Descriptions of each of the subjects studied
Below is list of each of the subjects studied, along with each of their descriptions.
Arts, Design and Technologies Education
This unit has several main components. The first component includes Music, Visual Arts, Drama, Media Arts and Dance. It covers relevant theories, principles and philosophies in these subjects, emphasising hands-on practical skills for creating quality Arts programs. The second component comprises of the Technologies section of the unit which studies Design Technologies and Digital Technologies. Design Tech emphasises off-screen design processes and pedagogies. While DigiTech explores design and computational thinking using programs such as Bee-bots, Blue-bots and Scratch.
Child and Adolescent Development
This subject is close to my heart. It centered on child and adolescent development theories, including physical, social, emotional, cognitive, speech, and language development. Importantly, we analysed and synthesised researched ideas, examining their impact on learners in family and educational settings.
Cultural Studies: Indigenous Education
A cross-curricular priority in the Australian Curriculum, this unit explored my own cultural place in the Australian context. It addressed my own unconscious biases and challenged me to understand Aboriginal and Torres Strait Islander perspectives on history and contemporary issues in education. In addition, we examined why these students face disadvantages in the education system and explored cultural standpoint, decolonisation and race theories. By the end of the subject, I had developed informed approaches for practice in Aboriginal and Torres Strait Islander education.
English, Language and Literacies 1
The first of two English subjects. In the primary years, English, language and literacy comprises the largest portion of daily learning. 21st century learners need to work across a variety of modes (oral, print reading and writing). It is imperative that their teacher has strong academic, personal and professional literacy capabilities. This unit places heavy emphasis on phonics, oral language, listening, spelling, reading fluency, reading comprehension, viewing, and assessment. Therefore, it draws on contemporary learning frameworks and curriculum guidelines.
English, Language and Literacies 2
The second English subject focuses on language and literacies in primary education. It emphasises understanding how language and semiotics serve different purposes across modes and media. In this unit we set learning goals for diverse students, including EAL/D students and Aboriginal and Torres Strait Islander students. The unit covers purposes and features of text types, children’s development of written language skills, and effective teaching strategies. Additionally, I explored year 6 poetry (limericks) and undertook research into the use of generative AI to support student writing. I received 100% on my poetry unit plan.
Humanities and Social Sciences Curriculum Studies
This unit integrated HASS curriculum with essential teacher skills: marking, moderating/quality assurance, program adjustments and carers/department interactions. It underscored the connections between theories and the disciplinary basis of history, geography, civics, economics and business. It enhanced my pedagogical knowledge to teach key concepts, content, and skills in these subjects. The unit employs an integrated inquiry approach to foster critical and creative thinking, empowering students to become proactive, informed citizens.
Inclusive Teaching for Diverse Learners
In Australia’s current policy and legislative framework, teachers must cater to diverse learners using a multi-tiered response model. This model integrates Quality Differentiated Teaching Practice and varying levels of adjustments. The Australian Curriculum and The Early Years Learning Framework promote flexibility and accessibility through Universal Design for Learning principles. This unit deepened my grasp of the core concepts in international and national policy and legislation. It also enhanced my capacity to implement inclusive teaching strategies in all educational settings, accommodating diversity, including students with disabilities and gifted and talented learners.
Mathematics and Numeracy
1
The first of two Mathematics subjects that all students undertake. Note that as I am completing a Mathematics specialty, I undertake two additional research mathematics subjects. Again, in the primary years, Mathematics and Numeracy comprises a large portion of the daily learning. It is important for teachers to develop theoretical and practical knowledge to support 21st century learners to become numerate. ThisĀ unitĀ focused on the development of mathematics knowledge, skills and applications in relation to Number and Measurement. Particular focus was paid to Place Value, Operations, Fractions, Measurement, Money and Financial literacy.
Mathematics and Numeracy 2
ThisĀ unitĀ expanded on Mathematics and Numeracy 1. As such, it focused on geometry (2D and 3D shapes), geometric reasoning, algebra, location and transformation, patterns, statistics and probability. We also focused on data and assessment, and numeracy for neurodiverse students. Additionally, it emphasised recognising numeracy demands across a range of contexts to assist all learners. It also identified the interconnectedness of mathematical knowledge and its application in everyday life. The unit aimed to bolster teacher knowledge and confidence, fostering positive attitudes and competencies in mathematics classrooms.
Mathematics / Numeracy Specialisation 1 and 2
I completed two additional semesters of mathematical research to obtain my mathematics specialty. These subjects deepened my understanding of mathematics and its integration in the primary curriculum. Consequently, I can identify connections between concepts, advocate for research-informed teaching, and enhance my pedagogical skills and mathematical knowledge.
Professional Experience: Introduction to Professional Practice 1 of 3
My first professional placement was at an inner-city school teaching Prep. ThisĀ unitĀ emphasised the link between theory and practice in teaching, critical awareness of decision-making influences, communication strategies, handling challenging behaviour, and student well-being. Through observation and reflection, I improved my planning, sequencing, engagement, and relationship-building. The unit also stressed teacher professionalism to ensure student safety within system, curriculum, and legislative requirements. This is a research unit as part of AQF-level 9. I received 100% for my university assessment.
Professional Experience: Introduction to Professional Practice 2 of 3
The second placement was in a low socio-economic inner-city school, teaching year 2. TheĀ focusĀ was on assessment for learning (diagnostic and formative), data interpretation, and improving teaching practice through action research and data analysis. Using backward design, I created unit and lesson plans, documented learning, and differentiated instruction based on individual and group needs and curriculum expectations. This research unit was part of ACF-level 9, and I received a 100% score for my university assessment.
Professional Experience: Introduction to Professional Practice 3 of 3
The third placement was at a diverse independent state school in Brisbane City’s northern suburbs serving approximately 870 students from P-6. With an ICSEA value of 1055, the school focuses on inclusive practices and supporting students with disabilities. I worked with a year 4 class with a high number of students with disabilities. ThisĀ unitĀ provided me with opportunities to reflect, focus and synthesise my prior university and placement experiences in relation to the Graduate level of the Australian Professional Standards for Teachers. It allowed me to measure my knowledge, skills and ability in relation to the standards and to reflect on my course experiences and prepared me to enter the teaching profession. It was part of AQF-level 9, and I received a 90% score for my university assignment and an ‘Exceeding Graduate Level’ on my practicum report (QPERF).
Science Curriculum and Pedagogy
ThisĀ unitĀ focused on teaching us to support all learners to actively explore their environment in order to make sense of their world. Each of the science understanding strands were explored through age appropriate inquiry-based and hands-on learning activities: biology, chemistry, physics and earth and space science. This unit also focused on developing my pedagogical and curriculum knowledge to enhance my repertoire of instruction approaches to diverse learners.
Supporting Innovative Pedagogy with Digital Technologies
Digital technologies play an essential role in how individuals work, live, play and learn. ThisĀ unitĀ focuses on the theoretical and practical applications to using innovative digital technologies in the classroom – think virtual reality, stop motion, augmented reality just to name a few. It also ensured I had the requisite knowledge and skills to apply digital pedagogies in my classroom to support and enhance student learning experiences with multiple means of expression, representation and engagement. Ensuring a Universal Design to Learning in my classroom.
Teachers as Leaders and Entrepreneurial Thinkers
This unit focused on developing my entrepreneurial mindset through an understanding of legislative, administrative and organisational policies and processes required by teachers and leaders. Innovative/entrepreneurial thinking is critical for 21st century learners as they work collaboratively and optimally among a diverse range of people and communities. This unit provided me with understandings of how management structures impact school programs and service provisions and why schools operate in a particular way. It provided me with leadership and management insights to participate in a teaching team and influence innovative decisions for learners, families and the community.
Teachers Researching Practice: Quality Teaching Performance Assessment (QTPA)
This capstoneĀ unitĀ enhanced my knowledge, skills, and application of contemporary research in education contexts aimed at improving student learning. Within this unit, the final year Quality Teaching Performance Assessment (QTPA) is a mandatory component. QTPA assesses teaching performance and evaluates my proficiency against the Graduate level of theĀ Australian Professional Standards for Teachers. The unit connects with the coursework you’ve undertaken throughout the course and falls under the category of research units at AQF-level 9.
Teaching EAL/D Learners
Australia is such a diverse population and teachers need specific knowledge, dispositions and skills to engage and support students from a multitude of religious, cultural, language and socio-economic backgrounds in learning Standard Australian English. This unit focused on providing us with the relevant skills to effectively scaffold rich language environments for learners. It taught us effective strategies for teaching language that included language development and skills of speaking, listening, reading, writing, vocabulary and grammar, with learners whose first language or dialect is not Standard Australian English.
Teaching in New Times
AĀ subjectĀ that draws on disciplinary knowledge of sociology and history of education to introduce students to new and emerging configurations of society, culture, economy, politics and technology which is practiced in an education setting. Asking questions likeĀ What the implications of these configurations or government policy are for primary education?.Ā Where neoliberal views endeavour to marshal education in it’s name.
Wellbeing, Health and Physical Education Curriculum Studies
ThisĀ unitĀ equipped me with professional knowledge, skills and dispositions for understanding pedagogically appropriate ways to implement the two aspects of the HPE curriculum. Those aspects are the movement aspect and the wellbeing and health aspect. In this unit we adopted evidence and inquiry based principles, policies, and practices to provide relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate learning experiences for children. Work undertaken in this unit added to the ePortfolio created in the Digital Technologies subject.