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 I 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 development is a complex and dynamic process and that teaching from this 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. The unit will also consider the impact of history, culture, and social context on learning and 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 & spiritual, 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 Dynamic Systems Theory and the neurobiology of the brain.

This unit of study is the first of five that examines pedagogical, curriculum and professional practices in K-12 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 F-6 context. The unit will examine the current NSW Board of Studies' requirements regarding K-6 PDHPE, as well as the emerging K-6 context of the Australian Curriculum in Health and Physical Education (HPE). Through an examination of the two syllabi, modules, support documents, and the AITSL Professional Teaching Standards, students will develop the necessary knowledge and skills to design and deliver appropriate teaching experiences for a specific stage of learners and provide evidence of acquired communication skills. The unit is linked to 16 days of 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 teachers along a spectrum of teaching styles ranging from teacher-centred to student-centred styles. This journey exposes them to the need for PDHPE teachers to be able to select and employ the appropriate approach. It focuses on topics and content that can be seen as requiring more teacher-centred approaches 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 the dominant movement approach in gymnastics. Additionally, this unit also introduces teaching strategies to accommodate the needs of all students including those from different backgrounds. Tutorials will have a strong focus on student practice teaching where feedback on performance is highlighted in a peer feedback paper.

This core unit of study explores 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 and 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 teachers, 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 Community 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 schools, 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. Through policy analysis tasks and workshop activities, students will be familiar with NSW Department of Education and Communities policies and procedures relating to gender, Indigenous education, and cultural diversity.

This unit of study focuses on various issues relating to the health of young people in Australian society. Major content covers a range of sensitive health topics including: mental health; body image; positive relationships and communication; loss and grief; sexualities education and drug education. The unit explores a range of pedagogical approaches to teaching this content in a range of schooling contexts.

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 new Health and Physical Education National Curriculum mandated areas of aquatics, dance and games. It thus focuses on curriculum content that is suited to more student-centred teaching styles. Pedagogy in this unit is studied in relation to constructivist learning theory and the ways in which it can be applied to the curriculum content covered with attention paid to student motivation and behaviour management. Continuing the progression along Mosston and Ashworth's (1986) spectrum of teaching styles this unit begins with aquatics taught in a traditional directive teaching style, moving on to show how reciprocal approaches can also be adopted. In the Aquatics section students will also have an optional opportunity to gain the AUSTSWIM qualification. This move towards teacher centred pedagogy is continued into dance to show how some aspects of dance may be taught in a directive way but where the more creative and expressive aspects dance require more student-centred approaches. The third part of the unit also introduces students to teaching minor and major games for secondary school students using a student-centred approach with a focus on inclusion.

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 F-12 Personal Development, Health and Physical Education (PDHPE). This unit of study closely examines the NSW Board of Studies teaching and assessment requirements in years 7-10 by focusing on developing quality teaching practices for secondary school settings. Through an examination of Board documents and assessment policies and practices, and an analysis of the Quality Teaching framework in NSW schools, and consideration of relevant Australian curriculum documents students will develop the skills to design effective student centred teaching, learning and assessment strategies that cater for diverse 7-10 learners. An examination of the Australian Institute of Teaching and School Leadership professional standards is an integral part of this unit of study. The unit is linked to 17 days of professional practice experience in secondary schools.

There is a substantial body of evidence that suggests that 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 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 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 unit of study focuses on two key emerging issues in 21st centrury health and physical education classrooms, namely behavior management and Information and Communication Technology (ICT). With a focus on the ways in which effective communication contributes to quality learning environments and improved student-teacher relationships the unit examines numerous behavior and classroom management strategies, and considers the ways in which ICT may act as a form of classroom management. Through an examination of case studies, theories, theorists and positive learning frameworks students will be given the opportunity to create their own classroom management plan. Additionally, students will develop an array of basic ICT operational skills that will assist them to design and develop pedagogically informed teaching and learning experiences focused on building student engagement. This unit is strongly linked to State and National curriculum and policy imperatives around ICT, understanding diverse learners, and futures oriented teaching.

This unit is the third 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 new Health and Physical Education national curriculum, 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 four defining pedagogical and professional practices in Foundation - Year 10 Health and physical Education (HPE), and in Stage 6 Personal Development Health and Physical Education (PDHPE). It specifically focuses on Stage 6 learning, teaching and assessment. Through an examination of the core and option modules and the NSW Higher School Certificate assessment requirements, students will design creative, student centred and challenging learning and teaching experiences, develop and explore teacher support material and develop and examine assessment tasks. Students will also review and refine planning and programming skills for 7-10 HPE. By focusing on key syllabus concepts, the socio-cultural perspectives of health and physical activity, critical inquiry and practical application, and creative and student centered pedagogies, the unit deploys quality teaching theories and practices. A deeper examination of the Australian Professional Standards for Teachers (AITSL, 2011) is an integral part of this unit of study. The unit is linked to a 4-week block professional experience in a secondary school.

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.

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 is part of a series of units that explore components of health in contemporary Australian society from the socio cultural perspective. This unit specificaly takes a focus on the health of young people and the ways in which they are constructed through discourses of education, health, identity and ability. In doing so it specifically addresses syllabus requirements in Stage 4, 5 and 6 Personal Development, Health and Physical Education (PDHPE) as well as content expressed in the Australian Curriculum Health and Physical Education (HPE). The unit reflects the multidimensional nature of health and considers the ways in which young people respond to and assess a variety of developmental, social and psychological factors that impact on their lives both now and into the future. By taking a strengths based approach to dealing with sensitive issues the unit provides students with an opportunity to develop key personal and professional skills such as taking responsibility for their own learning, as well as recognizing the need for diverse and engaging teaching strategies when working with young people.

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 implementation 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 will provide an introduction to the Honours program, and facilitate the development of a research project that will be conducted as part of EDUF4021. Students will develop an understanding of a range of education research methodologies through participating in seminars, online discussions, attending lectures for Reading and Designing Research (EDUF4044), and under the supervision of an academic member of staff. 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.

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 training school aged students, 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 unit of study is the fifth of five that examine pedagogical and professional practices in F-12 Personal Development Health and Physical Education (PDHPE). The unit specifically explores ways in which to develop sustainable partnerships outside of schools and build personal commitment to ongoing professional development. This unit builds students' knowsledge, skills and competencies as professional practitioners via critical studies into educational policy, creating community links, engaging with professional organisations and planning for professional and personal development in the future. The unit focuses on enhancing and extending students' classroom skills to more easily and effectively engage and connect with 21st century learners.

Health is something that is contested at local, national and global levels and can impact on social, environmental, economic and political decision-making. This unit of study provides an opportunity for in depth examinations and critical reflection upon how diversity, social justice, equity, ethics and morality influence individual and community health status and health opportunities. These considerations are situated within the context of a number of social theories which provide a lens for empathetic but critical analysis of the world in which we live. Students will explore a multitude of contemporary factors that contribute to health inequity with a specific focus on the health needs of those for whom health is often perceived (and engaged in) as a privilege not a right.

This is the fifth and last physical education pedagogy unit of study. It has been designed to build on the socio-cultural focus in the current NSW PDHPE syllabus and the emerging Australian Curriculum in Health and Physical Education (HPE) by enabling students to gain a wider variety of experiences in teaching physical education to a range of students. During the unit of study students will also have the opportunity to examine their own culture, values, attitudes, assumptions and behaviors as they plan, teach and critically reflect upon teaching experiences that include students from cultural minority backgrounds.

As a final component of Professional Experience, the Internship is a bridge between the ending of pre-service professional preparation and the first year of teaching. Under the guidance of the Mentor teacher, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for their first year of teaching. During the Internship pre-service teachers are expected to consolidate and refine the Standards achieved within previous fully supervised Professional Experience units.

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'.

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 experiences 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.

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 unit of study provides students with conceptual knowledge and practical skills related to the administration of Health and Physical Education (HPE) and Sport. Classes are informed by the tasks and roles that students may encounter whilst working as a HPE teacher or sports administrator within NSW schools and will be based on interactive discussions and presentations in seminars as well as preparation for a self-directed research task.

This unit is designed to develop a sound understanding of what constitutes effective sports coaching. It distinguishes between participation and performance coaches. The unit aims to provide the skills and knowledge necessary for effective planning, implementation and evaluation of coaching programs for athlete development. Emphasis will be on the knowledge and practical understanding of different pedagogical strategies and creating an ideal learning environment. At the completion of this unit it is hoped that students are more confident and knowledgeable in their coaching practice, become a reflective practitioner, understand the vital link between theory and practice and value the need for them to be research informed teachers.

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 a presentation to peers and colleagues within the Faculty.