Master of Teaching (Primary)

This subject highlights how biology and the environment contribute to the development of children and adolescents, and explores how teachers’ knowledge of this process must inform their pedagogy.

Specifically, this subject examines foundational and contemporary theories, together with evidence-based research, relating to the biological, cognitive, social, emotional and moral development of children and adolescents, and considers their implications for learning and classroom practice. It includes theoretical perspectives on the brain and learning, including memory formation, retention and models of motivation, attention, and knowledge acquisition.

This subject dispels common educational neuromyths and focuses on evidence-informed pedagogical practices that support learning, engagement, motivation and wellbeing in culturally responsive classrooms. This subject is included in the Foundation Phase of the Master of Teaching program.

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

The subject advances students’ understanding of how social and cultural differences in Australia have shaped contemporary education, schooling and cross-cultural relationships. In particular, it examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups, and has 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, 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.

This subject focuses on history, geography and three cross-curriculum priority areas, including 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, the subject 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. Australia’s history and understanding Australia as a nation are also explored through the relationships between the individual and the state, as well as the values, 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 explores 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. Students will investigate teaching, learning, assessment and the key processes and components of learning to read using a range of factual and literary texts that involve every day and specialised knowledge for a range of readers/viewers.

Students will be introduced to children’s literature and authentic texts to develop their reading skills and abilities. They will also develop an understanding 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’ understanding of how children construct 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.

This subject is designed to promote the application and integration of current psychological and educational theory, evidence and best practices in creating positive learning environments for the purposes of learning, behaviour and wellbeing.

The subject provides a thorough understanding of theoretical and empirical perspectives on behaviour management in the Australian context. Skill development will be encouraged through interactive tutorial activities and exercises. Areas of content include theoretical and empirical foundations of expectation/rule setting and routines; proactive practices in positive behaviour support; student engagement theory; relational pedagogy; using data to inform behaviour management strategies; and whole school approaches to manage behaviour and wellbeing.

This subject is included in the Development Phase of the Master of Teaching program.

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).