis and how qualitative research methods are commonly used in evaluation studies.

This course provides an introduction to the theory and practice of mixed methods research and evaluation. Topics that will be covered include: the emergence of mixed methods approaches; nature and purposes of mixed methods studies; choosing mixed methods designs; synthesis of mixed methods data; strengths and limitations of mixed methods research and evaluation projects. Practical aspects of the course will involve the design of a mixed methods study incorporating qualitative and quantitative data sources.

This subject is based on a growing trend of sectors and organisations asking evaluators to build and develop their capacity in evaluation thinking and practice.

This subject will explore the fundamentals of evaluation capacity building, the concept of developing evaluation capacity with individuals, teams and organisations and how to apply these concepts in practice.

This subject develops students’ critical understanding of approaches to teaching historical thinking. It explores abilities that underpin historical inquiry: establishing historical significance; using sources as evidence; identifying continuity and change; analysing cause and consequence; exploring historical perspectives; and examining ethical dimensions of history.

This subject also examines research-driven models of historical thought from around the globe, including the development of chronological thinking, historical interpretation, and the use of questions to provide opportunities for learning and teaching about the past. There is also an exploration of strategies for school students to construct descriptions, explanations, arguments and narratives in response to such questions.

In this subject, participants will develop a theoretical and practical understanding of the principles of assessment and reporting for students with additional needs. The emphasis will be on data collection, its purpose, and strengths and weaknesses of various approaches that are consistent with practice in Victorian schools.

Participants will learn about the interpretation and use of different forms of data to support decisions about learning programs for students with additional needs. Data derived from both informal and formal methods of assessment will be considered, including classroom observation and work samples, large scale testing programs, and specialist assessments. Participants will develop skills in evaluating different forms of assessment and reporting in terms of their usefulness to inform classroom practice.

Links between assessment and curriculum will be examined, and connected to evidence-based decision making and developmental frameworks. The importance and use of various approaches to gathering evidence, interpretation of developmental frameworks, and reporting will be examined and practised. Skills in combining evidence of learning to form assessment for teaching, recording and reporting purposes will be developed.

In this subject, students will complete an individually negotiated project in which the student undertakes a literature review of current theories and principles underpinning the inclusion of children with disability in early childhood or school education. Students will trace research into the evolution of educational practices for children and students with disability, and contrast these with current educational policies and practices.

The research project will culminate with students synthesising the findings of their work in a written research proposal to address a challenge in the area of inclusive education. A hurdle requirement for this subject is that students provide an oral presentation of their findings, which should incorporate a reflection on the key learnings and understandings they have gained from their studies.

This subject focuses on connecting theory to evaluation practice. Topics include: evaluation-specific tools and methods; planning, conducting and managing evaluations; stakeholder engagement strategies; and evaluation reporting.

This subject is designed to provide students with an overview of the methodologies for conducting research in evaluation. In particular, the subject provides students with an introduction to the philosophical backgrounds and influences on social research, epistemological and ontological considerations, and the basic foundations of research design, logic of inquiry, and ethics of social research. Students will work on developing research questions and operationalise them to enable data gathering, analysis and interpretation as well as evaluate existing social research.

This subject analyses design options for establishing the impact of social interventions. Topics include: causation; dealing with issues of attribution; conceptual and technical considerations associated with experimental and quasi-experimental design; and alternative strategies for causal analysis.

Analysing and comparing costs with results involves a particular set of thinking and tasks – including economic methods of evaluation as well as wider considerations. In this subject, students will focus on developing the basic skills and knowledge needed to engage with evaluation in this area appropriately and effectively in their own practice.

This subject will support participants to develop teaching strategies that meet the needs of all students through the use of carefully evaluated and selected digital tools. Current research is used to inform the evaluation of technology tools for educational use and their effectiveness for student learning. This subject takes a pedagogical approach to technology integration in educational settings, and focuses on how digital technologies can support personalisation in learning and assessment, linked to a clinical approach to teaching. Participants will learn to use digital technologies safely and effectively within educational settings. The subject will develop participants’ technology capabilities and support them to meet national and Victorian curriculum standards. It will also support participants to meet Australian Professional Standards for Teachers in the area of Information and Communications Technologies. Case studies, a range of digital resources, tools and software will be explored while maintaining a focus on meeting individual students’ learning needs. This online course will engage participants in peer review and peer learning across early childhood, primary and secondary contexts.

This elective explores active, participatory and critical approaches to the teaching and learning of literary texts for varying purposes and across a variety of educational environments. Students will learn how to plan and implement lessons and units of work that incorporate active-pedagogical techniques and processes. They will participate in workshops employing innovative, creative and experiential ways of working with literary texts in early childhood, primary and secondary settings relevant to curriculum areas such as the arts, English and Humanities. They will explore how to develop and apply visual, embodied and aural teaching strategies to a variety of texts including poems, novels, scripts, picture books and other complex texts. Pedagogical and learning approaches such as student centred problem-solving, collaborative storytelling and creative text interpretation will also be explored. The subject will be delivered in a series of lectures and practical workshops supported by online materials.

Acquiring content or discipline knowledge is an important ingredient in teaching and learning, but it cannot tell the whole story. Knowing what to do with this knowledge and information when we exercise sound reasoning and creativity, whether it is within disciplines or outside of them, is equally important. As a complement to knowledge-centered approaches to teaching and learning, this elective introduces students to the critical and creative thinking competency in the Australian and Victorian curriculum. It will examine some of the strategies that have been presumed to foster critical thinking, in particular dialogic and other key pedagogies. Beginning with a literature review of key contributions to the topic of critical and creative thinking, a range of dialogic and other methods aimed at developing critical and creative thinking skills and dispositions in students will be examined; from 'Thinking' literature, Socratic discussions and inquiry-based approaches, to thinking tools and routines, as well as more recent philosophical approaches.

This subject provides students with an introduction to the collection, analysis and reporting of quantitative data in research and evaluation studies. Topics will include: Philosophy of quantitative methodology; types of data; samples and populations; descriptive and inferential statistics; exploratory and confirmatory data analysis; survey design and questionnaire construction; and displaying data using SPSS.