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 explores the place of creativity and the arts in youth culture and society more broadly. Throughout this unit students will be given the opportunity to engage with ideas of creativity through performances and interactive tutorials and workshops. Students will also explore theoretical, sociological, psychological and political constructs of, and approaches to creativity and how they apply to their own developing creative capacities. This unit engages arts and artmakers by exploring performances and the creative processes behind those performances. The assessment tasks also allow students to make their own creative pieces.

Nutrition is important for physical growth and health throughout the human lifespan, during pregnancy, childhood, adolescence, adulthood and the senior years. Nutrition is a crucial factor in sports performance and athletic endeavours, because food is used as fuel for physical activity. Diet and nutrition affect body composition, the day to day functioning of the human body and nutrition also affects the brain and cognitive performance. Students in this unit of study will be able to analyse the content and quality of their own diet and make informed decisions concerning foods, nutrients and supplements to optimise their daily nutrient intake and physical performance.

Sex and sexuality are concepts that generate much debate across educational, health and other institutional settings. These debates are mediated by historical perceptions of sex, sexuality, childhood and youth, and by complex social and cultural factors that shape contemporary living. Constructions of childhood, youth and sexuality shape approaches and pedagogies of sexual health in schools and other educational settings. This unit will critically consider sex, sexuality and understandings of sexual health from a range of historical, sociological, psychological, educational and public health perspectives. Students will explore how these varied approaches construct and constrain young people's sexual identities and shape approaches to sexual health education. Throughout the unit students examine the complex intersections between sex and sexuality and issues of gender, race, ethnicity, socio-economic status, social class, religion, geographic locatedness, asking how these relationships limit or enable young people's access to knowledge and their citizenship rights.

This course introduces students to the theoretical and practical aspects of sport and exercise coaching. Through active participation in lectures, tutorials and practical workshops, students will learn how to create a positive sporting environment by utilizing athlete centred coaching strategies. Students will also learn how to evaluate and improve their own coaching performance by applying reflective and evaluative skills. Topics covered include coaching, training and management principles, coaching pedagogy, planning, skill learning and sports psychology. Students will also complete the beginning coaching general principles course. At the completion of this unit it is hoped that students are more confident and knowledgeable in their coaching practice.

What role does digital media play in society and culture? How does it shape young people's experiences, values, and learning opportunities? This unit examines the ways in which the lives of children and young adults are shaped by digital culture. By examining this process in historical and contemporary contexts, students will gain insight into how identity is shaped by practices such as social networking, videogame playing, and digital authoring.

What does the university expect of students in relation to texts? When students start university they are often confronted with reading requirements and written assessment tasks that are quite different from the ones they encountered in high school or other contexts This unit is designed to support students in developing literacy practices that are expected in the university context. The unit has three main objectives. Firstly, it provides students with strategies to understand the academic context within which they are reading and writing. Secondly, it develops students? awareness of the structure and language features of different kinds of academic texts. Thirdly, it provides students with strategies to read and write academic texts more effectively. The unit provides a solid foundation that students can use to further develop effective academic literacy practices during the course of their studies.

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 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.

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.

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 examines the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learning that takes place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films. Students enrolled in this unit will incur a levy to cover any additional costs.

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.

The rapid expansion of English as a global language has led to a demand for graduates across a range of disciplines to have skills and expertise in English language teaching. This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations.

This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations. The focus is on developing participants' ability to plan and program teaching in a range of macro-skills, to undertake testing and needs analysis and to develop intercultural skills and understandings.

This Unit provides students with the theory and practice of teaching academic English, using an interactive, workshop-based approach. Throughout the course students will develop an understanding of the EAP context, build on existing TESOL knowledge and skills to inform the development of EAP specific skills, apply methodologies that facilitate the effective teaching of writing, reading, listening and speaking skills for an academic context, employ technology-enhanced teaching techniques appropriate to the academic context, and engage in reflective and critical practice in order to develop professionally. The unit is delivered in conjunction with the Centre for English Teaching (CET) and involves workshops run by CET?s experienced English language teachers, lesson observations and teaching practicum with international students studying at the centre. Taken in in addition to Teaching English Internationally 1&2 (EDGU2000 and EDGU3000), this unit provides students with the background to teach English both in Australia and internationally in a range of English as a Second Language contexts.

There is no coursework per se in the final Honours year, for non-Education students, with the writing of the Honours thesis comprising EDUF4215 and EDUF4216. The Honours thesis involves investigation of a topic chosen by students and relevant to their own interests. The thesis will be based on the research proposal and is supervised directly by an academic within the Faculty. Although the length of the thesis will vary depending on the nature of the investigation, and length does not necessarily indicate quality, the thesis will not normally exceed 20000 -25000 words.

There is no coursework per se in the final Honours year, for non-Education students, with the writing of the Honours thesis comprising EDUF4215 and EDUF4216. The length of the thesis will vary with the nature of the investigation, and the thesis will be 20000 words. Three copies of the thesis should be submitted by the last Friday in October, one of which will be returned to the student.