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 introduces students to the early childhood teaching profession in contemporary Australia. Students will explore the historical and socio-political influences that have shaped the development and provision of early childhood education in Australia, and critically examine the theoretical approaches to young children's learning and development that inform curriculum development in early childhood settings today. In addition to developing a foundational understanding of their role as a teacher of children aged birth to five years, students will explore how this role extends beyond the classroom, requiring the development of authentic, supportive partnerships with families and collaborations with community services that target the health and wellbeing of families with young children. Students will also be introduced to Australia's National Quality Framework, to which all early childhood teachers are accountable.

An in-depth knowledge and awareness of the nature and context of the play of infants, toddlers and young children is essential for early childhood educators. This unit enables students to observe and understand children's play and to provide a framework for planning developmentally appropriate play-based learning experiences. The pedagogy of play and the importance of planning for and establishing environments for children's learning is based on communication with families, children's interests, and observation of children's play behaviour which draws on a range of historical, social, developmental and learning theories. Therefore this unit will focus on the theoretical underpinnings of children's play and address the changing nature of play as children grow and develop. The familial, social and cultural contexts of play will be considered along with play in the natural environment and the use of a variety of resources including technology.

This unit prepares students to plan and operate healthy and safe early childhood education and care environments. Through workshops, readings and practical activities, theoretical underpinnings and applied knowledge about promoting the health of infants, toddlers and young children in early childhood settings are developed. The unit focuses on understanding the health needs of children, factors that promote good health, maintaining health records, planning for the nutritional needs of young children, dealing with health related emergencies in the early childhood setting, and supervising play activities for optimum safety. It also outlines ways of guiding young children's understandings of essential lifelong issues relating to health, safety, nutrition, and wellness, as well as working with families to assist in this process. Students will be encouraged to examine their own health and wellness behaviours and experiences, conceptions, and knowledge as a means to better understand the emerging health, safety, nutrition, and wellness conceptions of young children. Statutory documentation (for example, National Quality Framework, NSW Food Authority, and other mandatory child care/early education regulations) will be examined to help understand the importance of promoting health and safety, nutrition and appropriate food handling techniques. Students will learn about infectious diseases and minimising the possibility of infection, food allergies and chronic conditions which may impact the lives of children and families in early childhood settings.

This unit explores the historical and contemporary influences on childhood and the social constructions of families and childhoods in Australia and throughout the world. Students will explore how concepts of childhood impact on the education and care of infants, toddlers and young children. The image of the child and children's rights are a focus in a global society and as a result traditional understandings of 'childhood' as being universally experienced within cultures, are being challenged. Early childhood educators adopt a contemporary view of the child as strong and capable, and highlight the multiplicity of children's experiences of childhood within family and cultural contexts. Understanding how children's voices, agency and power are most often dichotomised and eclipsed by those of adults, is crucial to professionals working with infants, toddlers and young children. The unit also addresses the role and influence of technology in a global society and the impact of technological change on both the immediate and long term educational futures of the infants, toddlers and young children with whom we work.

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 is part of the Education I-IV program which provides students with a foundation in the social scientific study of education. The aim of this unit is to critically examine the social, political and economic contexts of education. Key issues concerning difference and inequality in education are explored through sociological and historical approaches. These include social class, gender and cultural diversity in education, as well as the schooling market, school systems, 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 explores the many and varied aspects of diversity evident amongst the Australian population, including a specific focus on the lives and wellbeing of Indigenous children, and the significance of diversity for early childhood education. Class, ethnicity, culture, disability, gender, religion, and other social categories have an impact upon infants', toddlers' and young children's development. For the creation of inclusive classrooms, early childhood educators must have an understanding of the significance of the personal and social attributes that children bring to an early childhood setting. The establishment of positive engagement with children and families is essential in creating an inclusive environment and curriculum. This unit will explore current theories of diversity, social education and inclusion in the early childhood context. An investigation of the social and historical context of diversity in Australia provides a framework for the discussion and focuses on issues of disadvantage, family engagement, attitudes and the promotion of interagency collaboration. Throughout this unit of study, students will be encouraged to examine their own beliefs and values in the consideration of the issues above, as well as the ideas of others.

This unit of study enables you to begin to develop understandings, knowledge and skills about the language development of young children. It will explore how young children begin to make meaning from the moment they are born as they learn to talk, listen and interact with those around them and the implications for early childhood teachers. Through lectures, workshops, readings, and other activities, you will examine the theoretical ideas and practical knowledge required to guide young children's learning of language and emerging literacy practices. You will learn how to listen carefully to young children's language so you can analyse their development intelligently. The unit also emphasizes the centrality of providing rich language arts experiences including quality literary texts in early childhood settings. The intersections between play and language development are carefully explored. As pre-service early childhood teachers you will be encouraged to further develop your own interest in language and literature, and to reflect on how you can partner with parents and caregivers to help children learn through and about language.

The unit emphasises the centrality of providing rich Creative Arts experiences in early childhood settings. Young children are creative naturally, and if this is nurtured, this creativity will grow and expand. Through quality arts experiences and activities young children will refine their skills, enrich their life experiences and develop their understandings of the world (Early Years Learning Framework). This unit of study explores the fundamental importance of the Arts in the ongoing development of young children's imagination and creativity. Through creative workshops, readings, observations and other activities, you will examine the theoretical underpinnings, research literature and practical knowledge required to help young children build on their innate love of music, movement, song, art, dance and drama. A focus on young children' s engagement with the creative arts through their spontaneous play is an important feature of this unit.

This unit is the first of four professional experience units that provides opportunities for students to gain teaching experience in early childhood education and care settings. It will enable students to apply the theories and strategies covered in other units of study and allow them to reflect on the links between theory and practice. This, the first Professional Experience placement, consists of observation of practices and routines of the setting, and observations of young children (3-5 years) as they go about their daily activities. Based on their observations, students will prepare and present a range of learning experiences with individual and small groups of children based on observed strengths, interests and needs. Students will be encouraged to implement play-based experiences and age appropriate teaching strategies drawn from contemporary curriculum models aimed at strengthening individual, as well as group learning, fostering creativity, healthy self-concepts, wellness, and a regard for others. This professional experience will enable students to gain an understanding of the world of early childhood education and care which will form the foundation for their subsequent professional experiences.

Power, entitlement, social justice and ethical discourses are all concepts with which early childhood educators must familiarise themselves and act upon when undertaking a leadership or teaching/caregiving role with children under 5 years of age. This unit enables students to become aware of and to develop reflective understandings about morals and ethics, professional accountability, professional conduct, responding ethically, communicating ethically with people from a wide and diverse population, and conflict and issue resolution. Students will examine a range of legal and ethical mandates and guidelines associated with the role of the professional in early childhood environments. This unit looks at globalism, social justice in a diverse world, and issues of parternship and power. It also enables students to appreciate how ethical values develop in young minds, how this is related to the infant brain and how early childhood educators can assist in developing children's ethical values awareness. It also allows students to explore their own ethical precepts and to consider a range of options for working with young children and their families to foster socially just, morally acceptable and ethically appropriate early childhood environments.

Infants and toddlers begin exploring their environment and making sense of their world from birth, constantly developing new skills over their first two years of life as they move from dependence to independence during that time. Early childhood educators have a responsibility to ensure that the development of infants and toddlers takes place in a safe, secure and supported environment where they can become knowledgeable and confident, autonomous learners, able to interact purposefully and respectfully with others according to their age and stage of maturity. This unit supports pre-service early childhood teachers' understanding of the unique developmental characteristics of infants from birth. It views infants and toddlers as capable and resourceful, pre-disposed to form relationships and ready and enthusiastic to learn. The unit focuses specifically on the developmental characteristics of infants and toddlers and the caregiving strategies necessary to the promotion of their health, wellbeing, cognitive and social engagement in a safe and healthy, culturally respectful, play-based early childhood care and education environment. It recognises the importance of establishing trusting relationships and on-going communication between educators and families, who have the most powerful influence on children's learning and development.

This unit of study supports students' developing knowledge, skills and understanding of the cognitive development of infants, toddlers and young children and in particular the way understandings about number, patterns, measurement, spatial awareness and other mathematical concepts are supported in the early childhood context. The unit provides students with the ability to help young children gain a beginning understanding and knowledge of ordering, seriation, temporal and numerical order, ordinal number, classification, and one to one correspondence leading to the relationship between logical concepts and mathematics.

This unit addresses issues relating to the education of children and students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation; universal design for learning; 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 focuses on the professional organisation and management of dynamic early childhood education and services which are responsive to children's, families' and communities' need and which operate with good business and human resources. Specifically it outlines the management and leadership issues involved for both authorised supervisors and teaching staff in organising and sustaining early childhood services, and helps foster an awareness of the social and political context within which services are operating. The unit highlights the legal and other responsibilities of qualified early childhood educators and looks at the development of sustainable policies for maintaining safe and responsible early childhood centres. Early childhood educators must be competent leaders and advocates for change in the early childhood field and must be able to encourage team building, enthusiasm, good communication skills and harmonious work environments in addition to keeping up to date with mandatory management and governance practices and the mandatory responsibilities associated with these. Educators need to be able to work with other staff in services to develop shared philosophies and visions for early childhood through individualised, organisational contexts.

Infants, toddlers and young children are naturally curious about the world around them, questioning, making assumptions and conducting experiments through play to determine how things work. This unit of study assists students to develop knowledge and skills in the teaching of science at the early childhood level. It provides students with the ability to help infants, toddlers and young children gain a foundational understanding of scientific concepts such as physics, biology, astronomy and technology as part of their everyday world. Understanding the importance of care and sustainability of the environment should begin at an early age and students need to foster environmental awareness in young children to promote lifelong care attitudes. Through lectures, workshops, readings and other activities, students will examine the theoretical underpinnings and practical knowledge required to guide the learning of infants, toddlers and young children and to encourage essential lifelong scientific reasoning skills such as hypothesis, inference, prediction and estimation, as they investigate the natural and created world. Mathematics, logical thinking and problem solving, and the use of language and literacy in communicating findings, participating in discussions, and representing experiences will be integrated into the science unit. Students will be encouraged to examine their own scientific experiences, conceptions, and knowledge as means to better understand the emerging scientific conceptions of young children.

This is the second of four Professional Experience units in the Bachelor of Education Early Childhood (birth-5 years). This unit focuses on the education and care of infants and toddlers in a dedicated classroom with children birth-2 years of age. It focuses on observing and documenting the development of infants and toddlers across all domains, and on the preparation of quality learning experiences and curriculum designed to meet the caregiving and learning outcomes for infants and toddlers in partnership with their families. Sensitivity to children's and families' unique cultural, linguistic, community and social characteristics will be considered and students will be expected to incorporate an understanding of these into their work with this age group. As students will have completed units on Play, as well as most curriculum units (e.g. Language Arts, Mathematics, Science and Creative Arts) they will be expected to demonstrate how the learning of infants and toddlers can be enhanced through play-based experiences in these areas. Students complete a 15 day Professional Experience placement, normally undertaken in a block (plus 1 day of lead-up visit) with children aged birth to 2 years in an early childhood setting. During this period they also undertake a number of administrative and leadership tasks linked to EDEC3004 Management and Administration in Early Childhood. Students will also need to meet Child Protection training, as required by ACECQA, by the end of the Unit.

This unit of study is designed to provide you with the opportunity to practice and develop the skills associated with making sense of and making use of educational research, including research carried out by academics, by practitioners, by think tanks, and by or at the behest of governments. The aim of the unit is to help you efficiently and correctly to interpret, analyse, evaluate and synthesise research from a range of sources, and to assess its implications for practice. You will be encouraged to develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry and to develop your capacity to make links between research, policy, teaching and learning. The unit will provide opportunities for you to become more familiar with the relationship between research and practice so that you can locate, critically analyse and use published material to investigate, understand and enrich your own practice and, in the future, exercise leadership in the encouragement of effective schooling more broadly. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessments designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities. 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 provides an introduction to the Honours program, and facilitates the development of a research project that will be conducted as part of EDUF4021. Under the supervision of an academic member of staff, students will develop an understanding of a range of education research methodologies through participating in seminars, online discussions, and by attending lectures for Reading and Designing Research (EDUF4044). They will demonstrate their emerging understanding in their chosen field of research through the development of a research proposal , which will include carefully constructed research questions and an appropriate research methodology, based on a detailed literature review.

Central to quality in early childhood services is recognition that families are the most important contributors to their children's care, welfare, social and educational outcomes. Families, perspectives on education and care of infants, toddlers and young children inform early childhood sector policy development and are central to planning early childhood programs. Early childhood services are most beneficial to children, families and the broader community when educators partner with families and both understand and apply the concept of partnership. When working in partnership, families and early childhood professionals develop a shared appreciation of each child's home and early childhood service contexts. Family partnerships are built on mutual trust over time as families' interests and concerns about their children are shared with educators and as families and educators collaborate to create culturally rich and responsive learning environments. Early childhood teachers also have a reciprocal responsibility to share their knowledge and expertise with families to promote children's development and learning. In this unit students develop communication skills, leadership qualities, and relationship building skills as they relate to quality education, care and service provision in early education and care settings.

This unit is designed to enable students to develop the knowledge and skills to plan and implement curricula for infants, toddlers, young children and their families in early childhood settings. Curriculum in early childhood is developed following observation and assessment of the strengths and interests of children, and in consultation with families, and is shaped with consideration of national early childhood quality assurance and regulatory requirements, nationally mandated learning outcomes for young children, relevant research, educator's perspectives on early learning, early childhood centre's philosophies and the specific characteristics of the community contexts within which early childhood services operate. The design and development of flexible, effective programs and planning approaches are fundamental to the creation of quality early childhood environments. This unit will provide students with opportunities to investigate a variety of curriculum models and planning processes that inform effective learning programs for children. These include documenting children's learning, understanding the phases of effective planning in high quality early childhood settings, and critically examining the current research, togethr with community and early childhood attitudes towards early childhood curriculum practices.

Professional Experience Early Childhood 3 is the third Professional Experience unit in the Bachelor of Education (Early Childhood). This unit focuses on curriculum development and models, the importance of partnering with families in early childhood settings, working with other educators, and planning and programming. Students will be expected to take increasing responsibility as the primary educators for children in the three to five year age group, to demonstrate their knowledge of a range of early childhood curriculum approaches and ways of initiating and sustaining partnerships with families to provide the best possible education and care outcomes for children. Students will increasingly be asked to demonstrate their ability to undertake a range of administrative and management tasks associated with the centre, in consultation with the primary educator of children in the three to five years age group, the centre's Educational Leader and/or other Nominated supervisors.

This unit of study focuses on the importance of supporting young children's developing understanding of a range of literacies in multiple modes in the years prior to school and in the transition phase between home and preschool/child care and school. Children bring understandings of multiliteracies (in languages other than English, literacy as social practice, visual literacies, film and music based literacies, community literacies and digital literacies) with them as they commence school and yet many of these go unrecognised and are often undervalued by both early childhood educators and primary school educators. In this unit students focus on multiliteracies and how they can extend young children's literacy understanding and growth. In particular they explore the impact of popular culture, critical literacy and digital technologies. For young children's optimal development, transitions between early childhood contexts and transitions to school should be as seamless as possible. Ways of supporting and fostering partnerships between families, early childhood services and schools through the transitions process will be highlighted.

The role of the professional in early childhood services is multifaceted and complex. In this unit students explore what it means to be classroom teachers and in positions of authority and leadership as educational leaders and/or Certified Supervisors and/or Nominated Supervisors and to become strong advocates for young children and their families. While organisational and management structures of early childhood services vary, early childhood professionals must generally be able to quickly assume responsibility for the overall education, care and general well-being of young children from diverse socio-cultural backgrounds, in addition to being responsive to families, supervising staff, and conforming to legislative requirements. Many become essentially managers of small businesses accountable for all management, financial and WH&S matters associated with the day to day running of an early childhood service. In an environment of increasing integration of essential services associated with young children and their families, they typically must also work with a range of ancillary services linked together in community hubs. Early childhood professionals must be leaders in their field, irrespective of the role they assume in a service. They must be socially and politically aware and ready to access and critique current philosophical and educational trends with confidence for the promotion of high quality programs for infants, toddlers and young children. Early childhood professionals must be strong advocates for the health, care, education and well-being of children, vocal proponents for the provision of highly qualified educators and effective lobbyists for both the profession and the quality and provision of services for children and their families.

This unit enables students to experience the professional work of early childhood teachers over a sustained period- 30 days, in a birth to 5 year old setting or preschool setting. With the support and guidance of a qualified early childhood teacher mentor students will build, consolidate and apply their growing knowledge, skills and understandings around early childhood teaching and learning, explore the legal, social and ethical responsibilities associated with being an early childhood educator and consider their role and responsibilities as teachers and leaders in local, national and global early education teaching communities. This unit requires students to demonstrate growing independence as a critically reflective early childhood professional, to reflect on developing professional profiles and to evaluate these experiences in relation to on-going professional growth. The student will build to a teaching load of five days per week (or equivalent) with the balance of the time focused on developing a teacher-led research project designed to explore and/or improve an aspect of pedagogy, curriculum or child development.

In this unit, students undertake a research project, developed as part of EDUF4020, under the supervision of an academic member of staff, and possibly as part of a research team. In undertaking the research project, students will be required to demonstrate a breadth and depth of knowledge of the discipline studied, autonomy and imagination in applying that knowledge, proficiency and skill in the research methods used and a critical and insightful analysis of the results. They will also be required to demonstrate an understanding of relevant ethical issues. Under the direction of their supervisor, students will develop a research report for examination and dissemination to the wider research field.

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.

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, Indigenous education issues in Australia, the 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, Brazil, Sri Lanka and India. 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.

Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including the teaching of values in schools and the role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. 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 international contexts, particularly in what is increasingly referred to as the ?global South?. It acknowledges the importance of a broad-ranging view of international development, including its economic, political, and cultural dimensions. The unit examines key indicators related to poverty and education, and explores the educational implications of global social policies like the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs). We investigate the roles of multilateral, bilateral and non-state agencies in educational development to discuss the multiple actors in global development and the politics of aid. Using case studies of educational development processes in specific countries, we contextualise the key issues explored in the unit and provide students with an understanding of how international development reforms are experienced and contested at local, regional, and national levels. The unit is especially designed for those who have an interest in international and global dynamics, particularly those identified as ?developing? countries, and who may be teaching or writing about international development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.

Mentoring is increasingly used to assist in transitional educational situations such as the transition to teaching, transition from primary to high school and transition from junior to senior school. Mentoring provides the mentee with the opportunity to make meaning of their experiences and to share these experiences with the mentor. Mentoring also ensures that the mentee has support, guidance and challenge within the unfamiliar community of practice they are entering. In educational contexts mentoring as theory and practice has assumed critical importance in introducing pre-service teachers to the professional practice of teaching. Seminars use an inquiry based pedagogy which emphasises collaborative learning. Students examine mentoring in schools and universities and other organisational structures. Students use a range of sociological theories and constructs and engage in intensive reading of research in order to develop a critical understanding of mentoring as professional practice and to devise a mentor programme suitable for implementation in an educational setting of their own choosing.

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 five 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 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 useful knowledge for shaping the future of schooling. The unit looks at Australian schooling from the colonial period to the twenty-first century with a particular emphasis on the period from the 1950s.

This unit explores the place of creativity and teacher artistry in learning, curriculum and schools. Throughout this unit students will be given the opportunity to practically engage with ideas of creativity, learning and teacher artistry to develop theory and practice for 21st century schooling. Through seminars, international case studies and intensive site based workshops students will have the opportunity to develop their own practices in creativity and teacher artistry to support student learning and knowledge creation across the curriculum.