Students must be able to read academic language to undertake tertiary study, while being able to write in academic language is a general requirement for success in any university course. Advanced literacy is also an essential requirement for successful and effective teachers. This unit of study provides students with the academic literacy skills necessary to commence university study and succeed. It also introduces students to online resources to support their writing and study, and ensures they have proficiency in using ICT to communicate effectively with students, caregivers and communities, and monitor and report student achievement.

The aim of this Unit of Study is to explore the diverse factors which have, and still do, impact upon Aboriginal students within education systems, with particular reference to NSW. Students will be introduced to critical historical and sociological examination, theories of ocialisation, pedagogy and schooling, social construction of sameness and difference. They will also become more familiar with Indigenous histories and cultures, and the development of policies in relation to schooling and its outcomes for Indigenous people.

The primary aim of this unit of study is to prepare students to teach Stage 4 of the Board of Studies 7-10 Geography Syllabus. The unit content addresses two components; a core covering generic Geographic understandings and skills and pedagogy, which focuses on the application of core competencies to teaching and learning Geography. The unit draws on
research findings concerning the types of knowledge that the HSIE teacher requires in order to develop students' knowledge, competencies and skills in Geography. Students will also be given the opportunity to develop pedagogic skills in lesson and unit planning, programming, and teaching and learning strategies across a range of ability groups. In addition, the unit takes an applied approach to the use of ICT in the Geography classroom.

This unit of study aims to introduce students to important concepts related to curriculum development and its structure. Schools cannot function effectively without the knowledge of curriculum that the state demands, therefore the students in this course will be introduced to the current state national syllabus pertaining to history in junior high school. This unit of
study will focus mainly on incorporating syllabus objectives, outcomes and key perspectives into their teaching through the development of lesson planning and units if work. A prime focus of this unit of study will be to stimulate ideas about teaching, provide practical strategies for use in the classroom, and to stimulate a passion for teaching history.

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 is designed to prepare students as emerging teachers for their highly complex and emotionally charged role of teacher as classroom manager. Knowledge, understanding and skills in creating quality learning environments based on key theoretical models, current research and application of policies and procedures will be explored and experienced to build a suite of practical applications to support emerging teachers in the classroom. Thorough knowledge, understanding and appreciation of the needs of all students, in particular those from CALD (culturally and linguistically diverse) backgrounds and those with specific learning and welfare needs will be contextualised within current data on the gaps in achievement of specific groups and connections made to the significance of quality learning environments and high teacher expectations to bridging these gaps. Issues around student safety including the notion of cultural safety will be articulated into policy and practice by the Preservice teacher as they draw together all elements of the course including their personal reflections to develop thoughtful and innovative approaches to classroom management and discipline.

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. The work of recognised historians are included in this unit of study to provide historical content to assist students in developing strategies to implement content 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. 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 thorough content preparation

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.

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.

This unit of study focuses on the historical, social and political contexts of the survival and growth of Indigenous Australian cultures and philosophies. 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 provides students with knowledge and skills needed for planning and managing successful learning and teaching through the integration of information and communication technologies into the key learning areas; and will further facilitate the development of graduate teacher attributes specified by NSW Institute of Teachers key stage for graduate teachers. The emphasis will be on how innovative uses of ICT can support the teaching and learning process. Through workshops and readings, students will gain understanding of theories underpinning ICT integration, and be aware of possibilities and ICT resources that will engage students in purposeful learning activities.
Through the application of hands-on activities, students will be provided with opportunities to apply basic operational skills, information and communication technology skills, and to learn how a number of ICT tools may be used for planning, assessing and reporting effective earning to foster interest, creativity and support to students' learning.

This unit of study draws together the main features of Australia's physical and human environments 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.

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.

The major focus of this unit is an analysis of why and how Aboriginal Studies and Perspectives are taught K-12; followed by an investigation of what is taught across K-12 syllabuses. A major focus is selection of appropriate resources. The underpinning of Aboriginal Studies is an understanding of the school community environment; profiles of stakeholders involved; and Aboriginal community engagement in the development of Aboriginal Studies.

The continuing poor health status of Indigenous people is well documented. However, attempts at improving Aboriginal health have often been met with inappropriate policy and practice. This unit of study aims to give an historical and contemporary understanding of a diverse range of issues impacting on Aboriginal Health. Students are given the opportunity to explore sociological and indigenous health frameworks in order to identify a range of strategies which will work towards improving the health of Indigenous Australians. A focus of this unit will be in providing students with the opportunity to explore the ways in which they may work with Aboriginal communities to facilitate self-determination in Aboriginal health.

This unit of study incorporates an overview of early modern Europe while offering a focus on early modern England and introduces students to a range of important themes and issues. It considers contemporary views of order and hierarchy and examines the meaning of age, gender and the nature of the family. It explores the meaning of social issues of disorder and examines the underlying social tensions, the occurrence of crime and the social and economic circumstances that often underpinned social tensions. Through a comprehensive survey of the early modern period from c1500 to 1800, it enables students to critically evaluate and interpret major transformations in the social, economic and gender contexts of the medieval period and early modern society to the modern age. It provides the analytical tools with which to comprehend change and continuity and it enables students to understand the development of society and culture over a broad temporal domain.