Master of Teaching (Secondary)

This subject introduces Teacher Candidates to the theory and practice of teaching Accounting in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Accounting field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Biology in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Biology field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Business Management in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Business Management field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Chemistry in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Chemistry field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Commerce in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-10) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Commerce field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Drama in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, Teacher Candidates are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the drama field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Drama and Theatre Studies with an emphasis on performance making outcomes in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Drama B1 has a focus on using applied theatre and applied drama methodologies and practices to build student understanding of the role and function of identity, culture and community in the arts. Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Drama and Theatre field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Economics in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Economics field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching English in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the English field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Environmental Science in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Environmental Science field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Health, Outdoor, and Physical Education (HOPE) in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students in this combined learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the HOPE field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching History in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the History field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Humanities in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Humanities field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates who are studying Humanities Learning Area or History Learning Area to additional research and practice in the teaching of Humanities and Social Sciences in the context of Australian/Victorian Curricula and Frameworks. This subject will deepen their understanding of the nature of Humanities education for all secondary school students (Years 7-12). This subject provides Teacher Candidates with both the knowledge base and the skills of professional practice to enable them to effectively educate all school students in their specific learning areas and to work effectively within school contexts.

Teacher Candidates are supported to strengthen their knowledge of the conceptual foundations of disciplines in the Humanities and disciplinary skills related to best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning. This subject develops the foundations for Teacher Candidates to prepare them to effectively educate senior secondary school students (VCE) in one Humanities subject.

The assessment tasks in this subject provide a pathway for the development of Teacher Candidates understanding of contemporary research in disciplines in the Humanities and its relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Languages in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Languages field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Legal Studies in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Legal Studies field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Mathematics in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-10) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Mathematics field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Media Studies in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Media Studies field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Classroom Music in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and the skills of professional practice to enable them to effectively educate secondary school students (Years 7-12) in their specific learning areas and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of classroom music and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Instrumental and Ensemble Music in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of Instrumental and Ensemble Music and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to additional research and practices for the teaching and learning of Outdoor Education in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and the skills of professional practice to enable them to effectively educate all secondary students in Outdoor Education, and to work effectively within school contexts.

Teacher Candidates are supported to further develop knowledge and skills related to Outdoor Education curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject provide a pathway for the development of Teacher Candidates’ understanding of contemporary research in Outdoor Education and its implications for content and pedagogical knowledge, and students’ learning.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Physics in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Physics field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Politics in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Politics field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Psychology in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Psychology field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Science in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (Years 7-10) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Science field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching TESOL in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all secondary school students (Years 7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the TESOL field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Visual Arts and Design in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate all years secondary school students (7-12) in this specific learning area, and to work effectively within school contexts.

Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Visual Arts and Design field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching Visual Arts and Design in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate secondary school students (7-12) in Visual Arts and Design (Studio Practices and Pedagogies), and to work effectively within school contexts.

Teacher Candidates are supported to further their knowledge and skills related to curriculum content, best practice pedagogy and assessment introduced in Visual Arts and Design A1 as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.

The portfolio-based assessment tasks in this subject will further support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies in Visual Arts and Design education and their relationship with content and pedagogical knowledge, as they synthesise specific skills in developing, sequencing and delivering lessons within programs.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Accounting 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Accounting, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Biology 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Biology, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Business Management 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Business Management, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Chemistry 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Chemistry, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Commerce 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-10 Commerce, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Drama A1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Drama, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

This subject supports Teacher Candidates to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all school students.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Drama and Theatre Studies by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Drama and Theatre Studies, and the Clinical Teaching Model. Drama B has a focus on using applied theatre and applied drama methodologies and practices to build student understanding of the role and function of identity, culture and community in the arts.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

This subject provides Teacher Candidates support to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all school students.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Economics 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Economics, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area English 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 English, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Environmental Science 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Environmental Science, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Health, Outdoor, and Physical Education (HOPE) by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepening their understanding of curriculum, pedagogy and assessment of VCE Physical Education, Health and Human Development, Outdoor and Environment, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area History 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 History, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Humanities 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources, and to deepen their understanding of curriculum, pedagogy, and assessment of Years 7-12 Humanities.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment, and reporting knowledge into the development of teaching and learning sequences.

This subject provides Teacher Candidates support to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all school students.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Humanities Additional 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Humanities and Social Sciences.

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.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

The principles and practices for developing and sustaining inclusive learning communities that value the contributions of all students will be developed throughout the semester. This subject provides Teacher Candidates with support to focus on the class, and to provide differentiated or structured teaching and learning opportunities for all students.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Languages 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Languages, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Legal Studies 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Legal Studies, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Mathematics 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Mathematics, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Media Studies 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Media Studies, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Classroom Music by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Classroom Music and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment, and reporting knowledge into the development of teaching and learning sequences.

This subject supports Teacher Candidates to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all school students.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Music B1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 Instrumental, and Ensemble Music, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

This subject provides Teacher Candidates support to focus on the class as a whole and provide differentiated or structured teaching and learning opportunities for all school students.

View detailed information in the Handbook

This subject further develops Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment, with a focus on Physical Education.

Teacher Candidates will further develop their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners in Physical Education and to promote student engagement and participation. Teacher Candidates will also further develop their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning in Physical Education, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Physics 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Physics, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Politics 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Politics, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Psychology 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Psychology, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Science 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-10 Science, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area TESOL 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of Years 7-12 VCE TESOL, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject builds upon the theory and practice of teaching established in Learning Area Visual Arts and Design A1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of all secondary school students (Years 7-12) Visual Arts and Design, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

View detailed information in the Handbook

This subject extends the theory and practice of teaching established in Visual Arts and Design A and B1 by supporting Teacher Candidates to refine their repertoire of studio practices and creative teaching resources to deepen understanding of curriculum, pedagogy, assessment of all secondary school students (Years 7-12) Visual Arts and Design (Studio Practices and Pedagogies), and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation the studio learning environment. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The portfolio-based assessment tasks in this subject will further develop Teacher Candidates’ understanding of the roles of assessment in studio teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of relational teaching and learning sequences.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Accounting within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Accounting with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Accounting education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Biology within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Biology with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Biology education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Business Management within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Business Management with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Business Management education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Chemistry within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Chemistry with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Chemistry education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Commerce within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Commerce with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Commerce education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Drama Education within Australia and beyond.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of Drama and to become critical, informed members of the school community who are able to reflect on school and education curriculum policies and provision as well as the resources and infrastructure available Drama.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Drama and Theatre Studies Education within Australia and beyond. Drama B has a focus on using applied theatre and applied drama methodologies and practices to build student understanding of the role and function of identity, culture and community in the arts.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of Drama and to become critical, informed members of the school community who are able to reflect on school and education curriculum policies and provision as well as the resources and infrastructure available Drama.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Economics within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Economics with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Economics education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on English within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of English with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for English education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Environmental Science within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Environmental Science with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Environmental Science education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

This subject extends Teacher Candidates’ understanding of the theory and practice of teaching Health Education, with particular attention given to the critique of contemporary issues and debates on Health Education within Australia and beyond.

Through this subject Teacher Candidates build their capacity as reflective teachers of Health Education and consider implications of research for improving Health Education in schools. Teacher Candidates are supported to become critical, informed members of the school community who are able to reflect on school and wider education curriculum policies and provision as well as the resources and infrastructure available for Health Education in secondary schools.

The assessment tasks in this subject will support Teacher Candidates to critically reflect on resources, research and practices to identify effective pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students.

View detailed information in the Handbook

Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Health, Outdoor, and Physical Education (HOPE) within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of HOPE with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for HOPE.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on History within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of History with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for History education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Humanities within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Humanities with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Humanities education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will extend and consolidate their understandings of the research and practice of teaching, with particular attention given to the critique of contemporary issues and debates in the disciplines in the Humanities and Social Sciences within Australia and beyond. The principles and practices of civics and citizenship 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.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting exemplary pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including place-based learning, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Languages within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Languages with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Languages education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Legal Studies within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Legal Studies with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Legal Studies education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Mathematics within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Mathematics with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Mathematics education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Media Studies within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Media Studies with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Media Studies education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on classroom music within Australia and beyond.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of classroom music and to become critical, informed members of the school community who are able to reflect on school and education curriculum policies and provision as well as the resources and infrastructure available for classroom music.

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In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on building, managing, leading and planning for music programs, including Instrumental and Ensemble Music education within Australia and beyond.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

Overall, the subject aims to further develop Teacher Candidates’ capacity to become reflective practitioners of Music program leadership, including Instrumental and Ensemble Music and to become critical, informed members of the school community who are able to reflect on school and education curriculum policies and provision as well as the resources and infrastructure available for Music education in school settings.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Physics within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Physics with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Physics education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Politics within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Politics with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Politics education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Psychology within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Psychology with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Psychology education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Science within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Science with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Science education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on TESOL within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of TESOL with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for TESOL education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Visual Arts and Design within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Visual Arts and Design with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Visual Arts and Design education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

View detailed information in the Handbook

In this additional learning area subject, specialist Visual Arts and Design Teacher Candidates synthesise and transform their knowledge of theory and practice of teaching in creative and studio learning environments, the Clinical Teaching Model and contemporary issues and philosophical debates in Visual Arts and Design Education.

The portfolio-based assessment tasks in this subject offer space to Teacher Candidates to curate their knowledge, skills, and experience in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities. Visual Arts and Design Teacher Candidates will develop practices for learning with Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning in the field.

The culminating subject is designed to support specialist Visual Arts and Design Teacher Candidates to synthesise and refine their teaching practice as creative studio-based teachers and become critically informed members of the school community that contribute to schools, educations and curriculums.

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This subject introduces Teacher Candidates to the theory and practice of teaching Art. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Arts within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Arts within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

The subject will entail practical workshops involving individual and group-work supported by theories of Arts Teaching curriculum and embodied learning. Teacher Candidates will create their own studio-based work and will engage in curriculum planning, approaches to arts teaching and theoretically-informed reflection.

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This subject introduces Teacher Candidates to the theory and practice of teaching DigiTech. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in DigiTech within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to DigiTech within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching English. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in English within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to English within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Health and Physical Education. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Health and Physical Education within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Health and Physical Education within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Humanities. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Humanities within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Humanities within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Languages. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Languages within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Languages within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Mathematics. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Mathematics within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Mathematics within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook

This subject introduces Teacher Candidates to the theory and practice of teaching Science. Building on Teacher Candidate’s knowledge of the theory and practice of teaching, this subject provides Teacher Candidates with an introduction to the content pedagogical knowledge and skills required to effectively teach this area. This subject will provide Teacher Candidates with a foundation to teach at the Year 7 and 8 level in Science within school contexts.

Teacher Candidates will be supported to develop knowledge and skills related to Science within the context of the Australian/Victorian Curricula and Frameworks, best practice pedagogy and assessment, and their application in classrooms. They are encouraged to adapt and apply this knowledge in lesson planning, including the selection and integration of strategies and resources, including ICT. The assessment tasks in this subject will support the development of Teacher Candidates understanding of content and pedagogical knowledge, along with specific skills in resourcing and delivering learning programs.

View detailed information in the Handbook