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This subject is designed to help prospective teachers develop the dispositions and critical skills to create learning communities that are academically challenging and developmentally responsive. Also, socially equitable and promote social and emotional well-being.

You will explore the interaction between biology and environment, and how that plays out in child development within an education context, and by turn influences teaching strategies.

More specifically, this subject examines a body of classic – as well as current – theories, research and practice relating to the cognitive, physiological, and social/affective needs of children and focuses on the relevance of these for classroom practice.

This subject focuses on the socio-political, economic and cultural milieu that shapes teacher and student subjectivities. It explores diversity, social justice, equity, and schooling through the multi-layered operation of social power and privilege.

It advances students’ understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the subject examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups.

The subject engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond. This subject is included in the Foundation Phase of the Master of Teaching program.

This subject builds the capacity of students to work in culturally competent and sensitive ways in relation to Aboriginal and Torres Strait Islander education in primary schools and early childhood settings. It allows for the development of understandings of the similarities and/or diversities of local Aboriginal and Torres Strait Islander groups including culture, histories, languages and identity.

It examines the social and cultural contexts that influence engagement by Aboriginal and Torres Strait Islander children, families and communities. It explores ways of improving engagement through effective early childhood and school culture, curriculum and community approaches.

By investigating current approaches for teaching Aboriginal and Torres Strait Islander children and integrating Aboriginal knowledges, perspectives and culturally sensitive pedagogies into education, the students develop their own practices in providing an inclusive learning environment for all children. This subject is included in the Foundation Phase of the Master of Teaching program.

Human Society and Its Environment focuses on History, Geography and three cross-curriculum priority areas in: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia’s engagement with Asia; and Sustainability. As a key learning area in the K-6 curriculum HSIE provides opportunities to develop knowledge, understanding and skills in the subject matter, as well as proficiency in teaching inquiry learning approaches.

In History, key concepts of changes in family history and local history are explored and Australia’s history and understanding Australia as a Nation are explored through the relationships between the individual and the state, and the values and mutual responsibilities, and obligations for civil, political and social participation in Australian society.

In Geography, concepts that develop a sense of curiosity about environments, peoples, cultures and place, in both Australia and the world are a priority. The subject emphasises pedagogy and lesson design for high possibility classrooms that specifically address the literacy and technology general capabilities.

The subject also focuses on inquiry, place and project based learning which engages diverse groups of learners, develops their understanding about local and global communities, and prepares them to become informed and active citizens who contribute to the quality of Australian society. This subject is included in the Foundation Phase of the Master of Teaching program.

This subject is designed to prepare students for their role as active, thoughtful leaders of learning environments for primary students.

You will come to an understanding of their trajectory as professional learners as they develop a deeper understanding of who they are as teachers. The portfolio you begin in this subject will be a vehicle for you to reflect deeply on emerging skills and understandings, and will form an important part of your development of a critical perspective of their practice as a teacher.

Building on previous understanding about how children learn, you will plan lesson sequences using a range of teaching strategies. By doing so you will familiarise yourself with the processes needed to implement the mandated national and state curriculums in diverse classrooms.

A study of techniques to create safe and well managed learning environments where school students feel a sense of ownership of their learning will aid successful completion of the associated practicum subject. The practice of continuous assessment, planning, implementation and reflection that is the curriculum cycle will provide an organising principle around which the understandings gained in the curriculum subjects can be built.

This is the first Professional Experience subject, incorporating a 30-day full-time placement in a NSW school. This subject is designed to introduce you to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings.

The aim of this subject is to enable you to proactively engage in real-life educational settings to learn and enhance your professional development as a future teacher. This subject gives you the opportunity to explore the relationship between practical and theoretical knowledge of teaching.

You will have the opportunity to explore a range of learning activities that occur inside and outside the classroom, and the roles of the teaching and non-teaching staff within the school. Through ongoing observation, supervised teaching and contribution in the wider school community, the subject ensures you work towards the achievement of the national standards for a graduate teacher. This subject is included in the Transition Phase of the Master of Teaching program.

Note: To fulfil accreditation requirements by NESA and AITSL, the two Professional Experience subjects require that you attend placement in person full time for 30 consecutive days. Schools are allocated by WSU through their network of partner schools. You will also be required to attend a day-long preparation workshop held at one of the university campuses on a weekend prior to placement. Some adjustments may be possible if you are on an Assisted Integrated Plan (AIP) as you may be entitled to a Placement Integration Plan (PIP).

This subject is designed to explore key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of a contemporary new literacies environment.

It will examine the processes involved in the teaching of English with a focus on effective pedagogical practices, responsive teaching and explicit and systematic teaching of phonics and reading traditional print-based literacies and multiliteracies. You will investigate teaching, learning, assessment and the key processes and components of learning to read using a range of factual and literary texts, involving every day and specialised knowledge for a range of readers/viewers.

You will be introduced to children’s literature and authentic texts for the development of students’ reading skills and abilities. Students will develop understandings of effective pedagogy and practice within the area of K-6 English and investigate the NSW English K-10 (focus on K-6) syllabus. This subject is included in the Development Phase of the Master of Teaching program.

The subject will develop students’ understandings of children’s construction of mathematical and numeracy concepts during the years from Kindergarten to Year 2.

The subject will model explicit numeracy instruction and scaffolding of numerical, spatial, graphical, statistical, and algebraic domains. Students will develop their ability to assess young children’s mathematical understandings and numeracy development. The subject will explore how to create learning experiences for diverse learners, incorporating investigations and digital technologies to enhance the growth of children’s mathematical thinking.

Students will interrogate the NSW Mathematics K-10 Syllabus, with a focus on Kindergarten to Year 2, and with a particular emphasis on the Working Mathematically strand. This subject is included in the Development Phase of the Master of Teaching program.