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 unit of study is the first of five 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 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 core unit of study is the first of five that explore the ways in which meanings about health are socially and politically constructed in contemporary Australian society. The unit introduces a health determinants approach to explore a range of factors that impact upon individual and/or community health - gender, age, genetics, education, race & ethnicity, globalisation and geographic location. Students will develop an appreciation for an understanding of the ways in which meanings of health are constructed, change over time and are institutionalised through health policies and practices. Students will investigate 'upstream' approaches to health education and health promotion that empower individuals and communities and lessen the burden on primary health care.

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. A key focus will be to introduce the required language and methods using a context that is both interesting and useful. 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 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 of study is the second of five health education units and focuses on various issues relating to the health of young people. The unit investigates the meaning of these health issues in contemporary society and the key focus of work in this area. Major content covers self concept, self esteem and body image; positive relationships and communication; supporting difference and diversity; gender stereotyping; mental health; coping and resilience; a whole-school approach to health; depression, loss and grief; sexual health and drug education. The unit considers this content through the lens of critical media literacy in PDHPE.

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.

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 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 five 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 and management strategies for a range of student learners. The unit is linked to a 4-week professional experience block placement.

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 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 core unit of study is the fourth of five defining pedagogical and professional practices in K-12 Personal Development Health and Physical Education (PDHPE). It specifically focuses on classroom management and the explicit use of ICT as a learning and teaching tool in PDHPE. Through an examination of case studies, students will be given opportunities to prevent, deflect and overcome challenging student beavhiours in a range of PDHPE/classroom settings. Students will also practice classroom management strategies when integrating ICT as a tool. This unit of study also focuses on developing basic ICT operational skills. These skills will enable students to design and develop pedagogically sound learning experiences using software similar to that provided on the school laptops rolled out as part of the Digital Education Revolution.

This unit is the thrid of five units on pedagogy in physical education. The unit picks up from where EDUH2017 Pedagogy for Physical Education 2 finished with a focus on student-centred approaches to teaching games and sport as activities that are suitable for the adoption of guided discovery and problem solving teaching styles. In particular, the unit focuses on Game Sense pedagogy and the educational benefits that it offers for teaching games and sport across the school setting. In line with the NSW PDHPE 7-10 syllabus, this unit examines the use of the Game Sense to achieve tactical transfer across the four game categories of invasion games, striking games, net/wall games and target games.

This core unit of study is the third of five examining pedagogical and professional practices in K-12 Personal Development, Health and Physical Education (PDHPE). This unit of study examines the current Stage 6 PDHPE Syllabus. Through an examination of the core and option modules, students will be afforded the opportunity to design creative, student centred and challenging learning and teaching experiences and teacher support material. Students will also practice planning and programming skills. By focussing on key syllabus concepts, the socio-cultural perspective of health and physical activity, the unit deploys Quality Teaching theories and practices. The unit is linked to a 5 week professional experience block placement.

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 is the fourth of five units of study on pedagogy in physical education. It follows on from EDUH3018 Pedagogy for Physical Education 3 to introduce the Sport Education pedagogical model as another form of student-centred teaching in physical education while focusing on issues that arise from the implentation of student-centred approaches to teaching physical education in schools with an emphasis on pre-service teachers and beginning teachers. Students will focus on these issues in lectures and in their tutorials on invasion, net/wall and target games with an emphasis on authentic assessment in physical education. The learning objectives of student-centred, inquiry-based approaches to teaching physical education such as Game Sense and Sport Education also require new methods of assessment that are examined in this unit of study.

This unit of study is the third of four which explores components of health in contemporary Australian society from a socio cultural perspective and the second that focuses specifically on the health of young people. In doing so it specifically addresses the requirement in the PDHPE Stages 4, 5 and 6 to reflect the multidimensional nature of health and how young people respond to and assess the impact of a variety of social and psychological factors on their future lives. It also provides the students with an opportunity to develop key PDHPE skills such as taking responsibility for their own learning and recognising the diversity of learning styles and teaching strategies.

This core 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 strategies and their effects on performance. Classes are driven by student derived inquiry questions which are instrumental in the understanding of these issues and processes. This unit has been designed to develop students who are prepared to function effectively in diverse educational settings with competencies that are instrumental in interpreting research results and accurately responding to questions relating to physical activity, training and performance. 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 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 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 of study is the final of three examining pedagogical and professional practices in Personal Development, Health and Physical Education (PDHPE). It specifically focuses on curriculum design for Stage 6 PDHPE but principles of programming and assessment for Stages 4 and 5 are also reviewed. Through an examination of the Stage 6 core and option modules, students will design creative, student centred and challenging learning and teaching experiences and develop teacher support material. By focusing on key syllabus concepts, the socio-cultural perspective of health and physical activity, critical inquiry and practical application, the unit deploys Quality Teaching theories and practices. The unit is linked to a five week block Professional Experience in secondary schools. During this time students will be expected to play an active role as a member of a learning community by planning, implementing and reflecting upon their teaching and learning. In addition to this experience students are expected to submit a professional learning portfolio which includes annotated evidence/artefacts that most effectively demonstrate their achievement of the Graduate Teacher Standards, as defined by the NSW Institute of Teachers.

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.

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.

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 elective unit explores the application of psychology to the domain of sport and exercise. Whilst the unit does address the psychological components of NSW Board of Studies HSC Core 2: Factors affecting performance and HSC Option 4: Improving performance; students will also gain a general understanding of the relationship between psychology and performance. Topics will draw on students' own experinces of sport and exercise, either as participants or spectators, and will include consideration of motivation, anxiety, group dynamics, application of psychological theories to improve sporting performance, and the effects of sport and exercise on participants.

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 of study provides students with conceptual knowledge and practical skills related to the administration of PDHPE and SPORT. It focuses on the practical realities of life as a PDHPE teacher or sport administrator. Classes are driven by the tasks and roles that students may encounter whilst working in PDHPE teaching or sports administration within NSW schools and will be based on interactive discussions and presentations in lectures as well as self-directed learning task. This unit has been designed to develop students to function effectively in diverse educational settings. 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 including the faciltation of sport gala days with students from the local community.

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.

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.

'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 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 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 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.

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.

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.