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, which is the second part of Education 1 introduces students to the study of human development, with a particular emphasis on the development of early childhood through to adolescence. The unit addresses one of the major goals of Education I, II and III; the learning of a body of knowledge on 'human development (child and adolescent in particular)'. It is premised on the view that teaching from a developmental perspective inevitably transforms teachers into problem solvers who adapt and modify their teaching and learning approaches, based on knowledge of factors that promote each child's optimal development. A core assumption of the unit is that the study of human development is cross-disciplinary; involving in particular psychology, philosophy of science and neurobiology, and that existing developmental theories are open to question and continuing debate. Students are therefore encouraged to engage in this study with critical and creative minds. The unit focuses on the processes and products of human development, related to cognitive emotional, social, moral, motor, and language development. The classical theories will be considered in some detail and examined in the light of contemporary theory and research, drawing in particular on the Dynamic Systems Approach and the neurobiology of the brain. The unit will also consider the impact of history, culture, and social context, and how current skills and interests and prior achievements affect learning and development.

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 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 explores a range of diverse and Indigenous cultures and their inclusion in early childhood settings. Class, ethnicity, culture, disability, gender, religion, and other social categories have an impact upon children's development. For the creation of inclusive classrooms, early childhood educators must have an understanding of the significance of the personal and social attributes that children bring to the setting. The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This unit will explore current theories and practices surrounding a range of diverse and Indigenous cultures,social education and inclusion in the early childhood context. Throughout this unit of study students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as those of others.

This unit of study assists students to develop knowledge and skills in the language arts at the early childhood level. It assists students to gain an understanding of different theories about how infants, toddlers and young children develop language. It helps students to develop skills and knowledge about how to help young children begin to make meaning from the moment they are born through the preschool years in terms of how they learn to talk, listen, and interact with those around them. There is a strong emphasis on play as a vehicle for language learning and family involvement in an inclusive and supportive learning environment for young children.

Working with young children from birth to five requires students to develop understandings, knowledge and skills in the Creative Arts. This unit explores the fundamental importance of the Arts in the ongoing development of young children's imagination and creativity. Through workshops, readings, observations and other activities, students will examine the theoretical underpinnings, research literature and practical knowledge required to help young children build on their innate love of music, movement, song, art, dance and drama. Observing and assessing yound children's engagement with the creative arts through their spontaneous play is an important feature of this unit. The unit also emphasises the centrality of providing rich, quality Creative Arts experiences in early childhood settings.

This unit is the first of four professional experience units that provide opportunities for students to gain teaching experience in early childhood education and care settings. It will enable students to apply the theories and strategies covered in other units of study and allow them to reflect on the links between theory and practice. This first professional experience placement will consist of observations and documentation young children's development and social engagement as they go about their daily activities. Students will prepare and present experiences with individuals and small groups based on children's discerned strengths, interests and engagement with learning evidenced through these observations.