This Unit of Study introduces students to a range of literacy skills which are fundamental to successful university study. The course will cover topics such as report writing, essay writing and referencing conventions. Class sessions are designed to provide students with the opportunity to employ newly gained knowledge and skills within class time so as to gain feedback and guidance before moving on to applying these skills independently in assessment tasks. A guiding principle of this Unit of Study is that students are ultimately assessed only on the shared knowledge established during class sessions.

The students gain an understanding of the definitions of society and socialisation and how these have affected their own and students educational achievements; and what the impact of traditional Aboriginal educational practices has been and how they have been influenced through colonisation. The students explore the role and function of education in the socialisation of people into the socio-cultural practices in a community; and how these are influenced by family and cultural practices; gender and globalisation.

This unit of study draws together the main features of the physical and human elements of the environment and relates them to current theory on teaching and learning in the Geography classroom. The unit draws on research findings to assist students develop competencies and skills in teaching Geography and provides students with an opportunity to prepare for their practicum. Students will develop pedagogic skills in lesson and unit planning, programming, and teaching and learning strategies. In addition, the unit takes an applied approach to the use of ICT in the HSIE classroom. Particular emphasis will be placed on Board of Studies Years 7 - 10 Geography syllabus.

The aim of this unit of study is to introduce students to important concepts related to curriculum; the stakeholders who can influence curriculum and how curriculum is constructed. Teachers are constantly being introduced to new and innovative syllabi developed by education bodies with the intention that they will address the intended outcomes both at school and classroom level. An introduction to a wide variety of syllabi will allow students the opportunity to explore these documents and determine how they shape the development of school curriculum as a major role of the teacher. Aboriginal perspectives are also a major focus within this Unit of Study therefore syllabi will be examined for inclusion of and suggested implementation of Aboriginal perspectives across the curriculum.

This Unit of Study introduces students to contemporary understandings of human development with particular emphasis on adolescence and youth. This Unit of Study explores the physical, cognitive, social and emotional development patterns of adolescence especially within the socio-cultural context of secondary schools. This Unit of Study introduces students to different ways of thinking about the concept of adolescence and examines the relationship between human development and learning.

This course draws together current theory and practice on classroom management and discipline with a focus on quality learning environments and high teacher expectations including opportunities to observe current classroom practice. Students from CALD (culturally and linguistically diverse) backgrounds and those with specific learning and welfare needs will be a focus as emerging teachers develop skills to manage highly complex and diverse classrooms. Preservice teachers will be expected to reflect on their own beliefs and experiences of classroom management and discipline to interrogate stereotypes and generalisations and subsequently create an awareness and appreciation for issues of power and control and the impact of these on their students.

This unit of study aims to prepare Year 2 students to teach the Board of Studies stage 4 and Stage 5 History in Years 7 to 10. This programme aims to assist students to develop competencies and skills to teach History to secondary school students in Year 7 - 10. Research findings, academic articles, and the work of recognised historians are included in this unit of study to provide theoretical underpinning and historical content to assist students in developing practical strategies to implement in the classroom. The clear aim of this unit of study is to prepare the students to become practising teachers. The course outline focuses on the core needs and understandings inherent in the Stage 4 and 5 History Syllabus 7-10, and showing the links with Stage 3. Students will develop competencies in the application of the historical skills embedded in the curriculum for the development of teaching and learning outcomes. The overall defining aim of this unit of study is to stimulate a passion for teaching History, and to promote life long learning, and to foster a clear commitment to the idea of Civics and Citizenship.

This subject is designed to focus on student skills as emerging teachers and in particular, develop and refine skills in reflection and communication. Students will focus on student learning needs in literacy and numeracy as well as those from low socio-economic backgrounds. In preparation for the Professional Experience which is a component of this course, students will discuss classroom management techniques, planning and preparing to teach using standard lesson templates, and ethical practice including the NSW Department of Education and Training Code of Conduct. The NSW Institutes of Teachers Graduate Teaching Standards will also be discussed in relation to the requirements of this Professional Experience.

This unit of study aims to prepare students for the teaching of History Stages 4 and 5. It will mainly focus on students understanding the relevant syllabi, for History, and ways of incorporating any syllabus changes during their teaching. The unit will also include the development of lesson plans and units of work, as well as incorporating key perspectives of the syllabi into their teaching. This unit of study will provide the students with practical suggestions to prepare them for their first in-school experience in session 2. A prime focus will be to stimulate ideas about teaching, provide practical strategies for use in the classroom, and to stimulate a passion for teaching History

The purpose of this unit of study is to give students the opportunity to recognise, analyse and assess various theories related to learning and teaching, and to consider the implications and relevance these theories have for classroom practice. The unit will provide students with an opportunity to explore a range of learning theories formulated by people such as Piaget, Vygotsky, Skinner, Rogers and Bandura. Their theories all have implications for teachers, and have informed a number of teaching models in use in schools today. Students will also trace the history of learning and teaching theory that has its foundations in Aboriginal pedagogies, often referred to as both-ways education. Students will be encouraged to think about their role as Indigenous educators in contributing to, and further developing existing learning and teaching theories in schools.

Indigenous cultures have existed in this country for at least sixty thousand years, yet have been interpreted and represented to the world from predominantly non-Indigenous points of view. This unit of study responds to the lack of inclusion of Indigenous histories and knowledges in mainstream pedagogic practice since invasion. It provides an introduction to Indigenous philosophies and theories by critically examining "contact history" and resistance within a decolonising framework.

This unit of study aims to introduce students to the theory and practice of media and cineliteracy as part of an approach to enhancing general literacy skills. The term 'cineliteracy' refers primarily to critical reading, understanding and response to the moving image: drama, film, documentary, television, video and various forms of computer based digital media - and involves an awareness and understanding of the concepts and vocabulary needed to critically analyse the language of the moving image. Students will critically analyse and deconstruct meaning in film, as a way of understanding cultural bias, diversity and agency in society. A large component of this unit is to constructively and critically understand major characteristics and events of the history of filmmaking by, for, and about Aboriginal people in Australia.

This unit of study introduces students to Aboriginal Studies and how it is intended to follow a developmental sequence from K-12 in NSW schools. There will be opportunities for students to explore the growth, development and implementation of Aboriginal Studies as an integral part of the school curriculum in NSW.

This unit of study aims to give an historical and contemporary understanding of the diverse range of issues impacting on Aboriginal Health. Students are given the opportunity to examine sociological and indigenous frameworks and knowledge's and identify a range of strategies which will work towards improving the health of Indigenous Australians. Students will also explore the ways in which they may work with Aboriginal people and communities to facilitate self-determination in Aboriginal health.

This unit of study aims to prepare undergraduates for teaching subjects in the Key Learning Area of Human Society and Its Environment (HSIE), stages 4 and 5. These subjects comprise History, Geography, Commerce and Work Education. This unit draws on research findings concerning the types of knowledge that the HSIE teacher requires in order to develop students' competencies and skills in these subject areas. This includes planning for teaching and assessment of key knowledge, processes, skills and values of HSIE.