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 within 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 and communication tehnologies 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 dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses school physical education, school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics commercialism, nationalism, terrorism and racism. This unit will encourage students to critically analyse how sport is both constructed and is produced in the context of particular social values and beliefs. The unit is structured in a way to encourage the development of arguments and ideas through tutorial presentations, research projects and a portfolio which relate to these topic areas. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become 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 examines 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 learning that takes 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. Students enrolled in this unit will incur a levy to cover any additional costs.

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. Students enrolled in this unit will incur a levy to cover any additional costs.

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. Students enrolled in this unit will incur a levy to cover any additional costs.

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.

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 with a supervisor on their Honours research projects. 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 acknowledges the importance of preparing teachers who have an understanding of past and contemporary experiences of Indigenous Australians. It equips students with the knowledge of culturally appropriate teaching and learning strategies and emphasises the importance of ongoing consultation with Indigenous communities.

This unit of study builds on the knowledge, understandings, skills and attitudes explored and developed in Craft Knowledge and Professional Practice 1 and other Education subjects. 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 with, 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. Students will explore the limits of art education to other areas of study and examine the integration of that learning across and between visual art content areas. In addition students will consider the characteristics of diverse learners and how various socio-cultural, economic, religious and special needs aspects influence learning and teaching in the visual arts. Students will be introduced to organizing, planning and managing learning experiences based on the assessment for learning program for Stages 4 and 5 taking in consideration non-English speaking background (NESB) students with a particular focus on classroom behaviour management.

This unit will further examine the scope and sequence of visual art education 7 - 10 and closely investigate the elective visual arts courses available for Stage 5. In addition this course will critically analyze and evaluate pedagogical models that value and foster learning through the creation of supportive, safe and caring environments. In particular it will address assessment for learning in the visual arts 7 - 10 in order to conceptualize engaging. challenging and stimulating learning activities for all students in Stages 4 and 5.

This unt closely examines the nature and scope of the Stage 6 Preliminary course with an emphasis on student literacy development in and through the visual arts. In addition this unit will focus on the effective planning of assessment, evaluation and reporting in Stage 6 to encourage further learning. Students will be introduced to appropriate enquiry techniques, a range of assessment and evaluation practices and methods of reporting, which will act as a stimulus to student learning. Addressing the learning needs of a diverse range of students through the effective use of ITC is central to this course.

This unit builds further on the learning in EDSE3056 and provides the opportunity for an in-depth exploration of literacy and numeracy in the school curriculum. The main focus of this unit is to develop a range of strategies to identify and successfully address the literacy and numeracy needs of all learners including NESB students, those with disabilities, behaviour disorders, learning difficulties and the gifted and talented. In addition, students will further investigate a range of assessment and reporting issues in the Preliminary Stage 6 course.

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 Geography. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Geography in Stage 4. An understanding of the NSW Board of Studies years 7-10 Geography Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Geography teaching materials. There will be an emphasis on ICT literacy and civics and citizenship education throughout the unit.

This unit of study will build on the study of years 7-10 Geography syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Geography education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography. A particular focus will be placed on the use of Geography tools and skills in teaching Years 7-10 Geography. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on literacy, civics and citizenship education and ICT.

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 playbuilding and key forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of 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 well 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.

This unit of study is the first in a suite of curriculum methodology units designed to equip you to teach secondary English 7 - 12. This unit will introduce you to the principles of teaching and learning in subject English, develop your understanding of the theories underpinning the secondary English syllabus documents and raise your awareness of the debates and issues relevant to teaching Secondary English.

This unit will examine the current syllabus documents and explore the ways in which contemporary theoretical perspectives underpin and inform these. The unit will continue to examine the practical uses of information technology in teaching and learning in English.

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 designed for students who intend to teach Judaic Studies within relevant syllabuses in Stages 4 and 5 and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension 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 wish to teach NSW Board of Studies Stage 6 Syllabus, Classical Hebrew Continuers and Extension courses and Judaic Studies content in Stages 4-5. The unit focuses on specialised pedagogy of the discipline and continues to build on teaching skills as they apply to this area.

This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Economics. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 Commerce syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout the unit.

This unit of study will build on the study of years 7-10, Commerce syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Commerce education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Commerce. The unit will also focus on the National Consumer and Financial Literacy Framework. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on civics and citizenship education and ICT.

This unit of study is the initial Science Curriculum (method) core 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. The unit addresses Science curricula 7 - 12 with a particular focus on the NSW Science 7-10 syllabus.

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.

In this unit of study candidates will select to study teaching, learning and curriculum issues in one of the senior school Stage 6 Science syllabuses from those which are offered as choices (strands) this semester within this unit of study (contact Faculty of Education & Social Work to ascertain which strands are offered in each session in any one year.).

In this unit of study candidates will select to study teaching, learning and curriculum issues in one of the senior school Stage 6 Science syllabuses from those which are offered as choices (strands) this semester within this unit of study (contact Faculty of Education & Social Work to ascertain which strands are offered in each session in any one year).

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.

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 that builds on the knowledge and skills relevant to information and communication technologies used within subject specific curriculum areas. The unit considers the principles of teaching and learning from the perspective of integrating ICT into the teaching/learning process. By immersing the use of ICT tools with multmedia learning, this unit will provide students with hands-on experiences in ICT and curriculum.

This unit of study aims to introduce art education issues, perspectives and skills development with a specific focus on the Stage 6 HSC program. Constructing a body of work will create personal learning experiences that will act as an impetus for further critical examination of learning and teaching in and through the visual arts. In addition students will collaboratively explore and critically analyze and evaluate the impact of indigenous Aboriginal history, cultures and perspectives on education and propose effective teaching strategies to address some of these issues.

This unit of study further explores issues and perspectives of the Stage 6 HSC course. In particular the focus will be on examination preparation and assessment for learning. The students will also investigate the relationship of teachers to the wider community and further their understanding of professional communities within and external to the school environment and how they can contribute to these communities.

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 will focus on teaching the Geography Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in years 7-10 Geography and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Geography. Added emphasis will be placed on assessment strategies and programs for the Preliminary/HSC course in Geography focusing on NSW Board of Studies requirements. Additional emphasis will be placed on strategies, skills and resources for both fieldwork and the senior Geography Project. Students will also look at the ways the study of geography for the HSC can lead to various post school destinations, Professional association membership and HSC marking will be promoted throughout this unit.

This unit continues preparing students for the teaching of secondary Drama. The course will extend the students' experience in teaching devised performance. 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 teaching collaborative drama experientially.

The role of the TESOL 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 is designed to develop your understanding, knowledge and pedagogical skills in teaching a wide range of texts in English 7 - 12. There is an emphasis on theory in practice, wide reading and film, media and multi-media in English 7 - 12. The sessions will be approached as workshops during which you will be expected to contribute to whole class and small group collaborative tasks.

This unit concentrates on the 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 is an advanced unit of study for students who wish to implement the NSW Classical Hebrew Stage 6 Syllabus and to teach Judaism content in related areas. It builds on the skills, knowledge and understandings developed in Classical Hebrew and Judaism 1 and 2. Students examine the challenges of the subject and engage in a critical reflection of the issues inherent in the teaching of sacred texts. The unit develops advanced skills for classroom teaching as well as specialised methods for the teaching of Classical Hebrew.

This unit of study will focus on teaching the Economics Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in Years 7-10 Commerce and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Economics. Added emphasis will be placed on assessment strategies and programs for the preliminary/HSC course in Economics focusing on NSW Board of Studies requirements. Students will also look at the ways the study of Economics for the HSC can lead to various post school destinations. Professional association membership and HSC marking will be promoted throughout this unit.

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 issues from the history, philosophy and sociology of science and their relevance to school science teaching and learning, and science curriculum design and implementation.

In this unit of study candidates will select to study teaching, learning and curriculum issues in one of the senior school Stage 6 Science syllabuses from those which are offered as choices (strands) this semester within this unit of study (contact Faculty of Education and Social work to ascertain which strands are offered in each session in any one year).

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, Interns 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 commencing to teach.

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 unit 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 unit 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 the first of four that examines pedagogical, curriculum and professional practices in K-10 Personal Development, Health and Physical Education (PDHPE). This unit of study will develop students' understanding of what it is to be a teacher within a specific PDHPE context. The unit will examine the current NSW Board of Studies' requirements regarding K-6 PDHPE and will focus on the primary school learning and teaching environment. Through an examination of the K-6 syllabus, modules and support documents, students will develop the necessary skills to design and deliver appropriate teaching experiences for a specific stage of learner. The unit is linked to 20 days Professional Experience in a Primary school.

This unit of study is the first of four that examines pedagogical, curriculum and professional practices in K-10 Personal Development, Health and Physical Education (PDHPE). This unit of study will develop students' understanding of what it is to be a teacher within a specific PDHPE context. The unit will examine the current NSW Board of Studies' requirements regarding K-6 PDHPE and will focus on the primary school learning and teaching environment. Through an examination of the K-6 syllabus, modules and support documents, students will 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 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 of study follows on from the introduction to pedagogy delivered in Semester 1 in Professional Practice in PDHPE1 and concentrates on 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 K - 6 PDHPE syllabus. The unit also examines how less teacher-centred approaches can be employed when teaching track and field and gymnastics. This unit also introduces teaching strategies to accommodate the needs of all students including those from different backgrounds.

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 is the first of five health education units and focuses specifically on the mental health of young people. This unit investigates the meaning of mental health in contemporary society and the key foci of work in this area. Major content covers self concept and self esteem and its development; positive relationships and communication; supporting difference and diversity; gender stereotyping; developing a positive body image; coping and resilience; a whole-school approach to health; depression, loss and grief; body image; stress and strategies for fostering mental health among youth.

This unit is the second of five units on pedagogy in physical education. The unit of study follows on from EDUH1007 taught in year 1 moving the focus toward student-centred approaches to teaching as applied to the NSW PDHPE 7 - 10 syllabus mandated areas of aquatics. dance and games.

This core unit of study acknowledges the importance of training PDHPE teachers who have an understanding of past and contemporary experiences of Indigenous Australians. It examines the notion of an Indigenous Australian history and examines the social, economic and health disadvantages that challenge Indigenous communities. It explores the importance and cultural meanings of sport in Indigenous communities. The unit supports them to expand their understanding of Indigenous cultures and equips students with the knowledge to provide culturally appropriate programs to students in schools. The unit will assist pre-service teachers in developing an awareness of how to integrate Indigenous issues into the health education and physical education context.

This core unit of study is the second of four examining pedagogical and professional practices in K-12 Personal Development Health and Physical Education (PDHPE). This unit of study examines the current NSW Board of Studies requirements in years 7-10 PDHPE and focuses on the secondary school learning and teaching environment. Through an examination of the syllabus support documents, and the NSW Department of Education and Training Quality Teaching documents, students will develop the necessary skills to design effective teaching experiences for a range of student learners. The unit is linked to a 4-week professional experience block placement.

The purpose of this unit is to raise students' awareness of anatomy and physiology as one of the biophysical foundations of human movement and health education. This unit of study will focus on studying the structure and function of a human body as well as applying this knowledge to a variety of situations related to human movement and health education. This unit aims to establish how the systems of the body influence and respond to movement, the body's energy systems and how training produces adaptations and affects performance.

This unit explores the role of natural environments in the development of young Australians There is a substantial body of evidence that suggests that this time spent in the outdoors provides many benefits for the individual including improving self esteem and psychological well-being, increasing the ability to overcome challenges, enhancing decision making skills, and improving interpersonal relationships. This unit provides the opportunity for pre-service teachers to not only plan learning experiences based on these theories, but also to implement and reflect on these experiences in a natural outdoor setting during a three day camp. A strong focus of this unit of study is the preparation of pre-service teachers for teaching Outdoor Education in NSW schools, including the Outdoor Recreation option in the PDHPE HSC preliminary course. There will be an additional cost for the camp - approximately $300.

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 five-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.

This is the fifth and last physical education pedagogy unit of study. This is a practical unit of study designed specifically for students to gain a wide variety of experience in teaching physical education in non-traditional sport. This unit will build on the socio-cultural focus in the new PDHPE syllabuses. Traditionally secondary schools have offered a limited range of sports such as cricket and rugby league and sports of significance to other cultures have often been unavailable perhaps due to lack of knowledge or a lack of sensitivity by teaching staff. Traditional sports may also appear alienating to NESB students or may not accommodate some cultural requirements. There has been an explosion of numerous alternative sports in the past decade such as rock climbing, roller blading, tai chi, rap dancing, capoeira to name a few. There is now a wider, richer range of sports available in schools including sports not traditionally played in Australia. For example, some schools with a high proportion of students from Asian backgrounds now offer martial arts as a sport. Many fourth year BEd students will soon be teaching in multicultural schools where these issues will be directly relevant and where they may be expected to broaden the sports curriculum and ensure the needs of students from all backgrounds are respected and catered for. During the unit you will also have the opportunity to examine values, attitudes and behaviours as they relate to your own physical activity patterns and personal health status.

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.

The purpose of this unit is to raise students' awareness of the specific issues of prevention, assessment, management of and recovery from sports injury. This unit aims to introduce students to the pathology, diagnosis and management of injuries commonly sustained during sporting activities. Students will also examine how the extent and intensity of sports participation relates to the incidence of sports injuries and explore a range of technical and scientific approaches for maintaining the wellbeing of athletes. The unit further aims to assist students in understanding their role and the role of various health professionals in recognising and managing sport related injuries. This unit of study also prepares students to develop lessons and assessment tasks for the stage 6 PDHPE option '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.

Engagement with natural environments in Australia forms a significant part of growing up for many Australians whether in formal educational settings, organised leisure activities or through informal experiences of leisure and or sport. It is also of interest for a growing number of overseas visitors wishing to experience Australia's unique natural environments. Outdoor Education forms an important aspect of the Key Learning Area, Personal Development Health and Physical Education in the NSW syllabus. Learning in Outdoor Education examines the nature and significance of learning that takes place through these experiences of natural environment in Australia with a particular focus on how and what children and young people learn in outdoor education. While the unit aims to develop knowledge and understanding of specific areas of natural significance in NSW, it focuses more on the nature of learning in outdoor education. It emphasizes the educational significance of the different ways in which these places are studied and understood, or come to be known, in the classroom or lecture theatre and through first hand experiences of them. It does this by examining two different, yet interrelated, modes of learning in and about natural environments through lectures about these places and experiences of bushwalking and expeditions in them. At the same time it addresses the relationship between concerns of outdoor education with environmental and students' social learning. During the course of the unit of study students come to know the places they visit through the two distinctly different learning experiences provided by formal lectures and field trips. There will be extra costs incurred in the field trips for this visit.

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. There will be extra costs incurred in the field trips for this unit.

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. Ther will be extra costs incurred in the field trips for this unit.

This foundational unit of study helps students become familiar with the range of early childhood settings available for children from birth to five years. Students will be required to become familiar with the regulations governing early childhood services and licensing conditions and will examine the literature relating to quality care and education in early childhood services.

An in-depth knowledge and awareness of the nature and context of the play of infants, toddlers and young children is essential for early childhood educators. This unit enables students to observe and understand children's play and to provide a framework for planning developmentally appropriate play-based learning experiences.

This unit provides students with the ability to plan and operate healthy and safe early childhood learning and care environments. Students will learn about minimizing infection and promoting children's health and wellbeing. Students will also undertake Child Protection training in accordance with the legislative requirements of the Children Care and Protection Act of NSW Department of Community Services in this unit.

This unit explores the historical and contemporary influences on childhood and the social constructions of families and childhoods in Australia and throughout the world. Students will explore how concepts of childhood impact on the education and care of infants, toddlers and young children. The image of the child and children's rights are a focus in a global society and as a result traditional understandings of 'childhood' as being universally experienced within cultures, are being challenged.

This unit comprises four Creative Arts components: Drama, Visual Arts, Music 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-2 literacy development and teaching practice. The professional experience will focus on pre-service teachers developing subject content knowledge and how to teach it; knowing their students and how they learn and communicating effectively with their students (NSW Institute of Teachers Professional Teaching standards, Elements 1 2 & 4). 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 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. 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.

Within New South Wales public schools it is mandatory to implement the Department of Education and Training (DET) Aboriginal Education and Training Policy (2008) 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 professional experience and continues students' development as reflective practitioners. The professional experience will focus on pre-service teachers planning for effective learning; communicating effectively with their students; and maintaining a safe and challenging learning environment through the use of classroom management skills (NSW Institute of Teachers Professional teaching standards, Elements 3, 4 & 5). 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, building on the initial discussions in EDUP1002 in year One. Students will demonstrate an understanding of the interrelationship between quality teaching dimensions and management of the classroom learning community. Students will demonstrate their understanding and expertise of quality teaching and learning principles during their professional experience in schools.

In this second unit of study students will continue to gain experience in three mandatory Physical Education strands in the K-6 PDHPE Syllabus: Active Lifestyle; Gymnastics; and Dance. Emphasis will be placed on participating in a variety of gymnastics and Dance activities that will enable students to develop teaching confidence and competence in these areas. Particular attention will be given to developing the pedagogical knowledge understanding and skills to plan and implement appropriate learning strategies for Active lifestyle, Gymnastics and Dance and integrating the PE curriculum within a K-6 Health Promoting Schools 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 develop students' skills in applying cross curriculum content, values and perspectives especially civics and citizenship education. Underpinning this unit are the theoretical frameworks of the NSW HSIE K-6 syllabus, Quality Teaching and the Melbourne Declaration on Educational Goals for Young Australians. 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 and other curriculum requirements and to address graduate teacher standards.

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 and multimodal 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 and school-based 20 day professional experience builds on the introductory unit in year 1 and Professional Experiences 1 in year 2 of the program. This professional experience will focus on pre-service teachers knowing their students and how they learn and planning, assessing and reporting for effective learning (NSW Institute of Teachers professional teaching standards Elements 2 & 3). In second year, Professional Experience One focuses on elements four and five. This unit moves to a more complex interpretation of the learning experience by focusing on the diverse learning needs of students. Students will develop their knowledge of how students learn from the university-based classes in the first half of the unit of study. In the second half, they will apply this knowledge to the students they will teach on their 20 day professional experience. Throughout the unit of study, the emphasis will be on employing this developing knowledge of students' learning in the planning, assessing and reporting of effective learning outcomes.

This unit comprises the four Creative Arts components of the NSW K-6 Creative Arts Syllabus : Drama, Visual Arts, Music and Dance. It continues to develop and extend both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in both lecture and workshops is mandatory.

In this third unit of study, students will continue to gain experience planning engaging and meaningful teaching and learning activities in PDHPE. Emphasis is placed on programming and planning using four of the syllabus strands: Growth & Development. Interpersonal Relationships, Personal Health Choices and Safe Living. Students explore a range of youth-related health issues including child protection, sexuality, alcohol and tobacco use, body image, bullying and mental health. The Health Promoting Schools model is introduced as a framework for building student-centred PDHPE curriculum, valuing whole-school policies that support young people's wellbeing and fostering community partnerships.

This compulsory unit of study is the third and final unit in primary mathematics education. It is designed to build on the content and ideas introduced in Mathematics Education 1 and 2, with emphasis on Number and Pattern and Algebra Strands in Stages 2 and 3 of the NSW Primary Mathematics Syllabus. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks and assessment-based planning for teaching.

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.

This unit of study is focussed on work that combines the strands of Reading, Writing, Talking, Listening and Viewing through the use of literary texts in the classroom. Literary texts such as picture books, novels, 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 child'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, implement and evaluate a sequence of individualised literacy and numeracy plans. During this experience, students will develop a professional statement and journal making links between practice and the research literature based on their school-based work.

This unit plays a significant role in student self-assessment of their attainment of the graduate professional teaching standards of the NSW Institute of Teachers. In doing so, the unit supports students to access strategies to develop within all aspects of the graduate standards, while making subtantial input to the development of NSW Institute of Teachers professional teaching standards, Element 6. (Teachers continually improve their professional knowledge and practice.) The lecture series and seminars will explore each element in turn, with a focus on examining students' beliefs, evidence of current attainment, needs for development and steps to achieve full attainment of the standards. Assessment will involve milestone and portfolio tasks designed to support students to draw together evidence to not only demonstrate attainment but also to identify areas for further development and achievable steps to be undertaken during their last 20 day professional experience. The final assessment task will engage the students in reflection on their implementation of steps as developed in their milestones, to narrow down a specific area for development to be further explored within EDUP4017 : Professional Experiences 4, through action learning.

This unit of study is the final professional experience in the Bachelor of Education Primary degree. This professional experience will focus on pre-service teachers continuing to improve their professional knowledge and practice and actively engaging as members of their profession (NSW Institute of Teachers professional teaching standards, Elements 6 & 7). Students act in the role of graduate teacher, being responsible for a 50-60% teaching load, in a 30 day internship that is the culmination of this unit of study. The lectures and seminars will support students to develop an action llearning project that will build upon the professional learning undertaken in EDUP4079 in semester 1.

This unit of study allows students to build on their knowledge of HSIE K-6 content and the syllabus requirements of this key learning area. This unit will develop students' skills in applying cross disciplinary curriculum content, values and perspectives especially global and civics and citizenship education. Embedded in this course is the Quality Teaching framework, the Melbourne Declaration on Educational Goals for Young Australians, the Global Education statement and the National Statement for Engaging Australian Students with Asia. Students will be required to demonstrate research based knowledge of how to teach HSIE content to primary students and will design learning experiences that demonstrate knowledge and proficiency in the use of Information Communication Technologies (ICT) to engage and support student learning.

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.

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 the use of ICT tools and construction of appropriate ICT teaching and learning resources, 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. Technical aspects will be drawn from presentation software and multimedia production. The unit will deal with aspects of technology that develop teachers' own professional practice using ICT, the evaluation of IT related school-based resources and the integration of IT into the classroom.

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. After an introduction that is concerned with broad policy issues, the focus will turn to grammar and the anaylsis of children's spoken and written texts. In additon, we will re-visit the teaching of literature with an emphasis on newly-arrived children and refugees.

The content of this unit builds upon previous work completed in EDUP3003 and EDUP4068. The focus for this unit will be vocabulary development, analysis and development of ESL implementation, and the carrying out of a small-scale tutoring 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 and extend students' knowledge, skills, techniques and understandings in the Creative Arts, building on the unit of study undertaken in Semester 1. It may include workshops, guest lecturers, excursions to galleries, concerts or performances, etc.

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 Officeer (AEO). 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 Officer (AEO). 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.