This subject develops Teacher Candidates’ understanding of the place of Accounting education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Accounting in a secondary school setting.

Subject specific literacy and numeracy demands of Accounting will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Accounting. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Accounting, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Accounting lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement an Accounting lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Accounting educator.

This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 1 and 3) and the Australian Curriculum and Assessment Authority (ACARA). Teaching skills in biological investigation and inquiry, application of biological understandings and communication of biological information and understandings will be developed. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. This will be addressed with particular emphasis on the use of digital technologies to demonstrate and understand structures.

As a novice in this space, the Teacher candidate is supported to develop lesson plans and unit plans appropriate to scaffold activity based learning experiences from year 7-10 through the Combined Science Lecture Program and VCE Biology workshops (Biology Learning Area). Assignment 1 for Biology involves building upon the planning started in workshops to navigate and interpret the VCAA study design and assessment guides to plan for teaching, learning and assessment in a differentiated VCE classroom. In Assignment 2 Teacher candidates use first hand data collected on placement to reflect on biology teaching practices in VCE classrooms today and make connections to the readings and workshops over the semester.

Many elements of digital literacy and numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

This subject develops Teacher Candidates’ understanding of the place of Business Management education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Business Management in a secondary school setting.

Subject specific literacy and numeracy demands of Business Management will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Business Management. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Business Management, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Business Management lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement a Business Management lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as a Business Management educator.

This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful scientific literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences. Further, Teacher Candidates will be introduced to different approaches to assessment in Chemistry, and explores ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area.

Chemistry 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach VCE Chemistry and Victorian Curriculum: Chemical Sciences integrating safe practical activities for diverse learners.

Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the Chemistry subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.

Business Studies 1 develops Teacher Candidates’ understanding of the place of Business Studies in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks, such as the Victorian Certificate of Education (VCE) and the Victorian Curriculum, will be introduced for business related subjects in Years 7 to 12.

Business Studies 1 focuses on Economics and Business, as well as Civics and Citizenship, studies at Years 7 to 10. These will be examined to enhance Teacher Candidates’ disciplinary knowledge and skills and to widen their appreciation of the role that literacy and numeracy play in the teaching and learning of business related subjects. This will be addressed by supporting Teacher Candidates to identify the specific literacy and numeracy demands of Business Studies related subjects and by providing learning experiences and opportunities that support the development of students’ literacy and numeracy knowledge and skills in such subjects.

Teacher Candidates will develop their knowledge of how to plan, and implement, lessons using data and evidence to inform their practice and to better cater for student diversity in a business studies classroom. A variety of pedagogical strategies and resources will be examined to support student learning in business related subjects. Contemporary digital technologies will be incorporated, where appropriate, to develop Teacher Candidates’ knowledge, skills and abilities to use such digital technology practice to support students’ learning and professional practice.

Reflection on teaching practice in the learning area will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development in the teaching of business related subjects.

This subject is an introduction to the field of drama education and its application to secondary schools. Teacher Candidates will study the drama curriculum within Australian and Victorian educational contexts with a particular focus on planning for teaching and learning drama in the secondary school. Teacher Candidates will engage in theoretical studies and practical drama workshops to inform their understanding of drama as an arts discipline and a pedagogy in the junior, middle and senior secondary curriculum. Topics will include teaching strategies and structures to promote learning in the drama classroom, assessment and evaluation, resources for drama and theatre studies teaching, including ICT, and designing and teaching drama programs appropriate for a range of diverse educational contexts. Learning through drama pedagogy is explored including the investigation of multi-modal texts and the manipulation of space, time and form. Teacher Candidates will develop skills in interpreting and applying the Victorian Curriculum and VCE curriculum frameworks.

This subject is an introduction to the field of performing arts education with a focus on drama and theatre production in secondary school contexts. Teacher Candidates will investigate the pedagogy associated with education-based productions and performance-making with particular focus on the small-scale drama curricular and co-curricular productions. Topics will include teaching strategies and structures to promote techniques, skills and resources for teaching production in middle school as well as senior secondary in accordance with the Australian Arts Curriculum and Victorian Curriculum, VCAL, VCE Theatre Studies and VCE Drama. Teacher Candidates will engage in theoretical studies and practical workshops to inform their understanding of teaching of production roles, including theatre design, direction, dramaturgy, acting, and movement in middle and senior secondary school contexts. The subject will include the development of resources for performing arts teaching, and the design, implementation and evaluation of teaching programs appropriate for the performing arts in a range of diverse educational contexts.

This subject develops Teacher Candidates’ understanding of the place of Economics education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Economics in a secondary school setting.

Subject specific literacy and numeracy demands of Economics will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Economics. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Economics, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Economics lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement an Economics lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Economics educator.

English 1 is offered to Teacher Candidates wishing to specialise in English teaching from Years 7 to 12.

This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences, Further Teacher Candidates will be introduced to different approaches to assessment in English, and explore ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area

English 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning, and to develop teaching practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach language, literacy, and literature in a contextualised, integrated manner and the need to teach to diversity. English LAS 1 focuses on the Victorian Curriculum, years 7-10.

Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the English subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.

This subject introduces Teacher Candidates to the Victorian Certificate of Education (VCE) Health and Human Development, Australian Curriculum and the Victorian Curriculum which emphasises the role that health education plays in equipping secondary students with the knowledge and skills to take ownership of their personal health and wellbeing.

A strengths-based approach to teaching health will be explored to enhance Teacher Candidate’s knowledge, skills and understandings to teach health in secondary schools. Teacher Candidates will critically examine how definitions of ‘health’ are influenced by personal and family values, experiences, the media, public policy and school policies. They will explore the role of the teacher in helping school students to develop critical literacy and numeracy skills around issues pertaining to their health and wellbeing, nutrition, human growth and development and relationships and discuss the ways in which a socially just health curriculum functions as a tool for public health promotion. Numeracy skills include: the analysis of Health statistics, data, graphs and describing trends and drawing conclusions, applying knowledge of percentages in representative data and skills of collecting, recording, interpreting and presenting health related data in a range of formats such as graphs, tables, posters and charts, using current research.

Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and classroom management. They will also create a variety of teaching and learning resources including unit and lesson plans, assessment tasks and various health promotional teaching strategies using a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.

This subject introduces Teacher Candidates to discipline-based pedagogy in history. It aims to produce skilled history teachers by drawing on foundational research on learning and teaching history. Teacher Candidates develop their pedagogical content knowledge by engaging with strategies for teaching the substantive and procedural dimensions of history. They consider the knowledge, skills and values that underpin the history curriculum. This includes investigation of the Victorian Curriculum and VCE Study Designs. Teacher Candidates begin to explore methods of teaching historical inquiry and argument. They are introduced to models of historical thinking. Key topics include: lesson planning, teaching strategies, unit planning, and the selection and use of resources. The subject also examines ways in which formative and summative assessment can inform learning and teaching in history.

Teacher Candidates consider ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.

The subject presents strategies that support the literacy and numeracy needs of students in history.

Teacher Candidates learn strategies for using digital technologies to expand curriculum learning opportunities for students in history.

In addition to history, this subject explores approaches to VCE Global Politics.

This subject introduces Teacher Candidates to methods of teaching humanities in the compulsory years of secondary schooling, as defined by the Victorian Curriculum, including: history, geography, civics and citizenship, and business and economics. By exploring the research and principles of learning and teaching that underpin effective classroom practices, this subject widens Teacher Candidates’ appreciation of exemplary teaching in this learning area. Frameworks of the humanities are examined with the intention of linking theory to practice. A range of pedagogical approaches is investigated, including instructional, dialogic, information technology, experiential and inquiry methods. The subject examines planning for student evaluation, assessment and feedback. Teacher Candidates also engage with strategies for supporting the development of critical and creative thinking skills. They learn how to teach students about the analysis of evidence such as tables, charts and graphs, maps and historical sources – all in the context of lesson planning and designing units of works. Through reflection on leading research, Teacher Candidates develop a personal philosophy of teaching in the humanities.

This subject introduces Teacher Candidates to the theory and practice of teaching Languages. With an emphasis on the nature of Languages education within Australian schools, and the Victorian education system and curriculum in particular, this subject examines the needs of language learners in the middle and senior years of schooling. Beginning with a theoretical foundation based on contemporary research in second language education, the fundamental question of how languages are taught will be introduced and discussed on the grounds of a communicative framework for language teaching and learning. The subject then focuses on practical implications related to planning for, developing, and assessing learners’ communicative competence together with intercultural understanding and awareness. The subject also includes a focus on the nature of language, multimodal text types, the use of ICT and number knowledge.

This subject provides an orientation to teaching Years 7-10 mathematics in Victorian schools. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands in the Victorian curriculum: Number and Algebra; Measurement and Geometry; Statistics and Probability. They will consider the proficiencies of understanding, fluency, problem solving, and reasoning.

Teacher Candidates will consider curriculum documents, lesson planning, classroom assessment of and for learning, effective use of resources (e.g. digital technologies, textbooks), and the provision of a balanced curriculum incorporating the four proficiencies above.

A research-informed analysis of school students’ mathematical understanding in selected topics in Years 7-10 mathematics will provide insight into teaching strategies to cater for school students’ individual differences and personalise their learning.

Teacher Candidates will consider important pedagogical issues for teaching Years 7-10 mathematics such as questioning, selection of good examples, representations and models of mathematical ideas. Teacher candidates will form an appreciation of exemplary mathematics teaching, and develop reflective mathematics teaching practices.

This subject is an introduction to the field of Media Studies education and its application to secondary schools. Teacher Candidates will study the Media Studies curriculum with links to the VCE, Victorian Curriculum and ACARA educational contexts, with a particular focus on planning for teaching and learning Media Studies in a secondary school setting. Teacher Candidates will engage in theoretical studies and practical media workshops to inform their understanding of media as an arts discipline, a co-curricular activity and pedagogy in the junior, middle and senior secondary curriculum. Topics will include teaching strategies and structures to promote learning in the media classroom, assessment and evaluation, resources for media studies teaching, and designing and teaching media programs appropriate for a range of diverse educational contexts. Teacher Candidates will develop skills in interpreting and applying current curriculum frameworks.

The relationship between media and other literacies is explored. Teacher Candidates develop approaches that mix media production and theories of media that are appropriate for different learning, thinking and communication contexts.

This subject explores numeracy in media studies, particularly in elements of design, analysis and production of texts

Teacher Candidates explore developments in new media and reflect on the potentials for learning and young people’s practice and culture.

This subject is an introduction to the field of music education where Teacher Candidates will examine music education theory and practice in international, Australian and Victorian contexts. There will be a focus on planning for teaching and learning classroom music in the secondary school, as well as reference to foundational music learning and development in the Early Childhood to Grade 6 years. Teacher Candidates will engage in key theoretical and practical studies to become familiar with a range processes, pedagogies and repertoire for developing composing, performing and listening knowledge and skills in young people. Teacher Candidates will develop skills in interpreting and applying current curriculum frameworks and policies, policy and practice related to assessment and evaluation, and knowledge of the role of ICT music teaching and learning. They will design and teach music programs appropriate for a range of diverse educational and cultural contexts using their knowledge of the Clinical Teaching Model. Literacy and the development of music meta-language that contributes to the ability to articulate abstract musical concepts will be examined, as well as the place of numeracy (e.g. categorizing, patterns, ratio) in teaching programs.

This subject provides Teacher Candidates with the knowledge and skills required to effectively use current Health and Physical Education curricula (such as Australian Curriculum and the Victorian Curriculum) and research literature to plan and safely implement sport and health related physical activities, designed to meet their students’ needs. In order to accomplish this teacher candidates will be encouraged to promote the physical, social, moral and cultural development of students through student-centered and inquiry-based pedagogical approaches to physical education.

Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and the organisation and management of the learning environment for year 7-10. They will also be expected to create a variety of teaching and learning resources that will demonstrate a clear understanding of mandated (H)PE curricula requirements and illustrate an awareness of opportunities to make provision for the use of digital technologies (e.g. wearables, movement analysis software, sport specific apps), literacy (e.g. sensory ethnography; creating sporting his/her-stories; reporting on games; maintaining fitness diaries) and numeracy (e.g. measuring distance, time, calculating speed; recording and analyzing statistical data; developing scoring systems) strategies in physical education.

This subject prepares Teacher Candidates for the teaching of secondary school physics. Pedagogical methods and approaches appropriate to physics are covered. These include classroom instruction and student discussion, practical laboratory work and the use of Information and Communication Technology. The subject prepares Teacher Candidates to teach and assess VCE students’ understanding as outlined in the Victorian Certificate of Education (VCE) Physics Study Design, particularly Units 1 and 3. In addition, students will be introduced to physics as outlined in the year 7-10 general science component of the Victorian Curriculum and specific areas of the VCE course.

The first assignment involves preparing a student led practical investigation (as required in Unit 4 of VCE Physics). This involves identifying learning goals and selecting suitable tasks for the diverse learning needs of students, modes of assessment and ensuring safety issues are met.

The second assessment task in Physics involves preparing and delivering either a practical class or a demonstration, and an evaluation and reflection of how the activity addresses diverse learning needs.

ICT is treated as an integral part of contemporary science teaching practice. It is used to support and enhance conceptual understanding and teaching practice, including use of interactive simulations and data logging which are essential to physics teaching.

Literacy (writing up of practical reports) and numeracy (numerical problems solving and calculations in practical work) are integral to the course.

This subject develops Teacher Candidates’ understanding of the place of Humanities education with a focus on Politics in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach and learn Accounting in a secondary school setting.

Teacher Candidates will develop their knowledge of how to plan lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes in the area of Humanities and Politics. They will have an opportunity to implement a lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Humanities educator with a focus on Politics.

This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Psychology, drawing from the current VCAA Psychology Study Design and the Australian Curriculum and Assessment Authority (ACARA). It highlights curriculum issues, contextual influences and implications for the teaching and learning of psychology.

The subject encourages Teacher Candidates to critically reflect on a variety of theoretical frameworks and practices used within psychology; and explore important issues such as the increasing concerns about ethical issues in the conduct of psychological research. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment, curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates work collaboratively to build their understanding of the psychology teachers’ role to individualise and optimise student learning in a supportive classroom community. They will use a range of ICT tools, justify their choices, and explain how they have expanded learning opportunities for students.

This subject explores the rationale, resources, methodology and specific pedagogical approaches appropriate to teaching and assessing Year 7-10 Science. Teacher candidates will use, develop and critically evaluate resources for teaching secondary science within the contexts of the physical, chemical, biological, earth and space sciences. In particular, they will draw upon and elaborate science curricula including mandated science curriculum guides such as the Victorian Curriculum (2016). Teacher Candidates will analyse their own and other’s use of classroom demonstrations. Teaching skills in science investigation and inquiry and communication of science-related understandings will be developed. The literature of science education will be used to inform teaching practices and engage teacher candidates in debates about the nature and purpose of science and science education.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of Years 7-10 Science students through their participation in Science Learning Area workshops and completion of the required assignments. Assignment 1 involves the writing of a reflective essay relating to the way Years 7-10 students build up their understanding of Science. The assignment reflects the focus of the Science Learning Area workshops, which investigate teaching practices in Science to enhance student learning, and makes connections to the suggested readings. In Assignment 2, Teacher Candidates interpret the Victorian Curriculum by designing a unit of Year 7-10 Science.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning.

Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

This subject introduces Teacher Candidates to the theory and practice of teaching English to speakers of other languages (TESOL). With an emphasis on the nature of TESOL within Australian schools, and the Victorian education system in particular, this subject examines the needs of English as Additional Language/Dialect (EAL/D) learners in the secondary years of schooling. The curriculum frameworks utilised in this learning area derive from the Victorian Curriculum, VCE and VET.

TESOL 1 begins with a theoretical foundation based on contemporary research in second language education about how languages are acquired and presents a communicative framework for understanding language teaching and learning. The subject then focuses on practical implications related to planning for, developing, and assessing EAL/D learners’ communicative competence in English as a language in its own right, as well as a medium of instruction across the school curriculum.

TESOL 1 caters for the different teaching settings of EAL/D students in secondary schooling and includes exploration of different programs. These programs include teaching EAL/D in a mainstream school setting and language school/centre settings. In a language school setting this may include the teaching of mathematical concepts, number knowledge and teaching the meta language of mathematics. In a mainstream setting the teaching of numeracy includes the critical analysis of data through the study of media issues.

This subject develops Teacher Candidates’ understanding of the place of Visual Arts and Design in contemporary schools in Australia. By considering the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject will widen teacher candidates’ appreciation of exemplary teaching in this area.

This subject introduces Teacher Candidates to the core curriculum knowledge required to teach Visual Arts and Design in secondary schools. Principal curriculum models are explored through the Victorian Curriculum F-10 and VCE Study Designs that reflect Victorian priorities and standards. The knowledge and skills required to design and develop lesson and unit plans for the visual arts classroom embedding literacy, numeracy, visual literacy and digital technologies are featured.

Techniques and strategies for including, making and responding using visual arts and design knowledge, understanding and skills to express meanings associated with personal views, intrinsic and extrinsic worlds are covered. Key theorists are studied as a means of rationalising individual epistemologies and pedagogies for teaching art and design, and to meet the socio- cultural learning requirements of students from diverse backgrounds. Teacher Candidates are introduced to cognitive theories relevant to Visual Arts education, methods for assessing art and design process and products in the classroom, and practical teaching techniques for the studio classroom.

This subject builds on Learning Area Accounting 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Accounting. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Accounting 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Accounting will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Accounting concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Accounting concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Accounting.

Learning Area Accounting 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Accounting Unit 3 and 4. Building on Learning Area Accounting 1, Teacher Candidates will consolidate their knowledge of how to plan Accounting units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Accounting 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as an Accounting educator.

This subject explores the rationale, resources, methodology and specific techniques (pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 2 and 4) and ACARA. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. These areas will be addressed with particular emphasis on the use of ICT to aid understanding of concepts and to model change.

Teacher candidates will evidence their progression in both understanding and implementation of contemporary, research supported, pedagogies through the development and presentation of a resource (Assignment 1) suitable to support learning for a mixed ability VCE classroom, with a focus on multi-modal activity based experiences and higher order thinking. Through completion of Assignment 2, Teacher Candidates will explore the use of a blog as a collegiate interface to present an informed professional opinion on a topic of significance in Biology. These tasks support the development of 21st century skills and an experience of selection of specific pedagogies and tools to support their future learners.

Many elements of ICT literacy and numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

Within this subject, teacher candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject builds on Learning Area Business Management 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Business Management. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Business Management 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Business Management will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Business Management concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Business Management concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Business Management.

Learning Area Business Management 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Business Management Unit 3 and 4. Building on Learning Area Business Management 1, Teacher Candidates will consolidate their knowledge of how to plan Business Management units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Business Management 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Business Management educator.

This subject builds on Learning Area Commerce and Business Studies 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Commerce at Years 7 to 10. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Commerce and Business Studies 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Commerce will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Commerce concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Commerce concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Commerce.

Learning Area Commerce and Business Studies 2 will facilitate thorough coverage of Victorian Curriculum requirements in relation to Civics and Citizenship and Economics and Business. There will also be a focus on assessment with consideration of assessment principles and guidelines. Teacher Candidates will engage with assessment materials to inform the creation, and evaluation, of a teaching program for Years 7 to 10. Building on Learning Area Commerce and Business Studies 1, Teacher Candidates will consolidate their knowledge of how to plan Commerce units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Commerce and Business Studies 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Commerce educator.

Chemistry 2 is offered to Teacher Candidate wishing to specialise in Chemistry teaching from Years 7-12. This subject builds on Learning Area Chemistry 1 and focuses on further developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners; to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning; and developing teaching practices that promote participation and inclusion to meet the needs of diverse learners.

Chemistry 2 will include guided research to support Teacher Candidates to design and implement chemical investigations that are suitable as assessment tasks for Years 7-12. Opportunities will be provided to explore some of the key issues in Chemistry teaching such as the selection of suitable contexts and practical tasks that support the development of science literacy for diverse learners. Within this subject, Teacher Candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject focuses on the design, implementation and reflection on drama education in secondary school contexts. Teacher Candidates will further their understanding of drama as an arts discipline and as a pedagogy through practical application and reflective practice. The subject will examine a range of purposes for drama within contemporary education. Topics will include: techniques and resources, including ICT, for teaching drama and theatre studies curriculum in secondary schools; drama and interdisciplinary curriculum planning and implementation; learning through drama pedagogy as a mode of embodied, emotional and cognitive investigations of a range of texts; applying theatre technologies and stagecraft; investigating drama teaching and learning through reflective practice. Teacher Candidates will investigate their own teaching practice to further understand how students learn through drama pedagogy in secondary schools. They will undertake team teaching and a reflective practice research project.

This subject will focus on performing arts education with a focus on drama and theatre production in local, national and international educational contexts. It will examine a range of purposes for drama and theatre within the wider sphere of the performing arts in contemporary education across curricular and co-curricular contexts. Teacher Candidates will focus on pedagogy associated with education-based production and performance-making within educational contexts, including whole school, community based and large-scale productions. Topics will include teaching strategies and structures to devise and produce educational performances, such as school musicals, theatre productions, student-devised works, applied theatre and theatre for young people; techniques, skills and resources for applying digital technologies in the performing arts, new media, movement and theatre design to performing arts projects; performing arts as a focus for interdisciplinary teaching programs in middle school; investigating performing arts teaching and learning through reflective practice and safe and ethical working practices in theatre production. Teacher candidates will plan, implement, evaluate and reflect on performing arts curricular and/or co-curricular projects in a range of contexts.

This subject builds on Learning Area Economics 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Economics. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Economics 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Economics will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Economics concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Economics concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Economics.

Learning Area Economics 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Economics Unit 3 and 4. Building on Learning Area Economics 1, Teacher Candidates will consolidate their knowledge of how to plan Economics units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Economics 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as an Economics educator.

English 2 is offered to Teacher Candidates wishing to specialise in English teaching from Years 7 to 12.

This builds on Learning Area English 1 focus on further developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners; to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning; and developing teaching practices that promote participation and inclusion to meet the needs of diverse learners.

English LAS 2 will include: a closer study of each of the English subjects taught in the post compulsory years of schooling (including VCE, VET, VCAL, ACARA and IB curricula. It will also provide opportunity to explore some of the key issues in English teaching, such as teaching for equitable outcomes, approaches to assessment, text selection and best approaches to supporting the literacy development of diverse learners.

This subject extends teacher candidates’ thinking about what is best practice in health education. Teacher candidates will continue to formulate a personal teaching/learning philosophy as they think critically about the relationship between various models of health and theories of human development. A focus on Sexuality Education, community and global health allows teacher candidates to consider the changing nature of national health debates and the role of the teacher in offering a variety of perspectives around these debates.

Teacher candidates will explore in detail the mandated curriculum and will develop a range of student-centred programming, planning and teaching strategies specific to VCE Health and Human Development. Emphasis is placed on the importance of quality assessment to effective pedagogy. The subject will explore requirements for assessment and assists teacher candidates in designing and implementing an array of authentic, student-centred assessment strategies that cater for a variety of learning levels and styles. The use of a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.

Teacher candidates will continue to formulate strategies for helping secondary students become active agents of their own health and promoters of ‘good health’ within their individual communities.

This subject offers an advanced exploration of methods of teaching history in secondary schools. It takes as its focus the use of research to strengthen practice. It includes a comparative exploration of leading research on historical thinking. It considers the place of primary sources in the development of coherent and innovative teaching programs. Furthermore, it offers a series of strategies related to the analysis of source material. This provides the basis for discussion of approaches to historical investigation in schools. Building on Learning Area History 1, this subject provides an in-depth treatment of the use of historical interpretations in the classroom, historical narrative and historical empathy. These topics are explored within the context of the Victorian Curriculum and the VCE History Study Design.

Teacher Candidates consolidate their knowledge of ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.

The subject presents a range of strategies that support the literacy and numeracy needs of students in history.

Teacher Candidates develop their capacity to use digital technologies to expand learning opportunities for students in history.

In addition to history, this subject explores approaches to VCE Classical Studies.

This subject deepens the knowledge of the concepts introduced in Humanities 1. The major focus of this subject is to develop further in Teacher Candidates an advanced understanding of the nature and purposes of humanities education in years 7 to 12. Teacher Candidates will continue to explore the Victorian Curriculum. They investigate and evaluate pedagogies associated with particular disciplines of humanities in the secondary school; they also explore new strategies for fostering conceptual understanding, critical thinking and inquiry skills. This includes consideration of literacy and numeracy strategies appropriate to the humanities (interpreting source material in history, analysing data in geography) and place-based learning.

The focus of the subject is research-based pedagogy, using disciplinary and interdisciplinary approaches to curriculum design and implementation. Through research and reflection, Teacher Candidates will explore and critique recent developments in humanities education.

This subject builds upon the theory and practice of teaching second languages established in Languages 1. With an emphasis on the needs of diverse groups of second language learners within the language classroom, the subject further develops Teacher Candidates’ understandings of the fundamentals of methodology, of language learning strategies, motivation issues and the teaching of languages across different contexts. Particular attention will be given to the critique of contemporary issues and debates on second language teaching and learning within Australia and beyond. Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of languages.

This subject builds on Mathematics 1 and will focus on the teaching of senior secondary mathematics in Victoria, and consider key issues in mathematics education which are relevant to the post-compulsory years. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of Years 11-12 mathematics. They will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education.

Teacher Candidates will consider curriculum resources for senior secondary mathematics, assessment, use of digital learning technologies, use of school and state-wide data to improve school students’ learning, and the provision of a balanced curriculum incorporating concepts, skills, applications, modelling and problem solving. There will also be consideration of how teaching activities can be designed to develop students’ capacity to analyse, investigate and model a variety of contexts and to solve practical and theoretical problems.

Teacher Candidates will consider research evidence related to key issues of teaching mathematics, such as the role of digital learning technologies, equity, individual differences, school student learning in particular topics, the need for computational fluency, and the role of statistical literacy.

This subject focuses on the design, implementation and evaluation of media education in secondary school communities, incorporating the VCE, The Victorian Curriculm F-10 and ACARA. Teacher Candidates will further their understanding of media as an arts discipline and as a pedagogy through practical application and reflective practice. The subject will examine a range of purposes for media within contemporary education.

Topics will include: techniques and resources for teaching Media Studies curriculum in secondary schools; media and interdisciplinary curriculum planning and implementation; applying critical analysis to texts and all forms of media, investigating media teaching and learning through reflective practice. Teacher Candidates will plan, implement, evaluate and reflect on the media curriculum in a range of contexts. They will undertake team teaching, a curriculum plan and an extensive series of lesson plans for senior years media study.

The role of the Media teacher in non-VCE senior Media classes is also addressed including Victorian Certificate of Applied Learning (VCAL), Vocational and Employment Training (VET) and Diploma of Further Education. Media Studies and its relationship with other VCE subjects is examined (Studio Arts, English)

This subject will also draw on research on the diversity of secondary students’ learning needs and research on effective assessment, Teacher Candidates will explore how to personalise the learning experience of each student within this discipline area.

This subject focuses on music in the senior classroom and post compulsory pathways including VCAL, VET and preparation for high stakes examinations such as the VCE. Teacher Candidates will build on the work in Music A Classroom 1 by examining classroom music education theory and practice for the upper secondary music classroom, and the preparation of music students for high stakes examinations. They will become familiar with the development and implementation of a diverse program of musical traditions, cultures and associated pedagogies through a series of seminars featuring a range of guest speakers. There will be a particular emphasis on Contemporary Art Music repertoire and its place in teaching programs. Other areas of study will include assessing performance and composition, supporting music resources and ICT, and integrating the management of a music department and co-curricular programs. Contemporary research issues in music education and advocacy will also be examined.

This subject will extend the concepts introduced in Learning Area Physical Education 1, by engaging teacher candidates in an in-depth exploration of post -16 curriculum provisions for Physical Education (including VCE, VCAL and VET). Teacher Candidates will use curriculum documentation including the new VCE study design for PE to develop a range of teaching strategies and assessment materials. These materials will cater for students' interests and, where possible, be enhanced by the integration of digital technologies.

This subject also seeks to advance teacher candidates' understanding of the development of the Physical Education curriculum, by raising their awareness of historical and political factors that have influenced the structure of the PE curriculum and its enactment in schools. Teacher Candidates will be expected to critically reflect on literature covering a range of contemporary issues based on the notion of difference in physical education and use these to develop learning experiences that fully support student participation. Through practical application in school and alternative educational settings, Teacher Candidates will be asked to demonstrate how they might use this knowledge to work with students from culturally, linguistic and socioeconomically diverse backgrounds.

This subject prepares Teacher Candidates for the teaching of secondary school physics. Pedagogical methods and approaches appropriate to physics are covered. These include classroom instruction and student discussion, practical laboratory work, and the use of Information and Communication Technology. The subject prepares Teacher Candidates to teach and assess VCE students’ understanding as outlined in the Victorian Certificate of Education Physics (VCE) Study Design, particularly Units 2 and 4. In addition, students will build on their understanding of the year 7-10 general science component of the Victorian Curriculum and the VCE course.

The first assessment task involves preparing a School Assessed Coursework Task (SAC) oriented to the particular learning needs of the class. The second assessment task involves preparing and delivering either a practical class or a demonstration, evaluating its effectiveness on student learning and how it addresses diverse learning needs.

Within this subject, Teacher Candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject deepens the knowledge of the concepts introduced in Politics 1. The major focus of this subject is to develop further in Teacher Candidates an advanced understanding of the nature and purposes of humanities education in years 7 to 12 with a focus on Politics. Teacher Candidates will continue to explore the Victorian Curriculum. They investigate and evaluate pedagogies associated with particular disciplines of humanities in the secondary school, including how it relates to Politics; they also explore new strategies for fostering conceptual understanding, critical thinking and inquiry skills. This includes consideration of literacy and numeracy strategies appropriate to the humanities and political studies. The focus of the subject is research-based pedagogy, using disciplinary and interdisciplinary approaches to curriculum design and implementation. Through research and reflection, Teacher Candidates will explore and critique recent developments in humanities and politics education.

This subject builds on the concepts and skills introduced in EDUC90471 Learning Area Psychology 1. Drawing on research about the diversity of secondary students’ learning needs, Teacher Candidates will explore how to personalise the learning experience of each student within this discipline area. Teacher Candidates are encouraged to critically evaluate their teaching practice within the psychology classroom.

The course will encourage teacher candidates to analyse and reflect on issues that underpin the teaching of psychology. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment and curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates will be expected to broaden their pedagogical content knowledge and combine this with an emphasis on collegiality in preparation for their future teaching.

This subject will further consolidate teacher candidates’ training for teaching Year 7–10 Science. Pedagogical methods and learning approaches appropriate to science are covered including; classroom instruction, practical work and field work. Teacher Candidates will also examine digital technologies and creative approaches to implement the Year 7-10 Science component of the Victorian Curriculum.

Teacher candidates will demonstrate their understanding and implementation of the Victorian Curriculum through the planning, development and presentation of a unit of science, suitable to support learning for a mixed ability classroom (Assignment 1). In Assignment 2, Teacher Candidates will explore the use of multi-modal activity-based experiences and activities and reflect on their suitability in a Year 7-10 Science classroom.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning. Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

TESOL 2 builds upon the theory and practice of teaching English to speakers of other languages (TESOL) established in TESOL 1. Moving beyond the fundamentals of methodology, this subject develops Teacher Candidates’ understandings of the needs of diverse groups of ESL learners in Australian school settings and develops an understanding of contemporary issues and debates on English language teaching and learning, and aims to develop Teacher Candidates’ capacity to become reflective practitioners of TESOL.

This subject is designed to allow Teacher Candidates to develop skills necessary to teach a range of ‘advanced’ Visual Arts and Design disciplines in secondary classrooms. Working as a member of a team, Teacher Candidates will develop learning schemata for selected art disciplines through the design, implementation and evaluation of workshops in those disciplines, and produce teaching resources in the form of a digital portfolio, relevant to these activities.

Through active participation in these activities, Teacher Candidates will develop a repertoire of skills and acquire a wide range of potential classroom strategies, relevant to these disciplines, including how to personalise the learning experience of students in a studio classroom.Teacher Candidates will develop knowledge of and strategies to teach Visual Arts and Design VCE Study Designs.

Students will contribute to the development of a collaborative Victorian Curriculum F-10 and VCE digital resource. Practical issues concerning teaching art and design in the studio classroom will be covered through seminars, workshops and experiential learning including how visual and digital literacies, literacy and numeracy learning can be embedded in learning programs, and also how the arts develop particular understandings in these areas.

This subject prepares Teacher Candidates to teach the Victorian Certificate of Education Environmental Science study design. This is a multidisciplinary subject encompassing studies in chemistry, physics, geology, meteorology, ecology, biodiversity and economic, sociocultural and political perspectives.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of VCE Environmental Science students through their participation in workshops and completion of the required assignments. Assignment 1 involves presenting and evaluating a class demonstration and/or practical experience related to VCE Environmental Science. In Assignment 2, Teacher Candidates interpret the VCE Environmental Science Curriculum to design a unit of work.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Environmental Science Learning Area subject to support conceptual understanding and enhance student learning.

This subject develops Teacher Candidates’ understanding of the place of Legal Studies education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Legal Studies in a secondary school setting.

Subject specific literacy and numeracy demands of Legal Studies will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Legal Studies. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Legal Studies, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Legal Studies lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement a Legal Studies lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as a Legal Studies educator.

This subject aims to equip Teacher Candidates with the knowledge, skills and understandings to design and implement effective teaching strategies to support the learning of all students in the Humanities. The Humanities is directed by what it means to be human and therefore seeks capture the multitude of stories, artefacts and ideas through which we express our humanity. Teacher Candidates will be supported in assembling stories, artefacts and ideas to assist students in responding to what makes us human and what it means to be human. Teacher Candidates will draw upon research and theory to inform pedagogical and instructional strategies that promote learning across age and ability groups in the secondary years. Teacher Candidates will use an evidence-base to inform their planning of learning sequences along-with developing a range of teaching strategies and tools, including those that are enhanced through the use of ICT. The principles and practices for developing and sustaining inclusive learning communities that value the contributions of all students will be developed throughout the semester. The perspectives of diverse groups across time and space, particularly those of Aboriginal and Torres Strait Islander peoples, will be incorporated through a range of teaching and learning activities.

This subject is an introduction to the field of music education where teacher candidates will examine co-curricular music in international, Australian and Victorian educational contexts e.g. the Victorian Curriculum. The main focus is co-curricular music in the school setting and its integration with classroom music and the whole school music program. This includes vocal and instrumental pedagogies from beginner to Year 12 exit level in the context of both group and individual tuition, and ensemble direction. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting. Particular reference will be made to curriculum authorities’ current policies and material. Music-specific literacy, such as developing the ability to articulate abstract musical concepts related to performance, and numeracy (e.g., ratio, tuning) will also be examined.

This subject will provide focused learning in contemporary Australian visual arts and deisgn curriculum, specifically the skills required to design, develop and implement motivational and student-relevant art and design learning experinces in the secondary school setting. Through exploration of practical studio techniques in specific art and design making disciplines, Teacher Candidates will develop a digital learning schemata for a suite of art making disciplines, through the design, implementation and evaluation of workshops in those disciplinary areas to produce teaching resources relevant to these activities that include the digital literacies.

Teacher Candidates will explore the nature of school-wide Visual Arts and Design curriculum, Visual Arts assessment methods, the role of ICT in the planning and teaching of art in the digital classroom, and engagement strategies for learning and teaching in the art studio.

This subject will explore ways of using language to describe, reflect on and analyse the world with Teacher Candidates through literacy and numeracy learning embedded in arts programs, with a focus on how the visual arts can develop particular understandings of visual literacy and creativity. Relevant and important health, safety and administrative responsibilities of the classroom art teacher will be investigated through seminars and experiential learning in structured activities.

This subject builds on Learning Area Environmental Science 1 in preparing Teacher Candidates to teach the Victorian Certificate of Education Environmental Science study design. This is a multidisciplinary subject encompassing studies in chemistry, physics, geology, meteorology, ecology, biodiversity and economic, sociocultural and political perspectives.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of VCE Environmental Science students through their participation in workshops and completion of the required assignments. Assignment 1 involves developing a digital learning object related to VCE Environmental Science. In Assignment 2, Teacher Candidates interpret the VCE Environmental Science Curriculum to design a unit of work.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Environmental Science Learning Area subject to support conceptual understanding and enhance student learning.

This subject builds on Learning Area Legal Studies 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Legal Studies. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Legal Studies 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Legal Studies will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Legal Studies concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Legal Studies concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Legal Studies.

Learning Area Legal Studies 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Legal Studies Unit 3 and 4. Building on Learning Area Legal Studies 1, Teacher Candidates will consolidate their knowledge of how to plan Legal Studies units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Legal Studies 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Legal Studies educator.

This subject builds on SOSE 1 by extending Teacher Candidates’ understanding of curriculum, pedagogy and assessment in the Humanities. In particular, Teacher Candidates will be supported in extending their repertoire of teaching strategies, particularly those that cater for a diversity of learning needs and support the engagement of all learners. Teacher Candidates will therefore design and implement learning activities that support students in developing and applying key concepts and skills within the Humanities, including those in the senior secondary years. The principles and practices of Civics and Citizenship Education and Human Rights Education will be developed and applied throughout the semester, with a particular emphasis on the contribution that intercultural understanding can make to learning in the Humanities and an education for democratic citizenship more broadly.

This subject will continue the focus on co-curricular music in international, Australian and Victorian educational contexts and the integration with classroom programs. Teacher Candidates will focus on vocal and instrumental pedagogies and assessment at the upper secondary to Year 12 exit level with particular reference to curriculum authorities exit examinations. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting for upper secondary student. This subject will also include an examination of strategies for a variety of school productions and ensembles.

This subject requires Teacher Candidates to develop sophisticated concepts of curriculum by synthesising their broad (and developing) understanding of Visual Arts and Design curriculum and pedagogical strategies including the Victorian Curriculum F-10 and VCE. Visual arts Teacher Candidates will explore how the wide diversity of secondary school students develop individual academic and social knowledge, values and beliefs through visual art and design practice.

Through reflective practice, Teacher Candidates will examine in depth the role of the art and design teacher in designing curriculum, to assist students in developing artistic practice through creativity, building knowledge of core concepts to the the Australian Curriculum and reflective of Victorian standards and priorities relevant to contemporary society. This includes a particular emphasis on life-long learning, social development and the needs of a society representative of a broad panoply of cultures. This is done through a praxis model.

This subject explores professional literature through an analysis of practicum experiences as reflective practitioners that allow teacher candidates to re-examine their personal epistemologies, and re-articulate their concepts of pedagogy. A curriculum project will require teacher candidates to explore these findings in a school or community setting, through a self-designed strategy that ensures all pedagogies and strategies (Literacy, Visual, Numeracy and Digital Technologies) are included and embedded throughout as 21 st century educators.

This subject will explore philosophical and critical sociological constructions of childhood and youth over time and examine the diverse and contemporary nature of childhood. Students will examine childhood and youth through diverse lenses, and consequently, gain critical insight into the context of contemporary educative settings. The importance of supporting developing and shifting identities will be explored. Students will have the opportunity to investigate the ways in which young people variously connect with and contribute to society, examining diverse voices reflecting the complexity of children’s lives and the role played by various social institutions and media. Notions of diversity and interculturality will be explored alongside the implications of universal frameworks for children and youth. Meeting with community organisations across the semester, individual and collective identities will be woven through the subject, providing students with an understanding of broader contexts for working effectively with young children and youth.

This subject will explore a range of contemporary global perspectives on education. It will examine international and Australian education systems, policy, legislation and the key theories and research that have influenced and shaped these systems. Through this subject, students will explore the complex relationships between international education systems and the broader social and cultural contexts in which they are located. Students will examine international data from OECD and UNICEF reports to investigate the economic, social and environmental factors that shape global education systems, policies and pedagogies. Students will engage with a number of case studies to analyse how international policies have informed teaching and assessment practices. Students will be able to consider how local educational practices shape the experience and outcomes of learners from diverse cultural backgrounds.

This subject provides participants with theory and interventions for developing positive learning environments. It supports participants to understand the critical theoretical perspectives that underpin working effectively with behaviours of concern. This subject also supports participants to explore evidence-based interventions for creating high quality learning environments that support positive approaches to working with behaviours of concern. It assists participants to understand how to use multi-tiered systems of support to design and implement interventions for students who exhibit behaviours of concern.

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.

This practice-based subject will enable students to extend their practical and theoretical understanding of the arts in primary education. Students will be supported in the development of their arts skills, teaching and artistry, in preparation for the range of contemporary arts practices (from the generalist classroom, to specialist arts teaching in schools and other cultural centres). The subject will entail immersive integrated arts seminars with Arts educators, an 'artist in residence' and children from local primary schools. Weekly seminars will involve individual and collaborative experiences supported by theories of aesthetic curriculum and embodied learning. The subject will support students in understanding the processes associated with arts making with children. Students will create their own studio-based work, undertake site visits, work directly with children in studio and school settings, and engage in theoretically-informed reflection.

This elective aims to build the capacity of students studying to become Mathematics Specialists, to develop and sustain improvement in mathematics outcomes. The elective is designed to deepen students' knowledge and understanding of:

• Mathematics pedagogical content knowledge and evidence-based approaches to mathematics pedagogy
• The use of a range of assessment tools to analyse students' mathematical skills, understandings, and strategies to plan for targeted and differentiated mathematics teaching at the individual, class and whole-school level
• Leadership capabilities required to support their colleagues to become effective mathematics teachers so all students learn and are engaged.

This subject introduces Master of Teaching students to planning, teaching and assessment in the current physical education curriculum from Foundation to 10.

As a result of taking this elective students will have foundational skills and knowledge across planning, teaching and assessment, and be able to engage in a range of physical, social, moral and cultural endeavours related to physical activity.

Please note that this subject does not provide sufficient training to enable Master of Teaching students to be classified as physical education specialists.

Twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics, politics, enhanced communication, travel and a shared environment. Enabling young people to participate in shaping a better-shared future for the world is at the heart of the dynamic and evolving field of global education. This field is committed to fostering a broader understanding of world issues and working towards change, especially to the eradication of global poverty and inequality. Global education is relevant across all learning areas; its emphasis is on developing knowledge and skills, in addition to promoting positive values and participation.

The subject addresses the strategies and resources for enriching teaching. The five key learning emphases that reflect the recurring themes in global education are interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace and sustainable futures. This elective will provide students with opportunities to develop the ideas and values inherent in global education, including strategies to develop an inclusive classroom environment. We will host presenters from various corners of the globe to think and debate with us.

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.

This elective explores the creative practices and engaging pedagogies of three arts based educational practices: Visual Arts, Drama and Music. It offers opportunities for Master of Teaching students to participate and collaborate in practical visual arts, drama and music workshops that explore reflective, creative, innovative and artistic practices in, through and across the arts. These workshops will explore how arts and multi-arts experiences provide cognitive, emotional and embodied ways of knowing as well as how arts education practices and pedagogies can be applied across the curriculum and through co-curricula activities.

Students will critique, inquire and reflect on arts education to develop new knowledge and skills to extend their existing pedagogical practices and experiences. Over the course of the elective, they will design and develop an engaging, creative and innovative arts-led curriculum or co-curricula project and present a practical demonstration that illuminates and theorises the educational potential of the project.

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 provides an introduction to Indigenous education in Australia, and an opportunity to develop the knowledge required to work at the interface between Indigenous and Western knowledge systems. The subject will explore the history of Indigenous education policy in Australia, its global context, and contemporary education issues affecting Indigenous students, families their communities. The subject will develop knowledge of and the ability to engage in education initiatives that support communities, in addition to working with non-Indigenous students and teachers to support anti-racist and decolonizing practices in classrooms, in partnership with communities and in policy development and leadership positions.

On completion, students will be able to 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. They will also be able to demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. A secondary aim of this subject is the development of curriculum and pedagogy skills for teaching non-Indigenous students about Aboriginal and Torres Strait Islander perspectives and issues.

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.

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 will provide the foundational knowledge that Master of Teaching students need to successfully teach, design and evaluate integrated science units by focusing on research and best practice in Science, Technology, Engineering and Mathematics (STEM) education. The subject will investigate current definitions and influences on STEM, how STEM is being integrated into the school curriculum and issues with structure and participation in the STEM disciplines. It is important that teachers have a strong knowledge of STEM education, pedagogy and how to appropriately incorporate STEM in to the curriculum so that students come out of the education system with the best possible understanding of STEM and the ability to contribute in this area. The subject will take a particular focus on how to design, resource, implement, and assess STEM units.

This subject is offered to Master of Teaching (Secondary) students who wish to have some generalist understanding of the Australian Curriculum: Digital Technologies. This subject will provide students with knowledge and skills to teach the Digital Technologies curriculum in secondary schools. It will have a strong focus on computational or algorithmic thinking, and develop digital solutions to complex problems. These skills are internationally and nationally recognised as significant learning areas for Teacher Candidates in schools.

This subject will familiarise students with key state and national curriculum policy statements and guidelines. This subject is open to Master of Teaching (Secondary) students from all learning areas. Students will design solutions and critically evaluate their own, and their peers', work. They will analyse data to create information that supports a solution to a problem.

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 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.

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 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 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 is designed for Master of Teaching students interested in gaining experience in an international setting. Students will complete an internship where they will choose to participate in either (a) a two-week staff-coordinated program at one of a suite of three schools, or (b) an independent internship from a list of schools/institutions with which the university has an agreement. Placement numbers and sites can vary from year to year.

The international internship options provide students with opportunities to experience the full life of a school/institution in another country, through immersion in day to day activities. Students will work alongside educators in each school/institution to make a contribution to the learning programs, through collaborative and collegial engagement. The written component of this subject will provide students with opportunities to reflect upon the experiences, challenges and opportunities for teaching and learning in an international school/institution.

Applicants for this subject will be required to submit an expression of interest during Semester 1 when a selection process will take place. Students will be required to fund the cost of the trip. They may be eligible to apply for a Melbourne Global Scholars Award.

This subject is designed for Master of Teaching students interested in gaining a teaching experience in a flexible, alternative or specialised learning setting. This subject includes a professional practice component and on-campus teaching.

Students engage in a one week immersion where they will gain an insight into broader contexts in which education takes place, aligning their educational practice to shifting practice and policy priorities. Students will learn about the organisational structure and philosophy of the specific setting and make a contribution to the learning programs through collaborative engagement.

The written component of this subject will provide students with opportunities to reflect upon the experiences, challenges and opportunities for teaching and learning in flexible, alternative or specialised settings.

As placement numbers and sites will vary year to year, there will be a call for expressions of interest and a selection process in Semester 1. Note that some sites can be challenging.

This subject is designed for Master of Teaching students interested in gaining teaching experience in a rural / remote setting. This subject includes a professional practice component and an on-campus teaching component. The subject introduces students to the importance of place as a determinant in rural /remote education.

The professional practice component affords teacher candidates the opportunity to undertake a two week placement at a rural / remote site. Placement sites will vary year to year, some of these sites can be challenging and numbers are limited. There will be a call for expressions of interest and a selection process in semester 1.

The on-campus teaching component will provide students with opportunities to explore and reflect upon the unique challenges and opportunities for teaching and learning in rural / remote settings.

This subject provides Master of Teaching students interested in teaching in either regional or remote areas of Australia with an opportunity to develop expertise in working with Indigenous students and community.

The subject includes both on-campus teaching and professional practice. The professional practice component takes in a two-week experience of living in and working with community and occurs outside semester time. The on-campus teaching component involves development of knowledge and skills through group and shared learning experiences, including engagement with the research literature, planning delivery of educational programs to meet students’ needs and discussion of assessment prior to and post-experience.

As placement numbers and sites will vary year to year, there will be a call for expressions of interest and a selection process in Semester 1. Students are required to fund a portion of the cost of travel and accommodation. Further information is available from the subject coordinator.

This subject develops Teacher Candidates’ understanding of the place of Accounting education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Accounting in a secondary school setting.

Subject specific literacy and numeracy demands of Accounting will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Accounting. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Accounting, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Accounting lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement an Accounting lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Accounting educator.

This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 1 and 3) and the Australian Curriculum and Assessment Authority (ACARA). Teaching skills in biological investigation and inquiry, application of biological understandings and communication of biological information and understandings will be developed. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. This will be addressed with particular emphasis on the use of digital technologies to demonstrate and understand structures.

As a novice in this space, the Teacher candidate is supported to develop lesson plans and unit plans appropriate to scaffold activity based learning experiences from year 7-10 through the Combined Science Lecture Program and VCE Biology workshops (Biology Learning Area). Assignment 1 for Biology involves building upon the planning started in workshops to navigate and interpret the VCAA study design and assessment guides to plan for teaching, learning and assessment in a differentiated VCE classroom. In Assignment 2 Teacher candidates use first hand data collected on placement to reflect on biology teaching practices in VCE classrooms today and make connections to the readings and workshops over the semester.

Many elements of digital literacy and numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

This subject develops Teacher Candidates’ understanding of the place of Business Management education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Business Management in a secondary school setting.

Subject specific literacy and numeracy demands of Business Management will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Business Management. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Business Management, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Business Management lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement a Business Management lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as a Business Management educator.

Business Studies 1 develops Teacher Candidates’ understanding of the place of Business Studies in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks, such as the Victorian Certificate of Education (VCE) and the Victorian Curriculum, will be introduced for business related subjects in Years 7 to 12.

Business Studies 1 focuses on Economics and Business, as well as Civics and Citizenship, studies at Years 7 to 10. These will be examined to enhance Teacher Candidates’ disciplinary knowledge and skills and to widen their appreciation of the role that literacy and numeracy play in the teaching and learning of business related subjects. This will be addressed by supporting Teacher Candidates to identify the specific literacy and numeracy demands of Business Studies related subjects and by providing learning experiences and opportunities that support the development of students’ literacy and numeracy knowledge and skills in such subjects.

Teacher Candidates will develop their knowledge of how to plan, and implement, lessons using data and evidence to inform their practice and to better cater for student diversity in a business studies classroom. A variety of pedagogical strategies and resources will be examined to support student learning in business related subjects. Contemporary digital technologies will be incorporated, where appropriate, to develop Teacher Candidates’ knowledge, skills and abilities to use such digital technology practice to support students’ learning and professional practice.

Reflection on teaching practice in the learning area will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development in the teaching of business related subjects.

This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful scientific literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences. Further, Teacher Candidates will be introduced to different approaches to assessment in Chemistry, and explores ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area.

Chemistry 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach VCE Chemistry and Victorian Curriculum: Chemical Sciences integrating safe practical activities for diverse learners.

Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the Chemistry subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.

This subject is an introduction to the field of drama education and its application to secondary schools. Teacher Candidates will study the drama curriculum within Australian and Victorian educational contexts with a particular focus on planning for teaching and learning drama in the secondary school. Teacher Candidates will engage in theoretical studies and practical drama workshops to inform their understanding of drama as an arts discipline and a pedagogy in the junior, middle and senior secondary curriculum. Topics will include teaching strategies and structures to promote learning in the drama classroom, assessment and evaluation, resources for drama and theatre studies teaching, including ICT, and designing and teaching drama programs appropriate for a range of diverse educational contexts. Learning through drama pedagogy is explored including the investigation of multi-modal texts and the manipulation of space, time and form. Teacher Candidates will develop skills in interpreting and applying the Victorian Curriculum and VCE curriculum frameworks.

This subject is an introduction to the field of performing arts education with a focus on drama and theatre production in secondary school contexts. Teacher Candidates will investigate the pedagogy associated with education-based productions and performance-making with particular focus on the small-scale drama curricular and co-curricular productions. Topics will include teaching strategies and structures to promote techniques, skills and resources for teaching production in middle school as well as senior secondary in accordance with the Australian Arts Curriculum and Victorian Curriculum, VCAL, VCE Theatre Studies and VCE Drama. Teacher Candidates will engage in theoretical studies and practical workshops to inform their understanding of teaching of production roles, including theatre design, direction, dramaturgy, acting, and movement in middle and senior secondary school contexts. The subject will include the development of resources for performing arts teaching, and the design, implementation and evaluation of teaching programs appropriate for the performing arts in a range of diverse educational contexts.

This subject develops Teacher Candidates’ understanding of the place of Economics education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Economics in a secondary school setting.

Subject specific literacy and numeracy demands of Economics will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Economics. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Economics, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Economics lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement an Economics lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Economics educator.

English 1 is offered to Teacher Candidates wishing to specialise in English teaching from Years 7 to 12.

This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences, Further Teacher Candidates will be introduced to different approaches to assessment in English, and explore ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area

English 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning, and to develop teaching practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach language, literacy, and literature in a contextualised, integrated manner and the need to teach to diversity. English LAS 1 focuses on the Victorian Curriculum, years 7-10.

Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the English subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.

This subject introduces Teacher Candidates to the Victorian Certificate of Education (VCE) Health and Human Development, Australian Curriculum and the Victorian Curriculum which emphasises the role that health education plays in equipping secondary students with the knowledge and skills to take ownership of their personal health and wellbeing.

A strengths-based approach to teaching health will be explored to enhance Teacher Candidate’s knowledge, skills and understandings to teach health in secondary schools. Teacher Candidates will critically examine how definitions of ‘health’ are influenced by personal and family values, experiences, the media, public policy and school policies. They will explore the role of the teacher in helping school students to develop critical literacy and numeracy skills around issues pertaining to their health and wellbeing, nutrition, human growth and development and relationships and discuss the ways in which a socially just health curriculum functions as a tool for public health promotion. Numeracy skills include: the analysis of Health statistics, data, graphs and describing trends and drawing conclusions, applying knowledge of percentages in representative data and skills of collecting, recording, interpreting and presenting health related data in a range of formats such as graphs, tables, posters and charts, using current research.

Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and classroom management. They will also create a variety of teaching and learning resources including unit and lesson plans, assessment tasks and various health promotional teaching strategies using a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.

This subject introduces Teacher Candidates to discipline-based pedagogy in history. It aims to produce skilled history teachers by drawing on foundational research on learning and teaching history. Teacher Candidates develop their pedagogical content knowledge by engaging with strategies for teaching the substantive and procedural dimensions of history. They consider the knowledge, skills and values that underpin the history curriculum. This includes investigation of the Victorian Curriculum and VCE Study Designs. Teacher Candidates begin to explore methods of teaching historical inquiry and argument. They are introduced to models of historical thinking. Key topics include: lesson planning, teaching strategies, unit planning, and the selection and use of resources. The subject also examines ways in which formative and summative assessment can inform learning and teaching in history.

Teacher Candidates consider ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.

The subject presents strategies that support the literacy and numeracy needs of students in history.

Teacher Candidates learn strategies for using digital technologies to expand curriculum learning opportunities for students in history.

In addition to history, this subject explores approaches to VCE Global Politics.

This subject introduces Teacher Candidates to methods of teaching humanities in the compulsory years of secondary schooling, as defined by the Victorian Curriculum, including: history, geography, civics and citizenship, and business and economics. By exploring the research and principles of learning and teaching that underpin effective classroom practices, this subject widens Teacher Candidates’ appreciation of exemplary teaching in this learning area. Frameworks of the humanities are examined with the intention of linking theory to practice. A range of pedagogical approaches is investigated, including instructional, dialogic, information technology, experiential and inquiry methods. The subject examines planning for student evaluation, assessment and feedback. Teacher Candidates also engage with strategies for supporting the development of critical and creative thinking skills. They learn how to teach students about the analysis of evidence such as tables, charts and graphs, maps and historical sources – all in the context of lesson planning and designing units of works. Through reflection on leading research, Teacher Candidates develop a personal philosophy of teaching in the humanities.

This subject introduces Teacher Candidates to the theory and practice of teaching Languages. With an emphasis on the nature of Languages education within Australian schools, and the Victorian education system and curriculum in particular, this subject examines the needs of language learners in the middle and senior years of schooling. Beginning with a theoretical foundation based on contemporary research in second language education, the fundamental question of how languages are taught will be introduced and discussed on the grounds of a communicative framework for language teaching and learning. The subject then focuses on practical implications related to planning for, developing, and assessing learners’ communicative competence together with intercultural understanding and awareness. The subject also includes a focus on the nature of language, multimodal text types, the use of ICT and number knowledge.

This subject provides an orientation to teaching Years 7-10 mathematics in Victorian schools. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of the following mathematics strands in the Victorian curriculum: Number and Algebra; Measurement and Geometry; Statistics and Probability. They will consider the proficiencies of understanding, fluency, problem solving, and reasoning.

Teacher Candidates will consider curriculum documents, lesson planning, classroom assessment of and for learning, effective use of resources (e.g. digital technologies, textbooks), and the provision of a balanced curriculum incorporating the four proficiencies above.

A research-informed analysis of school students’ mathematical understanding in selected topics in Years 7-10 mathematics will provide insight into teaching strategies to cater for school students’ individual differences and personalise their learning.

Teacher Candidates will consider important pedagogical issues for teaching Years 7-10 mathematics such as questioning, selection of good examples, representations and models of mathematical ideas. Teacher candidates will form an appreciation of exemplary mathematics teaching, and develop reflective mathematics teaching practices.

This subject is an introduction to the field of Media Studies education and its application to secondary schools. Teacher Candidates will study the Media Studies curriculum with links to the VCE, Victorian Curriculum and ACARA educational contexts, with a particular focus on planning for teaching and learning Media Studies in a secondary school setting. Teacher Candidates will engage in theoretical studies and practical media workshops to inform their understanding of media as an arts discipline, a co-curricular activity and pedagogy in the junior, middle and senior secondary curriculum. Topics will include teaching strategies and structures to promote learning in the media classroom, assessment and evaluation, resources for media studies teaching, and designing and teaching media programs appropriate for a range of diverse educational contexts. Teacher Candidates will develop skills in interpreting and applying current curriculum frameworks.

The relationship between media and other literacies is explored. Teacher Candidates develop approaches that mix media production and theories of media that are appropriate for different learning, thinking and communication contexts.

This subject explores numeracy in media studies, particularly in elements of design, analysis and production of texts

Teacher Candidates explore developments in new media and reflect on the potentials for learning and young people’s practice and culture.

This subject is an introduction to the field of music education where Teacher Candidates will examine music education theory and practice in international, Australian and Victorian contexts. There will be a focus on planning for teaching and learning classroom music in the secondary school, as well as reference to foundational music learning and development in the Early Childhood to Grade 6 years. Teacher Candidates will engage in key theoretical and practical studies to become familiar with a range processes, pedagogies and repertoire for developing composing, performing and listening knowledge and skills in young people. Teacher Candidates will develop skills in interpreting and applying current curriculum frameworks and policies, policy and practice related to assessment and evaluation, and knowledge of the role of ICT music teaching and learning. They will design and teach music programs appropriate for a range of diverse educational and cultural contexts using their knowledge of the Clinical Teaching Model. Literacy and the development of music meta-language that contributes to the ability to articulate abstract musical concepts will be examined, as well as the place of numeracy (e.g. categorizing, patterns, ratio) in teaching programs.

This subject provides Teacher Candidates with the knowledge and skills required to effectively use current Health and Physical Education curricula (such as Australian Curriculum and the Victorian Curriculum) and research literature to plan and safely implement sport and health related physical activities, designed to meet their students’ needs. In order to accomplish this teacher candidates will be encouraged to promote the physical, social, moral and cultural development of students through student-centered and inquiry-based pedagogical approaches to physical education.

Teacher Candidates will be introduced to subject-specific requirements around programming, assessment and the organisation and management of the learning environment for year 7-10. They will also be expected to create a variety of teaching and learning resources that will demonstrate a clear understanding of mandated (H)PE curricula requirements and illustrate an awareness of opportunities to make provision for the use of digital technologies (e.g. wearables, movement analysis software, sport specific apps), literacy (e.g. sensory ethnography; creating sporting his/her-stories; reporting on games; maintaining fitness diaries) and numeracy (e.g. measuring distance, time, calculating speed; recording and analyzing statistical data; developing scoring systems) strategies in physical education.

This subject prepares Teacher Candidates for the teaching of secondary school physics. Pedagogical methods and approaches appropriate to physics are covered. These include classroom instruction and student discussion, practical laboratory work and the use of Information and Communication Technology. The subject prepares Teacher Candidates to teach and assess VCE students’ understanding as outlined in the Victorian Certificate of Education (VCE) Physics Study Design, particularly Units 1 and 3. In addition, students will be introduced to physics as outlined in the year 7-10 general science component of the Victorian Curriculum and specific areas of the VCE course.

The first assignment involves preparing a student led practical investigation (as required in Unit 4 of VCE Physics). This involves identifying learning goals and selecting suitable tasks for the diverse learning needs of students, modes of assessment and ensuring safety issues are met.

The second assessment task in Physics involves preparing and delivering either a practical class or a demonstration, and an evaluation and reflection of how the activity addresses diverse learning needs.

ICT is treated as an integral part of contemporary science teaching practice. It is used to support and enhance conceptual understanding and teaching practice, including use of interactive simulations and data logging which are essential to physics teaching.

Literacy (writing up of practical reports) and numeracy (numerical problems solving and calculations in practical work) are integral to the course.

This subject develops Teacher Candidates’ understanding of the place of Humanities education with a focus on Politics in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach and learn Accounting in a secondary school setting.

Teacher Candidates will develop their knowledge of how to plan lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes in the area of Humanities and Politics. They will have an opportunity to implement a lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Humanities educator with a focus on Politics.

This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Psychology, drawing from the current VCAA Psychology Study Design and the Australian Curriculum and Assessment Authority (ACARA). It highlights curriculum issues, contextual influences and implications for the teaching and learning of psychology.

The subject encourages Teacher Candidates to critically reflect on a variety of theoretical frameworks and practices used within psychology; and explore important issues such as the increasing concerns about ethical issues in the conduct of psychological research. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment, curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates work collaboratively to build their understanding of the psychology teachers’ role to individualise and optimise student learning in a supportive classroom community. They will use a range of ICT tools, justify their choices, and explain how they have expanded learning opportunities for students.

This subject explores the rationale, resources, methodology and specific pedagogical approaches appropriate to teaching and assessing Year 7-10 Science. Teacher candidates will use, develop and critically evaluate resources for teaching secondary science within the contexts of the physical, chemical, biological, earth and space sciences. In particular, they will draw upon and elaborate science curricula including mandated science curriculum guides such as the Victorian Curriculum (2016). Teacher Candidates will analyse their own and other’s use of classroom demonstrations. Teaching skills in science investigation and inquiry and communication of science-related understandings will be developed. The literature of science education will be used to inform teaching practices and engage teacher candidates in debates about the nature and purpose of science and science education.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of Years 7-10 Science students through their participation in Science Learning Area workshops and completion of the required assignments. Assignment 1 involves the writing of a reflective essay relating to the way Years 7-10 students build up their understanding of Science. The assignment reflects the focus of the Science Learning Area workshops, which investigate teaching practices in Science to enhance student learning, and makes connections to the suggested readings. In Assignment 2, Teacher Candidates interpret the Victorian Curriculum by designing a unit of Year 7-10 Science.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning.

Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

This subject introduces Teacher Candidates to the theory and practice of teaching English to speakers of other languages (TESOL). With an emphasis on the nature of TESOL within Australian schools, and the Victorian education system in particular, this subject examines the needs of English as Additional Language/Dialect (EAL/D) learners in the secondary years of schooling. The curriculum frameworks utilised in this learning area derive from the Victorian Curriculum, VCE and VET.

TESOL 1 begins with a theoretical foundation based on contemporary research in second language education about how languages are acquired and presents a communicative framework for understanding language teaching and learning. The subject then focuses on practical implications related to planning for, developing, and assessing EAL/D learners’ communicative competence in English as a language in its own right, as well as a medium of instruction across the school curriculum.

TESOL 1 caters for the different teaching settings of EAL/D students in secondary schooling and includes exploration of different programs. These programs include teaching EAL/D in a mainstream school setting and language school/centre settings. In a language school setting this may include the teaching of mathematical concepts, number knowledge and teaching the meta language of mathematics. In a mainstream setting the teaching of numeracy includes the critical analysis of data through the study of media issues.

This subject develops Teacher Candidates’ understanding of the place of Visual Arts and Design in contemporary schools in Australia. By considering the principles of learning and teaching that underpin effective classrooms and the research that supports these principles, this subject will widen teacher candidates’ appreciation of exemplary teaching in this area.

This subject introduces Teacher Candidates to the core curriculum knowledge required to teach Visual Arts and Design in secondary schools. Principal curriculum models are explored through the Victorian Curriculum F-10 and VCE Study Designs that reflect Victorian priorities and standards. The knowledge and skills required to design and develop lesson and unit plans for the visual arts classroom embedding literacy, numeracy, visual literacy and digital technologies are featured.

Techniques and strategies for including, making and responding using visual arts and design knowledge, understanding and skills to express meanings associated with personal views, intrinsic and extrinsic worlds are covered. Key theorists are studied as a means of rationalising individual epistemologies and pedagogies for teaching art and design, and to meet the socio- cultural learning requirements of students from diverse backgrounds. Teacher Candidates are introduced to cognitive theories relevant to Visual Arts education, methods for assessing art and design process and products in the classroom, and practical teaching techniques for the studio classroom.

This subject builds on Learning Area Accounting 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Accounting. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Accounting 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Accounting will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Accounting concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Accounting concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Accounting.

Learning Area Accounting 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Accounting Unit 3 and 4. Building on Learning Area Accounting 1, Teacher Candidates will consolidate their knowledge of how to plan Accounting units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Accounting 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as an Accounting educator.

This subject explores the rationale, resources, methodology and specific techniques (pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 2 and 4) and ACARA. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. These areas will be addressed with particular emphasis on the use of ICT to aid understanding of concepts and to model change.

Teacher candidates will evidence their progression in both understanding and implementation of contemporary, research supported, pedagogies through the development and presentation of a resource (Assignment 1) suitable to support learning for a mixed ability VCE classroom, with a focus on multi-modal activity based experiences and higher order thinking. Through completion of Assignment 2, Teacher Candidates will explore the use of a blog as a collegiate interface to present an informed professional opinion on a topic of significance in Biology. These tasks support the development of 21st century skills and an experience of selection of specific pedagogies and tools to support their future learners.

Many elements of ICT literacy and numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

Within this subject, teacher candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject builds on Learning Area Business Management 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Business Management. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Business Management 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Business Management will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Business Management concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Business Management concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Business Management.

Learning Area Business Management 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Business Management Unit 3 and 4. Building on Learning Area Business Management 1, Teacher Candidates will consolidate their knowledge of how to plan Business Management units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Business Management 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Business Management educator.

This subject builds on Learning Area Commerce and Business Studies 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Commerce at Years 7 to 10. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Commerce and Business Studies 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Commerce will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Commerce concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Commerce concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Commerce.

Learning Area Commerce and Business Studies 2 will facilitate thorough coverage of Victorian Curriculum requirements in relation to Civics and Citizenship and Economics and Business. There will also be a focus on assessment with consideration of assessment principles and guidelines. Teacher Candidates will engage with assessment materials to inform the creation, and evaluation, of a teaching program for Years 7 to 10. Building on Learning Area Commerce and Business Studies 1, Teacher Candidates will consolidate their knowledge of how to plan Commerce units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Commerce and Business Studies 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Commerce educator.

Chemistry 2 is offered to Teacher Candidate wishing to specialise in Chemistry teaching from Years 7-12. This subject builds on Learning Area Chemistry 1 and focuses on further developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners; to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning; and developing teaching practices that promote participation and inclusion to meet the needs of diverse learners.

Chemistry 2 will include guided research to support Teacher Candidates to design and implement chemical investigations that are suitable as assessment tasks for Years 7-12. Opportunities will be provided to explore some of the key issues in Chemistry teaching such as the selection of suitable contexts and practical tasks that support the development of science literacy for diverse learners. Within this subject, Teacher Candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject focuses on the design, implementation and reflection on drama education in secondary school contexts. Teacher Candidates will further their understanding of drama as an arts discipline and as a pedagogy through practical application and reflective practice. The subject will examine a range of purposes for drama within contemporary education. Topics will include: techniques and resources, including ICT, for teaching drama and theatre studies curriculum in secondary schools; drama and interdisciplinary curriculum planning and implementation; learning through drama pedagogy as a mode of embodied, emotional and cognitive investigations of a range of texts; applying theatre technologies and stagecraft; investigating drama teaching and learning through reflective practice. Teacher Candidates will investigate their own teaching practice to further understand how students learn through drama pedagogy in secondary schools. They will undertake team teaching and a reflective practice research project.

This subject will focus on performing arts education with a focus on drama and theatre production in local, national and international educational contexts. It will examine a range of purposes for drama and theatre within the wider sphere of the performing arts in contemporary education across curricular and co-curricular contexts. Teacher Candidates will focus on pedagogy associated with education-based production and performance-making within educational contexts, including whole school, community based and large-scale productions. Topics will include teaching strategies and structures to devise and produce educational performances, such as school musicals, theatre productions, student-devised works, applied theatre and theatre for young people; techniques, skills and resources for applying digital technologies in the performing arts, new media, movement and theatre design to performing arts projects; performing arts as a focus for interdisciplinary teaching programs in middle school; investigating performing arts teaching and learning through reflective practice and safe and ethical working practices in theatre production. Teacher candidates will plan, implement, evaluate and reflect on performing arts curricular and/or co-curricular projects in a range of contexts.

This subject builds on Learning Area Economics 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Economics. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Economics 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Economics will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Economics concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Economics concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Economics.

Learning Area Economics 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Economics Unit 3 and 4. Building on Learning Area Economics 1, Teacher Candidates will consolidate their knowledge of how to plan Economics units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Economics 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as an Economics educator.

English 2 is offered to Teacher Candidates wishing to specialise in English teaching from Years 7 to 12.

This builds on Learning Area English 1 focus on further developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners; to interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and resources that engage students in their learning; and developing teaching practices that promote participation and inclusion to meet the needs of diverse learners.

English LAS 2 will include: a closer study of each of the English subjects taught in the post compulsory years of schooling (including VCE, VET, VCAL, ACARA and IB curricula. It will also provide opportunity to explore some of the key issues in English teaching, such as teaching for equitable outcomes, approaches to assessment, text selection and best approaches to supporting the literacy development of diverse learners.

This subject extends teacher candidates’ thinking about what is best practice in health education. Teacher candidates will continue to formulate a personal teaching/learning philosophy as they think critically about the relationship between various models of health and theories of human development. A focus on Sexuality Education, community and global health allows teacher candidates to consider the changing nature of national health debates and the role of the teacher in offering a variety of perspectives around these debates.

Teacher candidates will explore in detail the mandated curriculum and will develop a range of student-centred programming, planning and teaching strategies specific to VCE Health and Human Development. Emphasis is placed on the importance of quality assessment to effective pedagogy. The subject will explore requirements for assessment and assists teacher candidates in designing and implementing an array of authentic, student-centred assessment strategies that cater for a variety of learning levels and styles. The use of a wide range of ICT tools which will demonstrate how they can expand learning opportunities for all students.

Teacher candidates will continue to formulate strategies for helping secondary students become active agents of their own health and promoters of ‘good health’ within their individual communities.

This subject offers an advanced exploration of methods of teaching history in secondary schools. It takes as its focus the use of research to strengthen practice. It includes a comparative exploration of leading research on historical thinking. It considers the place of primary sources in the development of coherent and innovative teaching programs. Furthermore, it offers a series of strategies related to the analysis of source material. This provides the basis for discussion of approaches to historical investigation in schools. Building on Learning Area History 1, this subject provides an in-depth treatment of the use of historical interpretations in the classroom, historical narrative and historical empathy. These topics are explored within the context of the Victorian Curriculum and the VCE History Study Design.

Teacher Candidates consolidate their knowledge of ways to differentiate teaching to meet the specific learning needs of students in history across the full range of abilities.

The subject presents a range of strategies that support the literacy and numeracy needs of students in history.

Teacher Candidates develop their capacity to use digital technologies to expand learning opportunities for students in history.

In addition to history, this subject explores approaches to VCE Classical Studies.

This subject deepens the knowledge of the concepts introduced in Humanities 1. The major focus of this subject is to develop further in Teacher Candidates an advanced understanding of the nature and purposes of humanities education in years 7 to 12. Teacher Candidates will continue to explore the Victorian Curriculum. They investigate and evaluate pedagogies associated with particular disciplines of humanities in the secondary school; they also explore new strategies for fostering conceptual understanding, critical thinking and inquiry skills. This includes consideration of literacy and numeracy strategies appropriate to the humanities (interpreting source material in history, analysing data in geography) and place-based learning.

The focus of the subject is research-based pedagogy, using disciplinary and interdisciplinary approaches to curriculum design and implementation. Through research and reflection, Teacher Candidates will explore and critique recent developments in humanities education.

This subject builds upon the theory and practice of teaching second languages established in Languages 1. With an emphasis on the needs of diverse groups of second language learners within the language classroom, the subject further develops Teacher Candidates’ understandings of the fundamentals of methodology, of language learning strategies, motivation issues and the teaching of languages across different contexts. Particular attention will be given to the critique of contemporary issues and debates on second language teaching and learning within Australia and beyond. Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of languages.

This subject builds on Mathematics 1 and will focus on the teaching of senior secondary mathematics in Victoria, and consider key issues in mathematics education which are relevant to the post-compulsory years. Teacher Candidates will develop pedagogical content knowledge for the effective teaching and learning of Years 11-12 mathematics. They will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education.

Teacher Candidates will consider curriculum resources for senior secondary mathematics, assessment, use of digital learning technologies, use of school and state-wide data to improve school students’ learning, and the provision of a balanced curriculum incorporating concepts, skills, applications, modelling and problem solving. There will also be consideration of how teaching activities can be designed to develop students’ capacity to analyse, investigate and model a variety of contexts and to solve practical and theoretical problems.

Teacher Candidates will consider research evidence related to key issues of teaching mathematics, such as the role of digital learning technologies, equity, individual differences, school student learning in particular topics, the need for computational fluency, and the role of statistical literacy.

This subject focuses on the design, implementation and evaluation of media education in secondary school communities, incorporating the VCE, The Victorian Curriculm F-10 and ACARA. Teacher Candidates will further their understanding of media as an arts discipline and as a pedagogy through practical application and reflective practice. The subject will examine a range of purposes for media within contemporary education.

Topics will include: techniques and resources for teaching Media Studies curriculum in secondary schools; media and interdisciplinary curriculum planning and implementation; applying critical analysis to texts and all forms of media, investigating media teaching and learning through reflective practice. Teacher Candidates will plan, implement, evaluate and reflect on the media curriculum in a range of contexts. They will undertake team teaching, a curriculum plan and an extensive series of lesson plans for senior years media study.

The role of the Media teacher in non-VCE senior Media classes is also addressed including Victorian Certificate of Applied Learning (VCAL), Vocational and Employment Training (VET) and Diploma of Further Education. Media Studies and its relationship with other VCE subjects is examined (Studio Arts, English)

This subject will also draw on research on the diversity of secondary students’ learning needs and research on effective assessment, Teacher Candidates will explore how to personalise the learning experience of each student within this discipline area.

This subject focuses on music in the senior classroom and post compulsory pathways including VCAL, VET and preparation for high stakes examinations such as the VCE. Teacher Candidates will build on the work in Music A Classroom 1 by examining classroom music education theory and practice for the upper secondary music classroom, and the preparation of music students for high stakes examinations. They will become familiar with the development and implementation of a diverse program of musical traditions, cultures and associated pedagogies through a series of seminars featuring a range of guest speakers. There will be a particular emphasis on Contemporary Art Music repertoire and its place in teaching programs. Other areas of study will include assessing performance and composition, supporting music resources and ICT, and integrating the management of a music department and co-curricular programs. Contemporary research issues in music education and advocacy will also be examined.

This subject will extend the concepts introduced in Learning Area Physical Education 1, by engaging teacher candidates in an in-depth exploration of post -16 curriculum provisions for Physical Education (including VCE, VCAL and VET). Teacher Candidates will use curriculum documentation including the new VCE study design for PE to develop a range of teaching strategies and assessment materials. These materials will cater for students' interests and, where possible, be enhanced by the integration of digital technologies.

This subject also seeks to advance teacher candidates' understanding of the development of the Physical Education curriculum, by raising their awareness of historical and political factors that have influenced the structure of the PE curriculum and its enactment in schools. Teacher Candidates will be expected to critically reflect on literature covering a range of contemporary issues based on the notion of difference in physical education and use these to develop learning experiences that fully support student participation. Through practical application in school and alternative educational settings, Teacher Candidates will be asked to demonstrate how they might use this knowledge to work with students from culturally, linguistic and socioeconomically diverse backgrounds.

This subject prepares Teacher Candidates for the teaching of secondary school physics. Pedagogical methods and approaches appropriate to physics are covered. These include classroom instruction and student discussion, practical laboratory work, and the use of Information and Communication Technology. The subject prepares Teacher Candidates to teach and assess VCE students’ understanding as outlined in the Victorian Certificate of Education Physics (VCE) Study Design, particularly Units 2 and 4. In addition, students will build on their understanding of the year 7-10 general science component of the Victorian Curriculum and the VCE course.

The first assessment task involves preparing a School Assessed Coursework Task (SAC) oriented to the particular learning needs of the class. The second assessment task involves preparing and delivering either a practical class or a demonstration, evaluating its effectiveness on student learning and how it addresses diverse learning needs.

Within this subject, Teacher Candidates will also be introduced to relevant professional associations and bodies who support the collaborative development of disciplinary pedagogical knowledge and expertise.

This subject deepens the knowledge of the concepts introduced in Politics 1. The major focus of this subject is to develop further in Teacher Candidates an advanced understanding of the nature and purposes of humanities education in years 7 to 12 with a focus on Politics. Teacher Candidates will continue to explore the Victorian Curriculum. They investigate and evaluate pedagogies associated with particular disciplines of humanities in the secondary school, including how it relates to Politics; they also explore new strategies for fostering conceptual understanding, critical thinking and inquiry skills. This includes consideration of literacy and numeracy strategies appropriate to the humanities and political studies. The focus of the subject is research-based pedagogy, using disciplinary and interdisciplinary approaches to curriculum design and implementation. Through research and reflection, Teacher Candidates will explore and critique recent developments in humanities and politics education.

This subject builds on the concepts and skills introduced in EDUC90471 Learning Area Psychology 1. Drawing on research about the diversity of secondary students’ learning needs, Teacher Candidates will explore how to personalise the learning experience of each student within this discipline area. Teacher Candidates are encouraged to critically evaluate their teaching practice within the psychology classroom.

The course will encourage teacher candidates to analyse and reflect on issues that underpin the teaching of psychology. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment and curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher Candidates will be expected to broaden their pedagogical content knowledge and combine this with an emphasis on collegiality in preparation for their future teaching.

This subject will further consolidate teacher candidates’ training for teaching Year 7–10 Science. Pedagogical methods and learning approaches appropriate to science are covered including; classroom instruction, practical work and field work. Teacher Candidates will also examine digital technologies and creative approaches to implement the Year 7-10 Science component of the Victorian Curriculum.

Teacher candidates will demonstrate their understanding and implementation of the Victorian Curriculum through the planning, development and presentation of a unit of science, suitable to support learning for a mixed ability classroom (Assignment 1). In Assignment 2, Teacher Candidates will explore the use of multi-modal activity-based experiences and activities and reflect on their suitability in a Year 7-10 Science classroom.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning. Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

TESOL 2 builds upon the theory and practice of teaching English to speakers of other languages (TESOL) established in TESOL 1. Moving beyond the fundamentals of methodology, this subject develops Teacher Candidates’ understandings of the needs of diverse groups of ESL learners in Australian school settings and develops an understanding of contemporary issues and debates on English language teaching and learning, and aims to develop Teacher Candidates’ capacity to become reflective practitioners of TESOL.

This subject is designed to allow Teacher Candidates to develop skills necessary to teach a range of ‘advanced’ Visual Arts and Design disciplines in secondary classrooms. Working as a member of a team, Teacher Candidates will develop learning schemata for selected art disciplines through the design, implementation and evaluation of workshops in those disciplines, and produce teaching resources in the form of a digital portfolio, relevant to these activities.

Through active participation in these activities, Teacher Candidates will develop a repertoire of skills and acquire a wide range of potential classroom strategies, relevant to these disciplines, including how to personalise the learning experience of students in a studio classroom.Teacher Candidates will develop knowledge of and strategies to teach Visual Arts and Design VCE Study Designs.

Students will contribute to the development of a collaborative Victorian Curriculum F-10 and VCE digital resource. Practical issues concerning teaching art and design in the studio classroom will be covered through seminars, workshops and experiential learning including how visual and digital literacies, literacy and numeracy learning can be embedded in learning programs, and also how the arts develop particular understandings in these areas.

This subject prepares Teacher Candidates to teach the Victorian Certificate of Education Environmental Science study design. This is a multidisciplinary subject encompassing studies in chemistry, physics, geology, meteorology, ecology, biodiversity and economic, sociocultural and political perspectives.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of VCE Environmental Science students through their participation in workshops and completion of the required assignments. Assignment 1 involves presenting and evaluating a class demonstration and/or practical experience related to VCE Environmental Science. In Assignment 2, Teacher Candidates interpret the VCE Environmental Science Curriculum to design a unit of work.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Environmental Science Learning Area subject to support conceptual understanding and enhance student learning.

This subject develops Teacher Candidates’ understanding of the place of Legal Studies education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Legal Studies in a secondary school setting.

Subject specific literacy and numeracy demands of Legal Studies will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Legal Studies. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Legal Studies, as well as their own professional practice.

Teacher Candidates will develop their knowledge of how to plan Legal Studies lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement a Legal Studies lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as a Legal Studies educator.

This subject aims to equip Teacher Candidates with the knowledge, skills and understandings to design and implement effective teaching strategies to support the learning of all students in the Humanities. The Humanities is directed by what it means to be human and therefore seeks capture the multitude of stories, artefacts and ideas through which we express our humanity. Teacher Candidates will be supported in assembling stories, artefacts and ideas to assist students in responding to what makes us human and what it means to be human. Teacher Candidates will draw upon research and theory to inform pedagogical and instructional strategies that promote learning across age and ability groups in the secondary years. Teacher Candidates will use an evidence-base to inform their planning of learning sequences along-with developing a range of teaching strategies and tools, including those that are enhanced through the use of ICT. The principles and practices for developing and sustaining inclusive learning communities that value the contributions of all students will be developed throughout the semester. The perspectives of diverse groups across time and space, particularly those of Aboriginal and Torres Strait Islander peoples, will be incorporated through a range of teaching and learning activities.

This subject is an introduction to the field of music education where teacher candidates will examine co-curricular music in international, Australian and Victorian educational contexts e.g. the Victorian Curriculum. The main focus is co-curricular music in the school setting and its integration with classroom music and the whole school music program. This includes vocal and instrumental pedagogies from beginner to Year 12 exit level in the context of both group and individual tuition, and ensemble direction. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting. Particular reference will be made to curriculum authorities’ current policies and material. Music-specific literacy, such as developing the ability to articulate abstract musical concepts related to performance, and numeracy (e.g., ratio, tuning) will also be examined.

This subject will provide focused learning in contemporary Australian visual arts and deisgn curriculum, specifically the skills required to design, develop and implement motivational and student-relevant art and design learning experinces in the secondary school setting. Through exploration of practical studio techniques in specific art and design making disciplines, Teacher Candidates will develop a digital learning schemata for a suite of art making disciplines, through the design, implementation and evaluation of workshops in those disciplinary areas to produce teaching resources relevant to these activities that include the digital literacies.

Teacher Candidates will explore the nature of school-wide Visual Arts and Design curriculum, Visual Arts assessment methods, the role of ICT in the planning and teaching of art in the digital classroom, and engagement strategies for learning and teaching in the art studio.

This subject will explore ways of using language to describe, reflect on and analyse the world with Teacher Candidates through literacy and numeracy learning embedded in arts programs, with a focus on how the visual arts can develop particular understandings of visual literacy and creativity. Relevant and important health, safety and administrative responsibilities of the classroom art teacher will be investigated through seminars and experiential learning in structured activities.

This subject builds on Learning Area Environmental Science 1 in preparing Teacher Candidates to teach the Victorian Certificate of Education Environmental Science study design. This is a multidisciplinary subject encompassing studies in chemistry, physics, geology, meteorology, ecology, biodiversity and economic, sociocultural and political perspectives.

The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of VCE Environmental Science students through their participation in workshops and completion of the required assignments. Assignment 1 involves developing a digital learning object related to VCE Environmental Science. In Assignment 2, Teacher Candidates interpret the VCE Environmental Science Curriculum to design a unit of work.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Environmental Science Learning Area subject to support conceptual understanding and enhance student learning.

This subject builds on Learning Area Legal Studies 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Legal Studies. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Legal Studies 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Legal Studies will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Legal Studies concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Legal Studies concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Legal Studies.

Learning Area Legal Studies 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Legal Studies Unit 3 and 4. Building on Learning Area Legal Studies 1, Teacher Candidates will consolidate their knowledge of how to plan Legal Studies units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.

Reflection on teaching practice in Learning Area Legal Studies 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as a Legal Studies educator.

This subject builds on SOSE 1 by extending Teacher Candidates’ understanding of curriculum, pedagogy and assessment in the Humanities. In particular, Teacher Candidates will be supported in extending their repertoire of teaching strategies, particularly those that cater for a diversity of learning needs and support the engagement of all learners. Teacher Candidates will therefore design and implement learning activities that support students in developing and applying key concepts and skills within the Humanities, including those in the senior secondary years. The principles and practices of Civics and Citizenship Education and Human Rights Education will be developed and applied throughout the semester, with a particular emphasis on the contribution that intercultural understanding can make to learning in the Humanities and an education for democratic citizenship more broadly.

This subject will continue the focus on co-curricular music in international, Australian and Victorian educational contexts and the integration with classroom programs. Teacher Candidates will focus on vocal and instrumental pedagogies and assessment at the upper secondary to Year 12 exit level with particular reference to curriculum authorities exit examinations. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting for upper secondary student. This subject will also include an examination of strategies for a variety of school productions and ensembles.

This subject requires Teacher Candidates to develop sophisticated concepts of curriculum by synthesising their broad (and developing) understanding of Visual Arts and Design curriculum and pedagogical strategies including the Victorian Curriculum F-10 and VCE. Visual arts Teacher Candidates will explore how the wide diversity of secondary school students develop individual academic and social knowledge, values and beliefs through visual art and design practice.

Through reflective practice, Teacher Candidates will examine in depth the role of the art and design teacher in designing curriculum, to assist students in developing artistic practice through creativity, building knowledge of core concepts to the the Australian Curriculum and reflective of Victorian standards and priorities relevant to contemporary society. This includes a particular emphasis on life-long learning, social development and the needs of a society representative of a broad panoply of cultures. This is done through a praxis model.

This subject explores professional literature through an analysis of practicum experiences as reflective practitioners that allow teacher candidates to re-examine their personal epistemologies, and re-articulate their concepts of pedagogy. A curriculum project will require teacher candidates to explore these findings in a school or community setting, through a self-designed strategy that ensures all pedagogies and strategies (Literacy, Visual, Numeracy and Digital Technologies) are included and embedded throughout as 21 st century educators.

This subject will explore philosophical and critical sociological constructions of childhood and youth over time and examine the diverse and contemporary nature of childhood. Students will examine childhood and youth through diverse lenses, and consequently, gain critical insight into the context of contemporary educative settings. The importance of supporting developing and shifting identities will be explored. Students will have the opportunity to investigate the ways in which young people variously connect with and contribute to society, examining diverse voices reflecting the complexity of children’s lives and the role played by various social institutions and media. Notions of diversity and interculturality will be explored alongside the implications of universal frameworks for children and youth. Meeting with community organisations across the semester, individual and collective identities will be woven through the subject, providing students with an understanding of broader contexts for working effectively with young children and youth.

This subject will explore a range of contemporary global perspectives on education. It will examine international and Australian education systems, policy, legislation and the key theories and research that have influenced and shaped these systems. Through this subject, students will explore the complex relationships between international education systems and the broader social and cultural contexts in which they are located. Students will examine international data from OECD and UNICEF reports to investigate the economic, social and environmental factors that shape global education systems, policies and pedagogies. Students will engage with a number of case studies to analyse how international policies have informed teaching and assessment practices. Students will be able to consider how local educational practices shape the experience and outcomes of learners from diverse cultural backgrounds.

This subject provides participants with theory and interventions for developing positive learning environments. It supports participants to understand the critical theoretical perspectives that underpin working effectively with behaviours of concern. This subject also supports participants to explore evidence-based interventions for creating high quality learning environments that support positive approaches to working with behaviours of concern. It assists participants to understand how to use multi-tiered systems of support to design and implement interventions for students who exhibit behaviours of concern.

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.

This practice-based subject will enable students to extend their practical and theoretical understanding of the arts in primary education. Students will be supported in the development of their arts skills, teaching and artistry, in preparation for the range of contemporary arts practices (from the generalist classroom, to specialist arts teaching in schools and other cultural centres). The subject will entail immersive integrated arts seminars with Arts educators, an 'artist in residence' and children from local primary schools. Weekly seminars will involve individual and collaborative experiences supported by theories of aesthetic curriculum and embodied learning. The subject will support students in understanding the processes associated with arts making with children. Students will create their own studio-based work, undertake site visits, work directly with children in studio and school settings, and engage in theoretically-informed reflection.

This elective aims to build the capacity of students studying to become Mathematics Specialists, to develop and sustain improvement in mathematics outcomes. The elective is designed to deepen students' knowledge and understanding of:

• Mathematics pedagogical content knowledge and evidence-based approaches to mathematics pedagogy
• The use of a range of assessment tools to analyse students' mathematical skills, understandings, and strategies to plan for targeted and differentiated mathematics teaching at the individual, class and whole-school level
• Leadership capabilities required to support their colleagues to become effective mathematics teachers so all students learn and are engaged.

This subject introduces Master of Teaching students to planning, teaching and assessment in the current physical education curriculum from Foundation to 10.

As a result of taking this elective students will have foundational skills and knowledge across planning, teaching and assessment, and be able to engage in a range of physical, social, moral and cultural endeavours related to physical activity.

Please note that this subject does not provide sufficient training to enable Master of Teaching students to be classified as physical education specialists.

Twenty-first century Australians are members of a global community, connected to the whole world by ties of culture, economics, politics, enhanced communication, travel and a shared environment. Enabling young people to participate in shaping a better-shared future for the world is at the heart of the dynamic and evolving field of global education. This field is committed to fostering a broader understanding of world issues and working towards change, especially to the eradication of global poverty and inequality. Global education is relevant across all learning areas; its emphasis is on developing knowledge and skills, in addition to promoting positive values and participation.

The subject addresses the strategies and resources for enriching teaching. The five key learning emphases that reflect the recurring themes in global education are interdependence and globalisation, identity and cultural diversity, social justice and human rights, peace and sustainable futures. This elective will provide students with opportunities to develop the ideas and values inherent in global education, including strategies to develop an inclusive classroom environment. We will host presenters from various corners of the globe to think and debate with us.

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.

This elective explores the creative practices and engaging pedagogies of three arts based educational practices: Visual Arts, Drama and Music. It offers opportunities for Master of Teaching students to participate and collaborate in practical visual arts, drama and music workshops that explore reflective, creative, innovative and artistic practices in, through and across the arts. These workshops will explore how arts and multi-arts experiences provide cognitive, emotional and embodied ways of knowing as well as how arts education practices and pedagogies can be applied across the curriculum and through co-curricula activities.

Students will critique, inquire and reflect on arts education to develop new knowledge and skills to extend their existing pedagogical practices and experiences. Over the course of the elective, they will design and develop an engaging, creative and innovative arts-led curriculum or co-curricula project and present a practical demonstration that illuminates and theorises the educational potential of the project.

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 provides an introduction to Indigenous education in Australia, and an opportunity to develop the knowledge required to work at the interface between Indigenous and Western knowledge systems. The subject will explore the history of Indigenous education policy in Australia, its global context, and contemporary education issues affecting Indigenous students, families their communities. The subject will develop knowledge of and the ability to engage in education initiatives that support communities, in addition to working with non-Indigenous students and teachers to support anti-racist and decolonizing practices in classrooms, in partnership with communities and in policy development and leadership positions.

On completion, students will be able to 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. They will also be able to demonstrate broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. A secondary aim of this subject is the development of curriculum and pedagogy skills for teaching non-Indigenous students about Aboriginal and Torres Strait Islander perspectives and issues.

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.

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 will provide the foundational knowledge that Master of Teaching students need to successfully teach, design and evaluate integrated science units by focusing on research and best practice in Science, Technology, Engineering and Mathematics (STEM) education. The subject will investigate current definitions and influences on STEM, how STEM is being integrated into the school curriculum and issues with structure and participation in the STEM disciplines. It is important that teachers have a strong knowledge of STEM education, pedagogy and how to appropriately incorporate STEM in to the curriculum so that students come out of the education system with the best possible understanding of STEM and the ability to contribute in this area. The subject will take a particular focus on how to design, resource, implement, and assess STEM units.

This subject is offered to Master of Teaching (Secondary) students who wish to have some generalist understanding of the Australian Curriculum: Digital Technologies. This subject will provide students with knowledge and skills to teach the Digital Technologies curriculum in secondary schools. It will have a strong focus on computational or algorithmic thinking, and develop digital solutions to complex problems. These skills are internationally and nationally recognised as significant learning areas for Teacher Candidates in schools.

This subject will familiarise students with key state and national curriculum policy statements and guidelines. This subject is open to Master of Teaching (Secondary) students from all learning areas. Students will design solutions and critically evaluate their own, and their peers', work. They will analyse data to create information that supports a solution to a problem.

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 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.

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 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 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 is designed for Master of Teaching students interested in gaining experience in an international setting. Students will complete an internship where they will choose to participate in either (a) a two-week staff-coordinated program at one of a suite of three schools, or (b) an independent internship from a list of schools/institutions with which the university has an agreement. Placement numbers and sites can vary from year to year.

The international internship options provide students with opportunities to experience the full life of a school/institution in another country, through immersion in day to day activities. Students will work alongside educators in each school/institution to make a contribution to the learning programs, through collaborative and collegial engagement. The written component of this subject will provide students with opportunities to reflect upon the experiences, challenges and opportunities for teaching and learning in an international school/institution.

Applicants for this subject will be required to submit an expression of interest during Semester 1 when a selection process will take place. Students will be required to fund the cost of the trip. They may be eligible to apply for a Melbourne Global Scholars Award.

This subject is designed for Master of Teaching students interested in gaining a teaching experience in a flexible, alternative or specialised learning setting. This subject includes a professional practice component and on-campus teaching.

Students engage in a one week immersion where they will gain an insight into broader contexts in which education takes place, aligning their educational practice to shifting practice and policy priorities. Students will learn about the organisational structure and philosophy of the specific setting and make a contribution to the learning programs through collaborative engagement.

The written component of this subject will provide students with opportunities to reflect upon the experiences, challenges and opportunities for teaching and learning in flexible, alternative or specialised settings.

As placement numbers and sites will vary year to year, there will be a call for expressions of interest and a selection process in Semester 1. Note that some sites can be challenging.

This subject is designed for Master of Teaching students interested in gaining teaching experience in a rural / remote setting. This subject includes a professional practice component and an on-campus teaching component. The subject introduces students to the importance of place as a determinant in rural /remote education.

The professional practice component affords teacher candidates the opportunity to undertake a two week placement at a rural / remote site. Placement sites will vary year to year, some of these sites can be challenging and numbers are limited. There will be a call for expressions of interest and a selection process in semester 1.

The on-campus teaching component will provide students with opportunities to explore and reflect upon the unique challenges and opportunities for teaching and learning in rural / remote settings.

This subject provides Master of Teaching students interested in teaching in either regional or remote areas of Australia with an opportunity to develop expertise in working with Indigenous students and community.

The subject includes both on-campus teaching and professional practice. The professional practice component takes in a two-week experience of living in and working with community and occurs outside semester time. The on-campus teaching component involves development of knowledge and skills through group and shared learning experiences, including engagement with the research literature, planning delivery of educational programs to meet students’ needs and discussion of assessment prior to and post-experience.

As placement numbers and sites will vary year to year, there will be a call for expressions of interest and a selection process in Semester 1. Students are required to fund a portion of the cost of travel and accommodation. Further information is available from the subject coordinator.