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 on learning and development.

This unit of study begins the exploration of children's language and literacy 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 reading and writing, children's literature, and multimodal texts, supported through observation of teachers and children in classrooms and interaction with small groups of children emerging in literacy.

This unit of study provides students with a background in science, children's understanding of scientific concepts and science as a human endevour relating to biology and chemistry, relevant to their curriculum studies in K-6 Science. The coursework will consist of four hours per week, made up of lectures and workshops, a four-hour field excursion and self-directed or assigned activities.

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. Given the experiential nature of this unit, attendance at both lectures and workshops is mandatory.

The aim of this unit is to assist students to develop a more holistic understanding and appreciation of mathematics and numeracy, and of themselves as learners of mathematics through exploration of mathematical systems, patterns, relationships and reasoning. Through practical and collaborative workshops designed to cater for a range of learning styles, students will develop deeper understandings of fundamental mathematical concepts and processes through an inquiry learning approach. This unit content is situated in historical and cultural contexts, including indigenous and non-English speaking perspective so as to promote an appreciation for the origins, evolution and purposes of mathematics. Students will reflect upon the meanings and roles of numeracy in their own lives and in modern society, including educational contexts.

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.

In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling, as well as a focus on visual and written grammar, and associated classroom pedagogy. 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.

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 unit of study examines Australia's shared history and the diversity of Indigenous cultures, communities and perspectives. It explores current social, political and economic challenges faced by Indigenous peoples and communities and the role education plays in addressing these issues. The unit supports students to expand their understanding of Indigenous cultures and equips them with the knowledge to address the learning needs of Indigenous students in urban, rural and remote communities. It emphasises the importance of consultation and ongoing communication with Indigenous communities and assists students in identifying key stakeholder in Indigenous education. This unit will also examine key educational policies and priorities and how these can be implemented to improve the educational outcomes of Aboriginal and Torres Strait Islander students. Students will develop a knowledge and understanding of culturally inclusive teaching and learning strategies.

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

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.

Science Concepts 2 is a unit of study for all students enrolled in the Bachelor of Education Primary degree and builds on work in Science Concepts 1. The unit provides students with a background in science, children's understanding of scientific concepts and science as a human endeavour relating to physics and geoscience, relevant to their curriculum studies in K-6 Science

This unit of study is the first of three units of study in the primary teaching program, with a focus on the Key Learning Area of HSIE. The broad Key Learning Area of HSIE (Human Society and its Environment) plays a vital part in the primary curriculum offering young learners the opportunity to learn about themselves, their community and the world in which they live in. This unit of study, strongly aligned with the Graduate Teacher Standards and other key policies, recognises the need for teachers to be actively engaged with the wider community and to provide opportunities for their students to be engaged with learning beyond the classroom. To prepare primary teaching students to meet the needs of cultural diversity in the primary classroom and to establish links in the local community, this unit will focus on developing intercultural understanding and an appreciation of cultural diversity in the community.

This unit incorporates a 15-day 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, evaluation and quality teaching have been defined in the current literature. The phases of planning, development, implementation and evaluation in developing learning activities and teaching sequences will be examined along with the importance of reflective practices, building on the initial discussions in EDUP 1002 in Year One. Students will develop 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 through peer teaching and during their professional experiences in schools.

In this second unit of study focusing on PDHPE students will continue to gain experience in the four mandatory Physical Education strands in the K-6 PDHPE Syllabus: Active Lifestyle, Gymnastics, Dance and Games and Sport. Emphasis will be placed on participating in a variety of gymnastics, dance activities and fundamental movement skills 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, Dance and Games and Sport subject matter and integrating the PE curriculum within a K-6 Health Promoting Schools context.

Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge and understandings, skills and strategies, values and attitudes inherent in HSIE K-6 provide opportunities for young children to learn about History, Environment, Cultures, Social Systems and Structures. Students will have the opportunity to learn about central concepts, modes of enquiry and structure of HSIE K-6 as well as look at best practice in terms of pedagogy resources and assessment. This course provides an overview of appropriate syllabus and curriculum material and is strongly aligned with the Framework of Professional Teaching Standards.

One in six students in NSW is developing English as an additional language and 25% of students come from bilingual/bicultural backgrounds. This unit explores ways to engage and scaffold students learning to achieve challenging outcomes. Participants will develop understandings of the social and political contexts of TESOL, second/additional language and literacy development and strategies for developing spoken and written competency in everyday and academic English.

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.

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 supporting students with challenging behaviours in a range of settings.

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 Language, The Learner and Schools in year 1 and Beginning Professional Experience in year 2 of the program. 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. It continues students' development as reflective practitioners and focuses particularly on Standards 2 and 3 of NSW Institute of Teachers.

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 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 will provide an introduction to the Honours program, and facilitate the development of research project that will be conducted as part of EDUF4021. Student will develop an understanding of a range of education research methodologies through participating in seminars, on-line discussions and attending in lectures for Reading and Designing Research (EDUF4044). They will demonstrate their emerging understanding in their specific field of research through the development of a research proposal, including a detailed literature review, and oral presentation to their peers. (Students must achieve a mark of 70 or more to proceed to the Education Honours unit.)

In this unit, students will undertake a research project developed as part of EDUF4020 under the supervision of an academic member of staff, and possibly as part of a team. Students will demonstrate a deep understanding of their research project, including links to the analysis of data, interpretation of the literature in relation to their research findings, knowledge of the research methods utilised, and understanding of relevant ethical issues. Under the direction of their supervisor, will develop a research report for examination and dissemination to the wider research field, and make an oral presentation to peers and colleagues within the Faculty.

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 content strands. 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 syllabus 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 (NSW Stages 2 and 3, grades 3,4,5 and 6). The emphasis will be on developing children'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 unit.

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 substantial 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 the standards, with a focus on examining students' beliefs, evidence of current attainment, needs for development and steps to achieve full attainment of the standards. Assessment tasks are 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 first task, to narrow down a specific area for development to be further explored within EDUP4017 : Professional Experiences Internship, 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 model the AGQTP projects and support students to develop an action learning project that will build upon the professional learning undertaken in EDUP4079 in semester 1.

Under the supervision of mentors, 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 will build on the understanding of the K-6 Key Learning Area of Human Society and its Environment (HSIE). Students will increase their content and pedagogical knowledge of the subject as well as develop their professional skills through the practical tasks this unit provides. Students will also explore ways that primary teachers can apply cross curriculum content and perspectives (especially Aboriginal, civics and citizenship and global perspectives) in HSIE to address literacy and numeracy outcomes. This unit is designed to develop students' professional skills as they collaboratively plan inquiry based in teaching and learning materials and as well as reflect critically on their own practice.

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 focuses on the teaching and learning of additional languages in the primary school context and will enable students to prepare to implement a languages program. Students will focus on the rationale behind "an early start" to learning additional languages. 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.

Meeting the education needs of students with disabilities, sensory and physical disabilites, and emotional and behaviour disorders is a requirement of the Disability Standards for Education (2005). This unit of study provides an in depth examination of legislation and policy, and the education practice that is required to assist teachers meet the requirements of this policy and legislation. Further, it will offer students an opportunity to refine their porfessional reading skills, and make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.

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. This unit will address issues and review current literatures about effective practices in catering for students with special education needs. At the completion of the unit students will be familiar with evidenced based approaches and whole school strategies for addressing the education outcomes for students with special education needs.

This unit builds on student's knowledge and skills gained from their previous ICT related units of study. Technical aspects will be drawn from the use of ICT tools and construction of appropriate ICT teaching and learning resources, presentation software and desktop publishing. The unit will deal with aspects of technology for teachers' professional practice, the evaluation of IT related resources and the integration of IT into the classroom.

This unit builds upon earlier ICT 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 the use of Web 2.0 tools and applications. By immersing ICT tools as part of assignments and activities, the unit of study will provide students with hands-on experiences of developing/designing learning resources relevant to the primary classroom.

This unit builds on work completed in EDUP3003 and is based around teaching principles derived from current sociocultural theory: callenge, engagement, assisted performance and handover. The course will assist students to make decisions about appropriate group/classrooom strategies across the curriculum in the broad areas of speaking, listening, reading/viewing and writing. The UOS will include a substantial focus on grammar and how to use grammatical knowledge to both design effective lessons and assess children's strengths and areas of need. There will also be a component in this UOS that looks specifically at the needs of children of refugee parents.

This unit builds on EDUP4068 and focuses on issues relating to TESOL in schools: the organisation and provision of ESL support, the development of intercultural skills and understanding, improving the education experiences and outcomes of children from bilingual/bicultural backgrounds. Participants will undertake a minor research project into a related area of interest.

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 enable 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 education 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 Officer (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.

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 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.

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.

How can we explain the ideas, practices and institutions which make up the modern Australian school? This unit looks for the answers in the history of Australian education. Why is schooling compulsory? Why are there separate primary and secondary schools? Why do teachers need university degrees? Why do so many children and young people attend religiously-affiliated schools? What are the origins of current school funding regimes? Understanding the histories of current educational arrangements helps us better understand the present and offers userful knowledge for shaping the future of schooling. The unit looks at Australian schooling from the early colonial period to the twenty-first century with a particular emphasis on the period from the 1950s.

'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 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.

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.