4. Education units of study

This unit of study is the first part of Education I and provides a general introduction to education and teaching. The unit integrates the following themes: knowledge, culture and the curriculum; teaching as a process and way of life; and, teachers as life-long learners and researchers. Within this unit, students are also mentored by more experienced students during their first semester transition to the university.. At the conclusion of the unit students should have developed and demonstrated an understanding of the complex character of teachers' work

This unit of study is the second part of Education I. EDUF1019 introduces students to contemporary understandings of human development across the life-span with particular emphasis on childhood and youth. Such understandings are essential for students who intend to work as teachers with young people. They are also of utility to other students who have an interest in human development issues. This unit addresses one of the major goals of Education I, II, and III, that is, the learning of a body of knowledge on "human development (child and adolescent in particular)". The Unit concentrates upon the phases of human development with and across the following domains: physical (including brain development, body growth, and motor development), cognitive, social, psychological, moral, aesthetic, and language development. Contemporary theory and research will be used to examine development across the phases of the life-span and within the various developmental domains. A focus will be on an introduction to issues of relevance to the understanding of human development such as the impact of history and culture upon human development, the impact of technology and social change upon the human development future, implications of recent brain research upon human development and the human development issues faced by children with special developmental/educational needs. In addition, the module Introduction to Computers in Education seeks to give students a beginning knowledge of computers and information technology relevant to their development as educational professionals. The unit also functions to give beginning teachers (1) a knowledge of and respect for the diverse social, cultural, and ethnic and religious backgrounds of students, and the effects of these factors on learning, (2) knowledge of the physical, social and intellectual developmental characteristics of the ages of students from K to year 12, (3) knowledge of students' varied approaches to learning, and (4) knowledge of how the skills, interests, and prior achievements of students affect learning.

Science Foundations 1 is a unit of study for all students enrolled in the Bachelor of Education Primary. The unit of study will provide students with a background in science and children's understanding of scientific concepts relating to biology and chemistry, relevant to their curriculum studies in K-6 Science and Technology. The coursework will consist of four hours per week, made up of lectures and workshop/seminars, an all-day field excursion and self-directed or assigned activities. The units will be taught using the staff and facilities of both the Faculty of Education and Social Work and the Faculty of Science.

Science Foundations 2 is a unit of study for all students enrolled in the Bachelor of Education Primary degree. The unit of study will provide students with a background in science and children's understanding of scientific concepts relating to geoscience and physics, relevant to their curriculum studies in K-6 Science and Technology. The coursework will consist of four hours per week, made up of lectures and workshops/seminars, an all-day field excursion and self-directed field or assigned activities. The units will be taught using the staff and facilities of both the Faculty of Education and Social Work and the Faculty of Science.

This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology. The important issues of the unit include constructivist and other approaches to learning, critical thinking skills, problem solving, technologically supported learning and motivation. This unit plays an important role in supporting later teaching and curriculum studies in the Bachelor of Education degree. At the end of this unit of study, students will have made substantial progress towards understanding the utility of research in psychology for educators. They will have the capacity to describe learning and teaching activities in terms of their psychological efficacy, especially as it relates to young people. Similarly they will have been introduced to the theory and practice of assessment and evaluation in educational settings, and the impact of assessment on learning and motivation. They will have had training in two Department of Education and Training policies, Good Discipline and Effective Learning, and Student Welfare.

This unit of study is the second part of Education II. Its aim is to provide a general introduction to the social, political and economic contexts of education. The two themes studied in the Unit are: Schools and communities, and Educational systems, markets and globalisation. At the end of this unit of study, students should have the capacity to discuss the impact of a range of educational practices and policies on communities of students and families. Similarly, students will be familiar with broad movements in contemporary educational reform and their association with national and global economic change. As a result of working collaboratively on a substantial project students will develop a range of research skills. Training is provided in the following Department of Education and Training policies and procedures: Aboriginal Education, Anti-Racism and Gender Equity.

This unit addresses issues relating to the education of students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation, evidence based approaches to curriculum, teaching and learning practices for students with special education needs. A specific focus is given to managing challenging behaviours of students in a range of settings.

This unit of study deals with the role of schools and other agencies in fostering physical education and the reactive process of societal 'control' over youth, with an emphasis on theories that have emerged regarding these issues. These include how youth, sport and leisure have been socially constructed over time and how each relates to class, gender, ethnicity, sexuality, social identity and age. Also to be explored is how youth, sport and leisure have been associated with specific educational aims and particular institutions and organisations. Post-modern approaches are incorporated such as the reconfiguration of the work/leisure dichotomy, youth as an ageless phenomenon, adolescent sexuality, the identity of the young and the role of sports sites and organizations such as the beach and surfing clubs. Students are encouraged to develop arguments and ideas through written assignments, seminars and examination. The unit is designed to encourage student-based multi-disciplinary inquiry as is consistent with the Education III rationale. It is designed also to encourage students to become more informed citizens and life-long learners.

This unit of study explores relationships between education, poverty and development in the less-developed parts of the world. It acknowledges the importance of a broad-ranging view of development, including its economic, cultural and technological dimensions. The unit begins with an analysis of the impact of globalisation on poorer regions, moving to consideration of a range of theories of development and how education is viewed in them. The major part of the unit examines key issues facing educational development in poorer countries at the present time, and moves on to country and/or regional case studies, consideration of the Australian foreign aid program in education, and the role of UN agencies in educational development. Students will be assessed on the basis of: workshop participation, examination & essay. The emphasis, in all aspects of assessment, will be on demonstrating a sound understanding of the theories developed within the unit of study and applying these to the less-developed areas of the world. The use of educational research to support students' work, combined with a critical integration of all information used, is an integral component of the unit. The unit is especially designed for those who have an interest in developing countries, who may be teaching or writing about development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.

The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context, in particular youth transition, Indigenous education issues in Australia, USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Germany and the United States. The unit will appeal to students who are likely to work in the increasingly global world of teaching and may be involved in latter years in working in organizations such as UNESCO, the OECD or the World Bank.

It is increasingly difficult for young people to survive in contemporary risk societies. Particularly problematic is their successful navigation of unfamiliar communities of practice manifest as organisational structures. Subsequently, mentoring has been widely adopted internationally to support young people acquire the organisation know-how essential to organisational survive. Specifically, within an educational context mentoring as theory and practice has assumed critical importance in introducing pre-service teachers to the professional practice of teaching. This unit of study examines mentoring in schools and universities and other organisational structures. Students use a range of sociological theories and constructs in order to develop a critical understanding of mentoring as professional practice.

This unit of study examines four themes from current research on learning and teaching which have significant implications for enhancing learning outcomes in educational settings: (1) the self-system, learning and achievement; (2) collaborative learning: cognitive and motivational factors; (3) information processing and the design of instruction; and (4) learning from text, illustrations and multimedia. Each of these themes is defined by a central question (e.g. how is the self-system organised and what is its relationship to student achievement?) which is examined through several bodies of related recent research. In addition to lectures on each theme, students present the results of their collaborative self-directed research on one of the themes in a series of presentations held in the last three weeks of the unit of study. At the completion of the unit students should be able to analyse, synthesise, and draw conclusions from theory and research in each of the four themes considered, derive educational implications and applications for an educational level (e.g. primary, secondary), demonstrate the skills involved in collaborative and self-directed learning, and demonstrate competence in oral and written communication skills.

How can we explain the ideas, practices and institutions which form the modern Australian secondary school? This unit looks for the answers in the history of the secondary school. Where did the HSC, prefects, SRCs, school uniforms, the curriculum, the private and the public school, the coed and single sex school, and the church and public schools all come from? Understanding the history of the present enables a powerful advantage in the process of reforming secondary schools and education. The first part of the unit looks at the inheritance from Europe and North America before concentrating on Australia, and New South Wales in particular. The workshop and assignment program encourages students to work on the experience and history of particular schools in which they may be interested.

'Curriculum' can mean many things: syllabuses, curriculum documents, policies, plans for teaching by faculties and individual teachers, sets of materials and resources used as the basis for developing learning experiences for learners as well as the learning experiences themselves. In addition curriculum as process includes all of the thinking, talking and interacting between individuals and groups that are necessary to arrive at decisions that are recorded in plans and documents. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.

This unit of study will examine the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learnings that take place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films.

This unit provides students with a deeper understanding of the historical, cultural and sociological construction of youth in Australia today. This knowledge, as well as the changing experiences of young people, is an important foundation for today's educators. This unit will focus on the Australian educational experience set within the context of multicultural social change.

This unit provides students with an understanding of the traditions, influences, stylistic and contemporary practices contributing to art and design in Australia and the Pacific. Knowledge of art and design, as well as design traditions and contemporary practices, are an important foundation for both practitioners and art educators. This unit will focus on Indigenous Australian and Pacific Islander art and design education.

This unit of study is designed to introduce you to the field of research in education. You will develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry. The unit will prepare you to read and interpret research, and to conduct small scale investigations in a range of contexts such as classrooms or schools, or within another setting in which learning opportunities are afforded. These settings might include online communication, outdoor education, excursions, coaching, tutoring, and informal learning associated with home and community contexts. The kinds of research questions considered might include pedagogy, curriculum, policy, and organizational issues, and might consider the perspectives of students, teachers, parents, policymakers and/or the broader community.. In preparing an individual research proposal, you will draw upon the research literature to develop your topic and to select a form of inquiry that is suited to it.

This unit of study is designed to assist students undertaking the Honours program to understand and make links between research, teaching and learning and to develop knowledge, understanding and skills to both use research and to undertake research. In particular, this unit of study provides the skills, knowledge and understandings to prepare students to undertake, conduct and present research as part of the Honours program in semester 2. Students will build on their understanding of the research process and, in particular, of research methods used in education. It will provide an understanding of the relationships between research and practice to further develop students as informed professionals who can critically analyse, use published research and conduct research. It will also provide knowledge and skills that are essential for teachers to investigate their own practice and to provide evidence of effective teaching and successful student learning.

This unit supports students in the Honours program in conducting their Honours research project and reporting it in the form of a 10,000 wd dissertation. Students work in small groups with a supervisor on their Honours research projects. The unit consolidates the knowledge and skills teachers need to investigate their own practice and provide evidence of effective teaching and successful student learning. This unit also aims to prepare eligible students for postgraduate research.

This unit of study explores how teachers become more aware of their professional practices and develop and refine craft knowledge. Students examine the evolving roles of teachers in the classroom, identify best teaching practices and analyse and critique a range of teaching styles, methods and strategies (including ICT) to meet the needs of students. Students learn about the roles of teachers in classrooms and examine their own emerging perceptions of self as teacher.

This unit of study builds on the knowledge, understandings, skills and attitudes explored and developed in Craft Knowledge and Professional Practice 1. This unit of study addresses issues and challenges facing schools in relation to access, equity and diversity and how these can be addressed through policy and practice. Through reflection students are able to examine and interpret their beliefs about students, teachers, learning, teaching, schools and knowledge. Craft knowledge and professional practice is developed and refined as students use their own knowledge and experiences in professional conversations with peers and lecturers to critically analyse their own practice in conjunction with theory and research.

Professional Experience is a core part of the professional preparation of teachers. It provides students with opportunities to develop their teaching skills and professional understandings. It is a pivotal opportunity for beginning teachers to experiment and to implement a wide range of strategies and pedagogy that they have acquired during their university-based courses.This unit of study provides students with the opportunity to undertake a range of professional experiences in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession.

This unit will introduce the nature and scope of Visual Art Education within NSW and in particular the NSW Visual Art 7-10 syllabus.. This is followed by a survey of existent pedagogical models of art teaching with a focus on experiential learniing through practical activity. The role of reflection within authentic learning contexts will receive special emphasis in the context of the mandatory visual art syllabus. Authenic, practical activities will be utilised to contextualise and ground art education processes. Students will be introduced to organising, planning and managing learning experiences basd on the assessment for learning for Stages 4 and 5.

This unit will further examine the scope and sequence of Visual Art Education within NSW. The uni t will critically analyze and evaluate pedagogical models of art teaching with a special emphasis on experiential learning, learning through practical activity. In particular it will address assessment for learning in the Visual Arts 7-10 in order that students collaborate in developing a Unit of Work for Stage 4. This is followed by an introduction of a learning activity from the sequence of learning schedule of that Unit of Work. This group presentation is to be offered as a 45 minute lesson clearly demonstrating the scope and sequence of learning of the Unit of Work.

This unit aims to explore further issues and perspectives raised in Visual Arts 1A and IB and is designed for Single and Double Method students. This unit addresses the NSW Visual Arts Stage 5 and 6 Syllabuses. The unit focuses on the teaching and learning in the Visual Arts and Stages 5 and 6 and in particular pupils' development of increasingly more autonomous ways of understanding of learning through the study of Visual Arts. This unit closely examines the nature and scope of the Visual Art Stage 6 HSC course with emphasis on the Visual Arts written examination. This is followed by a survey of extant pedagogical models of art teaching with a special emphasis on experiential learning, learning through practical activity. The role of reflection within authentic learning contexts will receive special emphasis in the context of the DET Visual Art Policy Documentation. Students will be introduced to organising, planning and managing teaching experiences

This unit builds further on the in-depth understanding and capability of students and explores art-based approaches in a wider range of media reflecting the aims and outcomes of the Visual Art syllabus for Stage 6. This unit is designed to add a strong focus on critical/historical art analysis and design pedagogy, reflection in and upon learning, and on implementing authentic learning tasks. The main focus is on the use of standards and appropriate assessment strategies for learning to enhance and improve the learning of pupils.

This unit aims to prepare History Curriculum students in the theory and practice of teaching history in the secondary school. The unit draws on current research, thinking and practice in the field of history education, and relates these understandings to the realities and varying contexts of history teachers' work and instruction.

This Unit of Study aims to prepare History students to acquire the knowledge, skills and understandings necessary to implement the Years 7 - 10 History Syllabus, Board of Studies, NSW. The unit focuses specifically on developing a range of approaches to history teaching and learning across age and ability groups.

This unit of study aims to make students confident, enthusiastic and competent teachers of HSIE and Geography. This unit has two parts HSIE Core (2 hrs/wk) and Geography (2 hrs/wk). HSIE core develops competencies and skills in lesson planning, programming and pedagogy in HSIE teaching. An understanding of the NSW Board of Studies Years 7-10 Geography Syllabus will be developed and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. there will be an emphasis on ICT throughout.

This unit of study consists of HSIE Core 2 (2 hrs/wk) and Geography (2 hrs/wk). The HSIE Core will develop students' skills in appling cross curriculum content and perspectives, especially civics and citizenship education, literacy and numeracy and multiculturalism to the development of learning strategies and resources. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Geography education, designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography. ICT will be emphasised throughout.

This unit of study is the initial Drama Curriculum (method) course unit for prospective secondary Drama teachers who are in the third year of the combined BEd/BA degree program. The unit introduces the teaching Drama 7-12, with a focus on Stages 4 & 5. Students will examine the history of drama education, examine teaching strategies for improvisation and other forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of Process Drama related to the NSW Year 7 - 10 Drama Syllabus.

This unit continues the preparation for teaching Drama 7-12, with a focus on Stage 6, Higher School Certificate Drama. Students examine the issues relating to individual project work and the collaborative aspects of the drama syllabuses. This unit also explores issues related to assessment and programming of drama as wel as exploring quality teaching in drama education. Students will deepen their understanding of the cognitive/affective development which the study of Drama anticipates, and further develop their own personal style of teaching.

This unit relates to the overall goal of the TESOL program, which is to provide students with both a foundation and a framework for the successful teaching of English to speakers of other languages. The unit will encourage them to make decisions about appropriate classroom strategies across the curriculum, give insight into the current debates within the field and suggest a direction for future thinking. The unit outlines the background to the teaching of English to speakers of other languages, with a focus on oral skills and design of interactive tasks.

Literacy is a key area in the learning of English as a second language. For students without a high level of literacy in the first language this can be a daunting process. There is strong evidence to suggest common underlying proficiences in literacy between languages. Thus, the focus this semester will be on the development of literacy and teachers' knowledge of English grammar in order to help them assess students' spoken and written language and to plan appropriate teaching programs.

Designed to increase knowledge and understanding of the theory and practice of teaching Secondary English within the perspective of the K-12 continuum, this unit of study will seek to provide a thorough grounding in the syllabus documents, content and materials used in Year 7 - 10 English classes. The unit will facilitate the development of effective, creative professionals who understand and can implement contemporary theory relevant to teaching and learning English, and who are proficient in a range and variety of teaching strategies appropriate to the class levels and individual needs encountered in secondary English classes.

This course will extend the study of the junior secondary English syllabus begun in Teaching English 1. It will in addition offer an in-depth study of approaches to teaching Adolescent Fiction, Years 7 -10. The other major strand of this unit will focus on a thorough examination of the Senior English, Stage 6 syllabus for years 11-12.

This unit of study, the first in the sequence over Year 3 and 4 of the double degree, allows double and single mathematics method students to become aware of a number of basic issues encountered by mathematics teachers in the secondary school. Emphasis is placed on the design of effective lessons in Years 7-10, focussing on Working Mathematically, Number, and Patterns and Algebra.

This unit of study focuses on the role of the mathematics teacher in the classroom, with particular emphasis on the junior high school years. It is intended to provide the student with techniques for constructing rich learning environments for students in the early years of high school. Particular types of assessment tasks are examined that focus on problem solving and investigations.

This unit of study focuses on the learning and teaching of Data, Measurement, Space and Geometry in Years 7-10. The nature of geometric proof is explored in detail and the teaching of this notion based on recent research is examined. The place of appropriate technology in the teaching and learning of secondary mathematics is examined. Assessment approaches are explored including formal and informal strategies.

Assessment strategies for these children are examined closely as part of the learning experience, together with Department of Education and Training policy for measuring and recording formative assessment tasks.

This unit of study is the initial Languages Curriculum (method) course unit for prospective secondary languages other than English teachers who are in the third year of the combined Bachelor of Education/Bachelor of Arts degree program. The unit is designed to introduce pre-service languages teachers to key concepts and understandings of languages education and build their awareness and skills in preparation for NSW secondary classrooms during School Experience 1. Students will gain broad understandings about the nature and scope of teaching of languages other than English education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and Board of Studies documentation. Students begin a "journey" of reflection on their knowledge and practice of languages education.

This unit of study is the initial Languages Curriculum (method) course unit for prospective secondary languages other than English teachers who are in the third year of the combined BEd/BA degree program and who have two languages as teaching methods. The unit is designed to introduce pre-service languages teachers to key concepts and understandings of languages education and build their awareness and skills in preparation for NSW secondary classrooms during School Experience 1. Students will gain broad understandings about the nature and scope of teaching of languages other than English education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and Board of Studies documentation. Students begin a "journey" of reflection on their knowledge and practice of languages education.

This unit is designed to build on curriculum unit Teaching Languages 1A and on understandings developed during the first school experience practicum session. With their deepening knowledge of the theory and the practices of the languages other than English classroom, pre-service languages teachers will investigate issues in languages curriculum design and development. Students continue on their "journey" of reflection on knowledge and reflection on their profession. With their deepening knowledge of the theory and the practices of the languages other than English classroom, pre-service languages teachers will investigate issues in languages curriculum design and development. Students continue on their "journey" of reflection on knowledge and reflection on their profession.

This unit is designed for pre-service language teachers continuing with their curriculum method study in a second target language. The unit will continue to build pre-service language teachers' awareness, skills and understandings in languages education. Given the opportunity to spend more time on task through online guided readings, pre-service language teachers will develop understandings about languages policy and planning and how it links to school implementation of languages programs and particular aspects of policy.

This unit of study is the first in a series for students who intend to teach Jewish Studies in Stages 4-5, and corresponds to the Tanakh option in the Board of Studies Years 7-10 Hebrew Syllabus. The unit develops foundational skills for classroom teaching of Judaism. The unit also introduces students to the socio-historic development of Jewish education in Australia, providing an understanding of local context.

This unit of study is the second in a series for students who intend to teach Judaic Studies in Stages 4-5. The unit develops foundational skills for classroom teaching in addition to specialised methods for the teaching of Judaism. The unit also introduces students to the socio-historic development of Jewish education in Australia, providing an understanding of local context.

This unit of study focuses on the teaching of the NSW Computing Studies syllabi (7 to 12). The main focus is on preparing computing studies lessons which focus on design issues & problem solving, and particularly on introducing hardware versus software, input and output, data(storage and communication), user interfaces, instructions (including "if-then"), errors, testing, and otherwise viewing a computer as a system. This unit focuses on methods of teaching with particular emphasis on activities and projects which wholistically combine sections of the syllabus in a realistic context. Students will begin to develop their own approach to deconstruction of the syllabus and reconstruction into activities, lessons, and projects.

This unit of study focuses on the teaching of both the Information Technology and Processes and Software design and Development Higher School Certificate courses. Content such as the nature of information systems, systems design, project work, transaction processing, algorithms and program code, social and ethical issues in software design, operating systems, and optional modules such as the evolution of programming languages and the software developer's view of hardware will receive extended coverage in the context of designing appropriate learning experiences. Where possible ICT will be used to exemplify concepts, practices, and approaches in the computer classroom.

This unit of study aims to make students confident, enthusiastic and competent teachers of HSIE and Commerce/Economics. This unit has two parts HSIE Core (2 hrs/wk) and Commerce/Economics (2 hrs/wk). The HSIE core develops competencies and skills in lesson planning programming and pedagogy in HSIE teaching. An understanding of the NSW Board of Studies years 7-10 Commerce Syllabus will be developed and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT throughout.

This unit of study consists of HSIE Core 2 (2 hrs/wk) and Commerce/Economics/Business Studies (2 hrs/wk). The HSIE Core will develop students' skills in applying cross curriculum content and perspectives especially civics and ciizenship education, literacy and numeracy and multiculturalism to the development of learning strategies and resources. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of commercial education, designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Commerce, Economics and Business Studies. ICT will be emphasised throughout.

This unit of study is the initial Science Curriculum (method) course unit for prospective secondary Science teachers who are in the third year of the combined BEd/BSc degree program. The unit is designed to introduce students to contemporary ideas on the nature and practice of science education in the context of schooling, the aims of secondary science education and their implementation, the nature of the school science curriculum with particular emphasis on Australian secondary science curricula and the research, skills, resources and challenges that provide the contexts for contemporary science teaching and learning.

This unit of study builds upon the work done in the prerequisite course Teaching Science 1 (Core). The unit is designed to develop students' understandings of: i. the nature of science teaching and children's learning of science, in the context of contemporary research and classroom practices, ii. the planning of science teaching and learning activities, in individual lessons and units of work, iii. the interpretation and implementation of syllabus aims, objectives, outcomes and content guidelines as well as school and system policies and regulations, iv. the integration of individual science disciplines within a multidisciplinary science curriculum.

This unit of study is a double method Science elective which complements the common ('core') science Curriculum courses, Teaching Science 1 (Core) and Teaching Science 2 (Core), taken by all Science Education students in the third year of the double degree program. In this course unit, students study issues in the teaching and learning of Stage 6 Chemistry.

This unit of study is a double method Science elective which complements the common ('core') science Curriculum courses, Teaching Science 1 (Core) and Teaching Science 2 (Core), taken by all Science Education students in the third year of the combined degree program. In this course unit, students study issues in the teaching and learning of Stage 6 Senior Science, a multidisciplinary science course for senior school students.

This unit of study is a double method Science elective which complements the common ('core') science Curriculum courses, Teaching Science 1 (Core) and Teaching Science 2 (Core), taken by all Science Education students in the third year of the double degree program. In this course unit, students study issues in the teaching and learning of Stage 6 Biology.

This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community in relationship with the standards of teaching and the importance of evidence-based teaching for individual and collective change and improvement. This unit of study is integrated with professional experience and explores issues, dilemmas and challenges for beginning teachers through journal writing and web-based writing and discussion.

This unit of study provides students with the opportunity to undertake a range of professional experiences in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession. This unit of study is the second school experience in the program, and the final fully supervised practicum before the Internship. In this unit of study, students have a more extended period of time in a school and begin to assume a greater awareness of the diversity of students in their classes. They will be expected to be more aware of the community beyond the school.

The unit will provide students with a conceptual ICT framework based on national and international standards used in accreditation of initial programs for Teacher Education.
The unit focuses on the instructional designer's task involving analysis of needs, use of ICT, and production, implementation and evaluation of classroom resources.

This unit aims to introduce art education issues and perspectives and develop skills in teaching the broad areas of Visual Arts in Stage 6. This unit will focus on the development and documentation of the processes involved in creating a Body of Work. Through this process the students will further extend their capacity to engage senior high school students using creative processes, in order that they are able to support them in developing their Body of Work and prepare them for the written examination.

This unit aims to explore further issues and perspectives and develop skills in teaching the broad areas of Visual Arts with emphasis placed on continuum of assessment for learning in the visual arts in Stage 6. In particular, the focus will be on assessment for learning within the context of Mixed Media. In addition the students are to maintain a reflective diary documenting and critically analyzing and evaluating their learning during their Professional Experiences placement.

This unit aims to equip students to teach the skills and understandings underpinning Board of Studies Stage 6 history syllabuses. The unit also explores the realities of teaching students at this level, and the various ways in which higher-order skills may be developed in response to the demands of the Extension History Syllabus.

This unit of study consists of HSIE Core 3 (2 hrs/wk) and Geography (2 hrs/wk). In HSIE 3 students will gain an understanding of the requirements of the HSC. The HSIE Core will focus on teaching strategies, resourcing and assessment in the Preliminary and HSC years. This unit of study provides opportunities for students to achieve outcomes in understanding Geography for the HSC and designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing student achievement of the outcomes of these syllabuses. ICT will be emphasised throughout.

This unit continues preparing students for the teaching of secondary Drama. The course seeks to extend the students' experience in performing. Students work with critical friends and mentors, collaborating with schools and other educational institutions, critically reflecting on their own and other people's work Students undergo a group performance project where they learn of the rigorous nature of collaborative drama experientially.

The role of the ESOL teacher has become increasingly complex. Graduates may be working with adults or with teenagers in Australia or overseas and across disciplines or curricula. . Traditional career pathways no longer exist as teachers are expected to have the flexibility and knowledge base to adapt to a wide variety of contexts. They need an understanding of students' cultural backgrounds and skills in intercultural communication.

This unit will focus intensively on teaching literature, media and other texts in Years 7-12. It will further explore the theory and pedagogy of teaching Stage 6 English. It will also examine the issues relevant to teaching adolescents who may be experiencing difficulties with the reading and wider literacy demands of the curriculum.

This unit concentrates on the new General Mathematics course which attracts half of the students in Years 11 and 12 and was first examined in the 2001 HSC. The pedagogy for this unit requires teachers to be confident in using graphic calculators and spreadsheets where required. Outcomes Based Assessment is examined in relation to its use in the new HSC. Particular aspects of mathematics education research are explored, including introducing calculus, and the implications of these for teachers in classrooms is considered.

This unit of study focuses on the role of the mathematics teacher in the senior classroom. It is intended to provide the student with techniques for constructing rich learning environments for students in the senior years of high school in preparation for the HSC. Assessment strategies are examined closely as part of the learning experience of students, together with Board of Studies requirements for measuring and recording formative assessment tasks. Technology as a tool for teaching senior mathematics is integrated into the unit.

This unit is designed to build on curriculum unit EDSE3065 Teaching Languages 2A, to prepare pre-service teachers for, and guide them through, School Experience 2, in preparation for later Internships. Students examine wider related issues for languages education, honing skills, understandings and competencies for future employment and preparing for lifelong learning through continued participation in professional development activities. Students continue on their "journey" of reflection on languages education and prepare for a lifelong professional development in languages education.

This unit is designed for pre-service language teachers continuing with their curriculum method study in a second target language. The unit will continue to build pre-service language teachers' awareness, skills and understandings in languages education, and introduce them to various aspects of research within the languages education arena.

This course is the final in a series for students who intend to teach Judaic Studies in stages 4-8. The course develops advanced skills for the classroom teaching in addition to specialised teaching methods for the teaching of Judiasm. The course introduces students to foundational principals of curriculum development, specifically within the Jewish educational context.

The Information Technology Curriculum Framework, National Training Framework, and AQF certification procedures will be critically examined in the context of VET -Information Technology courses in schools. The notion of key competencies and criterion referenced evaluation and assessment will receive detailed attention. Sources of information including professional associations will be delineated and the nature and scope of the ICT industry will also be explored. The second major focus lies in developing skills in the design of learning environments for the VET classroom. Significant time will be given to developing team or group based approaches to learning, the workplace study, workplace assessor training, writing effective and efficient programs and units of study, and developing valid and reliable assessment tasks based on the assessment guidelines in the National Information Training Package.

This unit of study consists of HSIE Core 3 (2 hrs/wk) and Economics/Business Studies (2 hrs/wk). In HSIE 3 students will gain an understanding of the requirements of the HSC. The HSIE Core will focus on teaching strategies, resourcing and assessment in the Preliminary and HSC years. This unit of study provides opportunities for students to achieve outcomes in understanding Economics and Business Studies for the HSC and designing and delivering a range of teaching strategies, evaluating and developing teachng resources and assessing student achievement of the oucomes of these syllabuses. ICT will be emphasised throughout.

The unit is designed to enable students to investigate current research in the nature of children's learning in science, contemporary science curricula, the teaching of science in the secondary school, and the relevance and impact of across-curriculum perspectives on the nature and implementation of science curricula. Each student is to investigate and report on a particular issue in science education, teaching and learning.

This unit of study is a double method course unit. An understanding of the nature of science ought to inform beliefs, practices and policies related to science and technology education in school (and beyond). Teachers of science need to develop an awareness of the pitfalls associated with uninformed views about the history and philosophy of science, particularly as they are now required to focus on both the history of science and the nature and practice of science in the development of teaching programs for the new school science syllabuses in NSW and in other systems' syllabuses. In this unit of study students will examine contemporary from the history, philosophy and sociology of science and their relevance to school science teaching and learning, and science curriculum design and implementation.

This unit of study is a double method Science elective which complements the common ("core") Science Curriculum courses, Science Curriculum 1 (Core) and Science Curriculum 2 (Core), taken by all science Education students in the third year of the combined degree program. In this course unit, students study issues in the teaching and learning of Stage 6 Physics.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, Internees (Associate Teachers) will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for their first year of teaching. The exact nature of the Internship for each Associate Teacher will be negotiated with the school at the time of the application to the school for Internship and subsequent interview by members of school staff.

This unit of study aims to develop students' understanding of second language acquisition research and its implications for the teaching and learning of second language learners. The unit will link fieldwork with an exploration of current language education research. The unit has relevance for teaching in Australia and overseas and focuses on the development of communicative competence. The unit is closely connected with EDSE5009 TESOL Professional Experience.

This unit of study will link fieldwork in schools and intensive language centres with an exploration of current language education research. Students will develop skills in linking their assessment of the abilities and needs of teenage and adult learners of English with programming. This unit aims to develop students' professional understanding and expertise as second language educators. It has relevance for teaching in Australia and overseas and focuses on the development of communicative competence.

This unit of study will focus on a range of culturally specific teaching and learning strategies aimed at increasing the ability of students to engage and motivate school students from diverse cultures, including Aboriginal culture. The course will involve exploring some of the major issues confronting teachers, schools, communities and involve interaction with appropriate communities as a precursor to working with school students in a range of culturally appropriate settings. The course will involve working with resource staff from the Faculty's partnership regions and schools.

The rapid expansion of English as a global language has led to a demand for graduates across a range of disciplines to have skills and expertise in English language teaching. This unit aims to introduce theory, concepts and practices in teaching English. The unit will focus on developing participants' knowledge and understanding of English language teaching and learning to international students in Australia and in primary, secondary and tertiary contexts overseas. The unit will develop understanding of second language learning and intercultural skills. It requires an interest in but not a specific background in teaching and languages.

The rapid expansion of English as a global language has led to a demand for graduates across a range of disciplines to have an understanding of international Englishes and expertise in English language teaching. This unit aims to extend participants' knowledge and understanding of English language teaching and learning to international students in Australia and in primary, secondary and tertiary contexts overseas. The unit will develop understandings of systems of English grammar, testing and assessment in TESOL and curriculum development and evaluation. It requires an interest in but not a specific background in teaching and languages.

This unit of study is designed to meet the needs of prospective teachers of internationally recognised senior secondary school curriculum particularly the International Baccalaureate, and those who aspire to teach in educational jurisdictions outside Australia.
The unit is designed to enable students to develop a knowledge and understanding of: the nature and role of international curricula in the education of secondary school children; international benchmarks in secondary school education; the role of the International Baccalaureate in secondary education in Australia and internationally, teaching and learning for the International Baccalaureate(IB) and other international curricula including Advanced Placement (AP) and Scholastic Aptitude Test (SAT), assessment and evaluation for the International Baccalaureate.

This unit of study is designed to introduce the students to issues and concepts related to counselling children and adolescents within the school setting. Key couselling skills and specific therapeutic strategies are introduced. The focus will be on accurate assessment of the concerns and the development of intervention plans appropriate for the educational environment.

This unit of study focuses on ethical and professional skills for school counselling and provides an overview of the key issues for school counsellors working in primary school settings, specifically literacy and language research assessments and interventions.

The counselling practicums are sequenced to allow students the opportunity to learn about the profession of school counselling from the beginning of the training program. Counselling Practicum 3 focuses on working as a school counsellor under supervision of university staff and school counsellors. The role of the school counsellor includes counselling children and adolescents with problems, assessing children and adolescents with problems, and developing intervention programs for those with learning and behaviour challenges, liaising with teachers to enhance the classroom learning environment, and developing preventative programs for students at risk. This practicum will include a counselling/therapeutic case study.

The counselling practicums are sequenced to allow students the opportunity to learn about the profession of school counselling from the beginning of the training program. Counselling Practicum 4 focuses particularly on professional and ethical issues in working as a school counsellor, under supervision of university staff and school counsellors. The role of the school counsellor includes counselling children and adolescents with problems, assessing children and adolescents with problems, and developing intervention programs for those with learning and behaviour challenges, liasing with teachers to enhance the classroom learning environment, and developing preventative programs for students at risk. This practicum will include a case study, focussed on establishing an intervention program for a child experiencing academic difficulties.

This unit of study is the first of four which will examine pedagogical and professional practices in K-12 Personal Development Health and Physical Education (PDHPE). This unit of study focuses on a Primary learning and teaching school setting Students will examine the K-6 syllabus, modules and support documents to develop the necessary skills to design and deliver appropriate teaching experiences for a specific stage of learner. The unit is linked to a 15 day Professional Experience in a Primary school.

This unit of study is the first of five which explore the ways in which health is socially constructed in contemporary Australian society. In line with the NSW Board of Studies rationale for the inclusion of PDHPE in the classroom, this unit will focus on a socio-cultural view of health whilst acknowledging the role of genetic and hereditary factors. The unit wil explore how these determinants impact upon individual and community health status. This unit will explore the ways in which meanings of health are constructed, change over time and affect the health status of Australians.

This unit of study is the first of five units on pedagogy in physical education. The five units move pre-service along a spectrum of teaching styles ranging from teacher-centred to student-centred styles. This journey exposes them to the need for teachers to be able to select and employ the appropriate approach. The unit ofstudy follows on from the introduction to pedagogy delivered in Semester 1 in Professional Practice in PDHPE1 and concentrates on the spectrum of teaching styles used in physical education at the teacher-centred end of the spectrum. It thus focuses on topics and content that can be seen as requiring more teacher-centred teaching due to safety considerations and the nature of the activities being learnt. To this end pedagogy is studied in relation to motor learning theory as manifested in the Fundamental Motor Skills (FMS) and which is part of the NSW PDHPE syllabus. The unit also examines how less teacher-centred approaches can be employed when teaching track and field and gymnastics. The gymnastics component begins with a traditional directive approach to teaching before moving toward more student-centred approaches to teaching the creative and expressive aspects of gymnastics.

This unit of study at Junior level is designed specifically for BEd(Secondary)(Human Movement and Health Education) students to provide basic knowledge and understanding of concepts in mechanics in preparation for EDUF3013 (Biomechanics). It is presented with a minimum level of mathematics and the mechanics concepts discussed are illustrated with examples from sporting activities. This unit of study is offered by staff in the School of Physics, Faculty of Science.

This unit of study will enable students to apply the knowledge and understandings of anatomy and physiology, one of the biophysical foundations of human movement and health education, covered in the unit EDUH1016 Human Bioscience to the PDHPE key learning area. A sound understanding of anatomy and physiology enables the comprehension of humans as living, functioning, homeostatic organisms as well as the intricate processes on which the survival of humans depend and its application to a variety of situations related to human movement and health education.

This unit of study will be the first of four that will examine health issues relevant to today's society. It will provide both the content and processes for teaching Health Education as part of the PDHPE key learning area. This unit will address the areas of social determinants of health, health and lifestyle, disease processes, nutrition, and safety.

This unit of study is an introduction into the field of recreation and leisure from the viewpoint of the individual and investigates various societal agencies as providers of leisure services. Students will develop an understanding of the historical, philosophical, and theoretical contexts that underpin the place of outdoor education in Australian settings. The role of schools as providers of experiences in outdoor education will be examined as will public and private providers of leisure experiences for community members.

Physical education is an integral part of the PDHPE key learning area. This unit of study is the second of five that will provide practical experience in these aspects of the curriculum. It will reinforce the relationship between physical activity and health status as well as the safety aspects associated with participation in physical activity in a variety of environments. A broad definition of physical activity of which competitive team sport is one aspect will drive the direction of these units. Participation in a variety of physical activities will enable students to develop their physical skills along with a commitment to the value of lifelong physical activity. The opportunity to develop expertise in teaching through learning theory as opposed to coaching physical skills will also ensure that they will be able to encourage others to participate in and value lifelong physical activity. In this unit students will gain experience in gymnastics and games sense.

This unit is the first of three that will examine curriculum design, learning and teaching from Kindergarten to Year 12 in the PDHPE Key Learning Area (KLA). It will concentrate on the PDHPE (KLA) in the primary school. It provides an opportunity for both the theory and practice of learning and teaching in PDHPE to be explored. Students will undertake a four-week block of teaching practice in primary schools as a part of this unit of study. They will be expected to take an active role as a member of a learning community by planning, implementing and reflecting on units of work relevant to the age and stage of development of pupils in Stages 1-3. Both self-reflection and review by the cooperating teacher and/or tertiary supervisor will enable students to develop their teaching skills during the teaching practice experience.

This unit is the second of four that will examine health issues relevant to today's society. It will provide both the content and process of Health Education as part of the PDHPE key learning area. This unit will address the areas of personal awareness, interpersonal skills, lifespan development, mental health and social health.

This unit is the second of three that will examine curriculum design, learning and teaching from Kindergarten to Year 12 in the PDHPE Key Learning Area (KLA). It will concentrate on the PDHPE (KLA) in the junior high school. It provides an opportunity for both the theory and practice of learning and teaching in PDHPE to be explored. Students will undertake a four-week block of teaching practice in secondary schools as a part of this unit of study. They will be expected to take an active role as a member of a learning community by planning, implementing and reflecting on units of work relevant to the age and stage of development of pupils in Stages 4 and 5. Both self-reflection and review by the cooperating teacher and/or tertiary supervisor will enable students to build on the teaching skills develop during their previous professional experience block.

Physical education is an integral part of the PDHPE key learning area. This unit of study is the third of five that will provide practical experience in these aspects of the curriculum. It will reinforce the relationship between physical activity and health status as well as the safety aspects associated with participation in physical activity in a variety of environments. A broad definition of physical activity of which competitive team sport is one aspect will drive the direction of these units. Participation in a variety of physical activities will enable students to develop their physical skills along with a commitment to the value of lifelong physical activity. The opportunity to develop expertise in teaching through learning theory as opposed to coaching physical skills will also ensure that they will be able to encourage others to participate in and value lifelong physical activity. In this unit students will gain experience in dance, target games, net/wall games.

Physical education is an integral part of the PDHPE key learning area. This unit of study is the fourth of five that will provide practical experience in these aspects of the curriculum. It will reinforce the relationship between physical activity and health status as well as the safety aspects associated with participation in physical activity in a variety of environments. A broad definition of physical activity of which competitive team sport is one aspect will drive the direction of these units. Participation in a variety of physical activities will enable students to develop their physical skills along with a commitment to the value of lifelong physical activity. The opportunity to develop expertise in teaching through learning theory as opposed to coaching physical skills will also ensure that they will be able to encourage others to participate in and value lifelong physical activity. In this unit students will gain experience in track and field, gymnastics, striking games and court invasion games for primary and secondary school students.

This unit is designed to provide students with the knowledge, understanding and skills to effectively conduct assessment and evaluation as integral parts of PDHPE and sport. There have been significant changes to assessment and evaluation requirements in secondary schools in NSW. Teachers are required to be more accountable for the learning outcomes of students. Practical application of assessment for learning and of learning and evaluation as they relate to the PDHPE key learning area in high schools will be examined as will the construction and implementation of both theory and practical assessment tasks.

This lecture/laboratory unit of study will examine the effects that take place in the body during and after exercise. Related aspects will include cellular physiology, energy production, aerobic and anaerobic metabolism, work capacity, the respiratory and circulatory systems under exercise, effect of altitude, thermoregulation and hydration, body composition and ergogenic aids.

This unit is the third of four that will examine health issues relevant to today's society. It will provide both the content and process of Health Education as part of the PDHPE key learning area. This unit will address the areas of adolescent health, drug use, sexuality and resilience, connectedness and protective behaviours.

Physical Education and Sport Pedagogy 5 focuses on student-centred, inquiry-based approaches to teaching and learning games, sport and life-long leisure pursuits. Students will further develop their understanding of Game Sense and similar problem-solving, discovery approaches to teaching in games, sport and leisure activities and apply them in practical workshops. Students will study issues involved in the in the promotion of life-long active life styles and strategies for encouraging attachment to physical activity that can be initiated in schools and community settings. The leisure activities workshops may include those such as pilates, yoga, martial arts, initiative games and junior surf life saving. The games and sport component of the unit will include practical workshops at university and microteaching experience at a local school.

This unit builds on the introduction to fundamental teaching skills and curriculum design in the PDHPE Key Learning Area (KLA) with particular reference to primary and junior secondary schools. It will concentrate on the PDHPE (KLA) in the senior high school. It provides an opportunity for both the theory and practice of learning and teaching in PDHPE to be explored. Students will undertake a four week block of teaching practice in high schools as a part of this unit of study. They will be expected to take an active role as a member of a learning community by planning, implementing and reflecting on units of work relevant to the age and stage of development of pupils in Years 7 - 12. Both self-reflection and review by the cooperating teacher will enable students to build on the teaching skills developed during previous teaching practice experiences.

This unit will introduce students to the pathology, diagnosis and management of injuries commonly sustained during sporting activities. It will assist students to understand their role and the role of various health professionals in recognising and managing sport related injuries. It will also examine ethical issues related to sports medicine.

It has been suggested that many of the health-related problems inherent in Australia today are related to humans as social beings, the types of lifestyles individuals lead and their interactions with others. While the ultimate responsibility for health rests with individuals, many factors affect health including environment, life stage and skills. However, there are a number of skills that individuals can learn and incorporate into the way they live as they grow and develop. In this unit students will study issues related to health consumerism, community health and global health as well as their roles in health education and health promotion in schools.

Learning in Outdoor Education examines contemporary theories of learning with a focus on experience and engagement of the body in learning about and within natural environments. In particular, it highlights the differences between learning about the natural environment in the classroom or lecture theatre and the depth and range of interrelated social, cognitive, physical and affective learning that is possible in it. Students will learn about places of natural significance and theories of experiential learning in lectures which is followed by first hand experiences of the places being studied through a two-day field trip and a three-day field trip in uniquely Australian landscapes within NSW. While this unit of study will develop student knowledge and understanding of specific areas of natural significance in NSW it focuses on the nature of learning that takes place through first hand experiences of them. Through this approach students will come to understand and know these places through two different modes of learning that they analyse through the application of educational learning theory.

Indigenous Sport, Education and Culture will provide students with a socially critical perspective on indigenous people's participation in sport and education as dynamic aspects of society and the ways in which this positions them in Australian society. This unit of study examines the ways in which sport and education are tied into the reproduction of social, economic and health disadvantage for Indigenous Australians. While sport plays a part in the reproduction of disadvantage it is also a highly visible area in which indigenous people have excelled in Australia. This unit of study also examines the ways in which sport can be, and has been, used to address indigenous disadvantage in contemporary Australian society. These issues are studied within the context of the history of white Australia as viewed from the perspective of indigenous Australians. The unit of study provides students with first-hand experiences of indigenous culture and issues examined through the provision of field trips. Informed by lectures and unit readings, the field trips make an invaluable contribution to a learning journey over the semester.

This unit of study will provide health educators with a sound knowledge of issues in nutrition and educational strategies for implementation of nutrition education in the secondary classroom. Content includes special nutritional requirements of infants, adolescents, women, vegetarians, athletes, nutrition education strategies, dietary supplements, food faddism, diets, food labelling.

This unit is designed to provide the skills and knowledge necessary for effective construction and implementation of training programs for health benefits and to improve performance. Emphasis will be on the knowledge and practical understanding of different training methods and their physiological adaptations. At the completion of this unit it is hoped that students are more confident and knowledgeable in this content area, understand the vital link between theory and practice and value the need for them to be research informed teachers.

This unit of study is designed to examine the principles of administration and administrative techniques and procedures appropriate for PDHPE and sport in schools. The unit of study will move from a base of administrative theory to precise issues and skills required for administering programs and projects in both school and community settings.

Meaningful educational experiences involve learning that effects a lasting change and involves some degree of personal transformation. As Dewey suggests learning and the realization of our humanity arises, not from any direct teaching but from the learning environment and the stimulation that it generates. This subject is structured around the provision of students' first hand experiences of Australian sport culture ranging from school and community-based sport to commercial, commodified sport played at the highest levels. Lectures and the provision of relevant readings are structured around these experiences to help them interpret, make sense of the subject content in a meaningful and relevant way. The provision of experience of Australian sport culture, its culture-specific meanings and practices informed by a socially critical examination of sport and its impact constitutes a holistic approach to learning about sport in a setting that is culturally distinct from that of backgrounds of most students who will undertake the course. While it will provide understanding of a new cultural context it will also encourage a more socially critical view of sport in their own societies, an understanding of global forces in sport and their impact on local cultures.

This unit comprises four Creative Arts components: Visual Arts, Music, Drama and Dance. It combines both theoretical and practical/studio work across a range of art forms appropriate for K - 6 classrooms..

This unit of study begins the exploration of children's language learning. The unit provides an introduction to professional experience in the primary classroom through exploring K-3 literacy development and teaching practice. Students will become familiar with the fundamental components of literacy, supported through observation of teachers and children in classrooms and interaction with small groups of children emerging in literacy.

In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling. A balanced approach to the development of literacy and the teaching of English will be exemplified by a focus on the use of quality children's literature and factual texts relevant to this stage of learning. You will develop understandings about how young children learn and how to assess their learning in the context of an engaging English program.

This unit of study is the first of two units aimed at assisting students to develop their teaching skills in Physical Education. It is focused on the development of Physical Education pedagogy for generalist primary school teachers aimed at making children's experiences of physical activity enjoyable, rewarding and educationally valuable. Students will study the theory and practice of teaching physical activity in primary schools with a focus on student-centred pedagogy and on sport and teaching games in particular. Through reading, active participation in lectures, sport and workshops, students will engage with the latest developments in physical education pedagogy and apply it in practical contexts. This will involve exposure to contemporary theories of learning in and through physical education, management and organisational issues specific to physical education, practical workshops and team teaching in a primary school. Drawing on experiences of lectures and workshops students will work collaboratively in planning for learning, organising, managing and teaching physical education with a clear focus on student learning and achievement.

This is the first unit of study in Mathematics and students will be introduced to key issues associated with how children acquire early mathematical concepts, processes and knowledge. The Learning Framework in Number will be a major focus of content for this unit of study. As part of this study students will be required to assess a child from the K-2 grades using an interview schedule and to use the results to plan activities that demonstrate knowledge of worthwhile mathematical tasks.

N.B. Within New South Wales public schools it is mandatory to implement the Department of Education and Training (DET) Aboriginal Education Policy (1996) and ensure Aboriginal perspectives are provided in all key-learning areas. This Indigenous Australian Education unit of study focuses on contemporary issues in Indigenous Education. Students will also develop an understanding of the historical backgrounds of Indigenous Australians and how these experiences impacted upon their schooling. Students will increase their current levels of knowledge in relation to some of the broader social topics that are relevant to Indigenous Australians.

This unit incorporates the year's professional experience and continues students' development as reflective practitioners. It examines various ways in which the concepts of curriculum and evaluation and quality teaching have been defined in current literature. The phases of planning, development, implementation and evaluating quality lesson plans will be examined along with the importance of reflective practices. Classroom management issues will also be further explored, building on the initial discussions in EDUP1002 in Year One. Students will develop an understanding of the interrelationship between quality teaching dimensions and management of the classroom learning community. They will demonstrate their understanding and expertise of quality teaching and learning principles through peer teaching and during their professional experiences in schools.

In this second unit of study students will continue to gain experience in a variety of physical activities as well as being introduced to health and personal development content strands from the Personal Development Health and Physical Education (PDHPE) Key Learning Area (KLA), K-6. Students will be encouraged to examine their own health and fitness status and explore the importance of leading active and healthy lives. Emphasis will be placed upon developing teaching skills and programming strategies necessary for the effective implementation of the syllabus. Participation in a variety of dance and gymnastic activities will enable students to develop their confidence and physical skills to teach children. Particular attention will be given to teaching an integrated PDHPE curriculum within the health promoting school context.

This unit will focus on the fundamental principles of the Human Society and Its Environment K-6 key learning area as well as theories of how children learn in a social setting. This unit will enable the students to design and critically reflect on learning experiences which are planned to achieve the aim of the NSW HSIE K-6 Syllabus.

The content of this introductory unit of study is based around teaching principles derived from current sociocultural thinking. Four key principles are challenge, engagement, assisted performance, and handover. With these in mind, and after an introduction to the social and political context of TESOL, the unit covers oral language development, literacy and the integration of newly-arrived children.

In this unit students will focus on the content strands of Space & Geometry, and Measurement, and the process strand, Working Mathematically. The role mathematics plays in developing numeracy will be examined in the light of the content areas covered in this unit.

This unit is the first of two dealing with issues, strategies and resources relevant to the teaching of Science and Technology in the K-6 curriculum. It builds upon foundation studies in science undertaken by students in the Science Foundations units EDUF1016 and EDUF1017.

In this unit students will continue to reflect on their theoretical knowledge of the principles of English teaching. They will critique key readings to challenge, make links to their own practices and to question past and current practice. Students will examine literacy assessment tools, identify the literacy demands of factual texts and plan lessons to encourage pupil engagement through explicit teaching in stages one and two. As a result of working in this unit, students should be prepared to justify their own approach to teaching English and literacy across the curriculum areas in the primary classroom.

This unit of study builds upon the work completed in Professional Experiences 1 by maintaining a reflective orientation and introducing students to more detailed aspects of grouping strategies, communication, management and assessment. The twin themes of 'making links' and 'quality learning for children' will be central.

This unit comprises four Creative Arts components: Visual Arts, Music, Drama and Dance. It continues to develop both theoretical and practical/studio work across a range of art forms appropriate for primary age children.

In this unit of study, additional content strands from the Personal Development Health and Physical Education Syllabus, K - 6 will be examined and further emphasis will be placed upon refining teaching skills and developing programming strategies necessary for the effective implementation of the syllabus. Particular attention will be given to sensitive issues in the syllabus. The role of the school as a health promoting environment will be examined further.

This unit of study is designed to build on the content and ideas introduced in Mathematics Education 1 and 2 and reflects the growing international emphasis on the development of efficient mental computational strategies to enhance numeracy levels in Australia. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks. Students will be introduced to suitable assessment instruments and a range of teaching/learning strategies suitable for enhancing the thinking strategies of children.

Through an examination of the learning processes Designing & Making and Using Technology, this unit focuses on developing children's interest and skills in understanding and using technology. In particular, it considers design as a creative process, founded on an understanding of the natural and physical world which promotes science conceptual understanding.. Teaching of these learning processes is supported by exploring the content strands of Built Environments, Information & Communications and Products and services. It considers aspects of curriculum planning, classroom management, development/selection of activities and resources relevant to the teaching of technology. It also emphasises the linking of science and technology to other areas of the K-6 curriculum.

This unit of study is focussed on work with the strands of Reading, Writing, Talking and Listening through the use of literary texts in the classroom. Literary texts such as picture books, novels, biographies, plays and poetry as well as other texts of popular culture will be used as the basis for preparation for teaching English to children in the middle years (NSWStages 2 and 3, grades 3,4,5 and 6). The emphasis will be on developing chldren's critical comprehension and creative composition of a range of literary texts. Understanding how to assess a chuild's strengths and needs in reading, writing, speaking and listening will also be an important component of this unt.

Under the supervision of tutors, students will complete a series of tutoring sessions in schools. During this time, students will develop individualised literacy and numeracy plans, implement plans with a child, evaluate teaching outcomes and plan for ongoing sessions. During this experience, students will keep a journal of teaching experiences, including making links between practice and the research literature, and critique current literature that relates to their school-based work.

This unit of study is the final professional experience in the Bachelor of Education Primary degree. Students act in the role of graduate teacher in a 30 day internship that is the culmination of this unit of study. In preparation for this internship, students will prepare an action learning task that wil build upon the professional learning undertaken in EDUP4079 in semester 1. This action learning task will be framed by the graduate teacher standards of the NSW Institute of Teachers.

This unit of study incorporates the year's final professional experience before the internship and continues students' development as reflective practitioners building on Professional Experiences 1 and 2. Students will synthesise their professional learning to create their graduate teacher portfolio and complete a 20 day practicum in a school.

This unit of study allows students to demonstrate their understanding of how to develop and use HSIE resources at several levels, including global, national, statewide, community, and school resources, Students will be required to demonstrate both the critical and imaginative use of a global or community resource for the teaching of HSIE. Students will also be required to investigate, critique and enhance the use of school resources for the teaching of HSIE. In particular, students will explore the resources from their profssional experience school and reflect on how such resources might be developed to maximise the effective HSIE learning for students in their own classrooms.

This unit of study will enable students to prepare to implement a languages program in a primary school context. Through an examination of policy and syllabus documents, suitable teaching methods and pedagogy, students will focus on what is required for establishing and sustaining a primary languages program. Students will also develop language lesson planning skills, and become familiar with materials that are suitable for the primary languages classroom.

This unit of study allows students to continue their understandings of how best to deliver a languages program in a primary school context. Through an examination of intercultural languages education theory, and the syllabus directives as regards planning to use ICT as a vehicle for lesson delivery as well as a tool for teacher student teaching/learning, students will continue to focus on what is required for establishing and sustaining a primary languages program.

The education of students with additional learning needs is a challenge for all teachers. Given the introduction of the Disability Standards for Education (2005) all teachers are required to be knowledgeable about curriculum and instructional adjustments that will assist them to cater for students with special educational needs. This unit will address issues around current legislation and policy, review current literatures about effective practices in catering for students with special needs, and develop skills in reviewing literature and policy. The remainder of the unit will be spent examining practices that will assist teachers to meet the additional learning needs of students experiencing difficulty in learning literacy and numeracy through school based experiences.

The education of students with special education needs is the business of all teachers. This unit will further the study of policy and practices that assist teachers to cater for students with special needs through (a) examining strategies of how teachers can work together to address student need, and (b) how they can adjust their classroom practices to manage challenging and difficult social behaviour. At the completion of the unit students will be familiar with problem based approaches and whole school strategies for addressing the education outcomes for students with special education needs.

Understanding and responding to the needs of gifted children is an integral part of teaching all key learning areas. This unit of study is the first of two that will provide practical and theoretical experience in these aspects of the curriculum. It will link recommended practice for gifted children with actual practice in the classroom and across the school. Definitions and identification of giftedness will underpin the unit's emphasis on real provisions to motivate and challenge gifted children. Participation in a variety of activities will enable students to design lessons and programs to teach children with differing capabilities while developing the knowledge, skills and attitudes that will lead to the commitment to the value of lifelong learning. In this unit students will gain experience in making opportunities real for gifted children.

Understanding and responding to the needs of gifted children is an integral part of teaching all key learning areas. This unit of study is the second of two that will provide practical and theoretical experience in these aspects of the curriculum. Building on work done in Gifted and Talented A, this Unit will continue to link recommended practice for gifted children with actual practice in the classroom and across the school. Definitions and identification of giftedness will underpin the unit's emphasis on real provisions to motivate and challenge gifted children. Participation in a variety of activities will enable students to design lessons and programs to teach children with differing capabilities while developing the knowledge, skills and attitudes that will lead to the commitment to the value of lifelong learning, an experience in making opportunities real for gifted children.

This unit builds upon earlier computer based experiences in Education 1 in order to develop students' understanding of, and skills in, the application of contemporary information and communication technologies in the Primary classroom. Technical aspects will be drawn from database design and construction, presentation software, Website design, and desktop publishing. The unit will deal with aspects of technology that impinge on teachers' own professional and administrative practice, the evaluation of IT related resources and the integration of IT into classroom activities.

This unit builds upon earlier computer based experiences in Education 1 and IT in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary information and communication technologies in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary information and communication technologies in the Primary classroom. Technical aspects will be drawn from presentation software, digital video production and low cost graphic techniques. The unit will deal with aspects of technology that impinge on teachers' own professional and administrative practice, the evaluation of IT related resources and the integration of IT into classroom activities.

The content of this unit builds upon previous work completed in EDUP3003 and is based around teaching principles derived from current socio-cultural thinking. Four key principles are challenge, engagement, assisted performance, and handover. With these in mind, and after an introduction to the social and political context of TESOL, the unit covers oral language development, literacy and the integration of newly-arrived children, and grammar across the KLA.

The content of this unit builds upon previous work completed in EDUP3003 and EDUP4068. The focus for this unit will be vocabulary development, the teaching of literature in multilingual classrooms, analysis of ESL implementation, and the carrying out of a small-scale research project.

This unit of study provides students with the opportunity to further their knowledge, skills, techniques and understandings in the Creative Arts, building on earlier units in the Bachelor of Education (Primary) program. It also involves teaching creative arts in a school context. Integrated Arts Special Course comprises Integrated Arts A (Semester 1) and Integrated Arts B (Semester 2).

This unit of study will further develop students' knowledge, skills, techniques and understandings in the Creative Arts, building on the unit of study undertaken in Semester 1.

This unit of study aims to develop skills and knowledge that will eable students to address the many issues that face Indigenous pupils in the school environment. The unit focuses on the application of Aboriginal Studies in primary educaton and builds on the knowledge and skills gained in EDUP2006 Indigenous Australian Education. It is structured so that students, through lectures and workshops throughout Semester 1, are prepared to undertake their Practicum at a primary school with a significant cohort of Indigenous students and an Aboriginal Education Assistant (AEA). Students will be guided in the application of more extensive consultative mechanisms with Aboriginal communities, organisations and individuals.

This unit of study will build on the knowledge gained in Koori Kids in School A. The focus of this unit will be to further develop skills in preparation for their final practicum (internship) at a primary school with a significant cohort of indigenous students and an Aboriginal Education Assistant (AEA). Students will participate in workshops given by Department of Education and Training personnel concerning Indigenous education within districts throughout NSW. This unit of study will deepen the understanding of contemporary and traditional Indigenous Australian culture, skills and knowledge and how this affects learning through practical engagement with Indigenous students, educators and communities.