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 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 how teachers become more aware of their professional practices and develop and refine pedagogical knowledge. Students examine the evolving roles of teachers in the classroom, identify best teaching practices and analyse and critique a range of teaching styles, methods and strategies (including technologies) to meet the needs of students. Students learn about the roles of teachers in classrooms and examine their own emerging perceptions of self as teacher.

For many students the reading, writing, numeracy and language of your subject area present real problems. This unit is concerned with subject literacy requirements - specifically readings, language and writing. It explores what skills students need to learn, how to develop such skills and how teachers can bridge the gap between what students know and what they can express. The role of numeracy and mathematical literacy across subject areas are also explored.

This unit of study builds on the knowledge, understandings, skills and attitudes explored and developed in Pedagogy and professional practice 1 and other Education units. It examines issues and challenges facing schools in relation to access, equity and diversity and how these can be addressed through policy and practice. Through reflection students are able to examine and interpret their beliefs about students, teachers, learning, teaching, schools and knowledge. Professional practice is developed and refined as students use their own knowledge and experiences in professional conversations with peers and lecturers to critically analyse their own practice in conjuction with theory and research.

Professional Experience is a core part of the professional preparation of teachers. It provides students with opportunities to develop their teaching skills and professional understandings. It is a pivotal opportunity for beginning teachers to experiment with, and to implement, a wide range of strategies and pedagogy that they have acquired during their university-based courses. This unit of study provides students with the opportunity to undertake a 20-day professional experience in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession.

The unit of study builds on student's knowledge and skills gained from their previous information and communication technologies (ICT) related units of study, and curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using ICT tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful learning resources relevant to their curriculum subjects.

This unit of study aims to prepare graduates for teaching Stages 4 & 5 Aboriginal Studies in NSW secondary schools. Through participation in a local Aboriginal cultural immersion experience, the development of units of work, assessment tasks, resources and school visits, students will develop teaching and learning strategies to explore local Aboriginal community knowledge that reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures in todays society. This will support graduates in becoming multi-skilled, adaptable and pro-active critical thinkers and educators of the future.

This unit of study aims to prepare graduates for teaching Stage 6 Aboriginal Studies in NSW secondary schools. Through the development of units of work, assessment tasks, resources and field studies, students will develop teaching and learning strategies that analyse current socio-political issues in contemporary Australia with a focus on social justice and human rights issues for Indigenous communities at local, national and international levels. This will support graduates in becoming multi-skilled, adaptable and pro-active critical thinkers and educators of the future.

This unit of study is the first in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5 and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension Syllabus. The unit develops foundational skills for language pedagogy for the classroom teaching of Classical Hebrew texts in the local Judaic Studies educational context.

This unit of study is the second in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5, and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension Syllabus. The unit focuses on applications in the classroom of understanding of adolescent development, classroom management, lesson planning and specialised pedagogy of the discipline, including literacy skills and integrating texts within the Classical Hebrew outcomes of the Stage 4-5 Modern Hebrew Syllabus.

This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Business Studies. It will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 (Stage 4/5) Commerce Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout.

This unit of study will build on the teaching of Years 7-10 Commerce Syllabus with an emphasis on Stage 5. It provides opportunities for students to achieve outcomes in understanding the curriculum design of Commerce Education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Commerce. The unit will also focus on the National Consumer and Financial Literacy Frameworks. Students will also learn to design and implement on excursion for Years 7-10. Further emphasis throughout will be placed on civics and citizenship education and ICT

This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Economics. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 4. An understanding of the NSW Board of Studies Years 7-10 Commerce syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout the unit.

This unit of study will build on the study of years 7-10, Commerce syllabus with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Commerce education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Commerce. The unit will also focus on the National Consumer and Financial Literacy Framework. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on civics and citizenship education and ICT.

This unit of study is the initial Drama Curriculum (method) course unit for prospective secondary Drama teachers who are in the third year of the combined BEd/BA degree program. The unit introduces the teaching Drama 7-12, with a focus on Stages 4 & 5. Students will examine the history of drama education, examine teaching strategies for playbuilding and key forms of drama. Students will begin to develop their own personal style of teaching. The emphasis in this course is upon the teaching of Drama related to the NSW Year 7 - 10 Drama Syllabus.

This unit continues the preparation for teaching Drama 7-12, with a focus on Stage 6, Higher School Certificate Drama. Students examine the issues relating to individual project work and the collaborative aspects of the drama syllabuses. This unit also explores issues related to assessment and programming of drama as well as exploring quality teaching in drama education. Students will deepen their understanding of the cognitive/affective development which the study of Drama anticipates, and further develop their own personal style of teaching.

This unit of study is the first of three curriculum methodology units designed to equip you to teach secondary English and develop your professional identity as a high school English teacher. This unit will introduce you to the theories and principles of teaching and learning in subject English, raise your awareness of the debates and issues relevant to teaching English, and develop your understanding of the New South Wales English K-10 Syllabus for the Australian Curriculum.

This unit will examine the current syllabus documents and explore the ways in which contemporary theoretical perspectives underpin and inform the English curriculum. There will be a focus on planning, programming, and implementing teaching programs across English 7-12. The unit will continue to examine the pedagogies appropriate for the teaching of English, including drama, film, and digital media.

This unit of study aims to make students confident, enthusiastic and competent teachers of Geography. This unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Geography in Stage 4. An understanding of the NSW Board of Studies years 7-10 Geography Syllabus and the Australian Curriculum for Geography will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Geography teaching materials. There will be an emphasis on ICT literacy and civics and citizenship education throughout the unit.

This unit of study will build on the study of years 7-10 Geography syllabus and the Australian Curriculum for Geography with an emphasis on Stage 5. This unit of study provides opportunities for students to achieve outcomes in understanding the curriculum design of Geography education in Stage 5. The unit enhances designing and delivering a range of teaching strategies, evaluating and developing teaching resources and assessing students' achievement in Geography. A particular focus will be placed on the use of Geography tools and skills in teaching Years 7-10 Geography. Students will also learn to design and implement an excursion for Years 7-10. Further emphasis throughout will be placed on literacy, civics and citizenship education and ICT.

This unit aims to prepare History Curriculum students in the theory and practice of teaching history in the secondary school. The unit draws on current research, thinking and practice in the field of history education, and relates these understandings to the realities and varying contexts of history teachers' work and instruction.

This Unit of Study aims to prepare History students to acquire the knowledge, skills and understandings necessary to implement the Australian Curriculum (History) Years 7 - 10. The unit focuses specifically on developing a range of approaches to history teaching and learning across age and ability groups.

This unit of study is the initial Languages Curriculum (method) unit for prospective secondary languages teachers. The unit is designed to introduce pre-service languages teachers to key concepts and understandings of languages education and build their awareness and skills in preparation for NSW secondary classrooms. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation.

This unit is designed to build on curriculum unit Teaching Languages 1A. With their deepening knowledge of the theory and the practices of the languages classroom, pre-service languages teachers will investigate issues in languages curriculum teaching and assessment. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation

This unit of study is the initial Languages Curriculum (method) unit for prospective secondary languages teachers who have two languages as teaching methods. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation.

This unit is designed for pre-service language teachers continuing with their curriculum method study in an additional target language. The unit will continue to build pre-service language teachers' awareness, skills and understandings in languages assessment, differentiation of the curriculum and use of ICT tools. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation.

The aim of this unit of study is to introduce issues associated with the teaching and learning of mathematics from Kindergarten to Year 12 to student teachers undertaking both double and single secondary mathematics method. The continuum of learning for K to 10 will be explored as it outlines the developmental nature of learning mathematics, building concepts across the transitional stages of schooling, and considering strategies to address the learning needs of the full range of students in the mathematics classroom. The importance of building upon learning in the primary school years will be a key focus in this first mathematics methods unit of study. Particular issues in the teaching and learning of mathematics will be addressed through the investigation of scenarios related to school contexts. To reflect the collaborative nature of working in a team of teachers in schools, student teachers will form small learning teams to explore scenarios, related to high school settings. In these teams, student teachers will be required to collaboratively investigate the issues raised in the scenarios and plan sequential learning experiences appropriate for high school students.

This is the second unit of study for both single and double mathematics method secondary student teachers. The focus of this unit of study is a detailed examination of the school mathematics curriculum to develop student teachers' knowledge and understanding of the mathematics curriculum requirements and appropriate pedagogy. The rationale, aim, content, course requirements and key terms from the curriculum will be examined and used to plan, program and develop lesson plans for key mathematics concepts. Building on their understandings from Teaching Mathematics 1A, student teachers will examine the content strands of the mathematics curriculum to develop appropriate models of pedagogy for teaching and assessment. Common student misconceptions will form the basis of planning and programming so that student teachers are prepared to meet the needs of the full range of students. Additional strategies for differentiating the curriculum and embedding technology into lessons will be explored. A range of technologies will be examined in this unit including interactive whiteboards, computer software packages and graphics calculators. Strategies for assessing mathematics knowledge, skills and understanding will be considered with student teachers developing skills in designing assessment tasks. Assessment for learning and assessment of learning will be discussed with rich tasks developed for both purposes.

Thirty percent of students in NSW come from bilingual/ bicultural backgrounds and many need support in the development of English. This unit gives a background in teaching English to young people and adults. It explores the diversity of learners: refugee, migrant and international students; and covers issues in language development, teaching and learning. The focus is on building skills and understandings in teaching spoken language and reading. There is also a focus on building participants' own understanding of the systems of English.

Secondary students learning English as an additional language must develop competency in academic English in a range of subject areas in a very short time if they are to succeed. This unit explores the ways students develop writing and the different writing demands in Science, HSIE, English and other subjects. It also develops participants' understanding of the academic language demands of different curriculum areas, such as nominalisation, technical language and modality. These are integrated into a focus on assessment and planning programs and units of work.

This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community in relationship with the standards of teaching and the importance of evidence-based teaching for individual and collective change and improvement. This unit of study is integrated with professional experience and explores issues, dilemmas and challenges for beginning teachers.

This unit of study provides students with the opportunity to undertake a range of professional experiences in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession. This unit of study is the second school experience in the program, and the final fully supervised professional experience before the Internship. In this unit of study, students have a more extended period of time in a school and begin to assume a greater awareness of the diversity of students in their classes.

Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds; 16% of students are at various stages of developing English as an additional language. In addition, many secondary students need support in developing literacy and numeracy skills in English. This unit of study has three aims: to provide the skills and understandings for the effective teaching of ESL students; to give a background in teaching reading, writing and numeracy to all students; and to develop an understanding of the impact of culture, cultural identity and diversity in schooling.

The unit of study builds on student's knowledge and skills gained from their previous information and communication technologies (ICT) related units of study, and curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using ICT tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful learning resources relevant to their curriculum subjects.

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 of study aims to prepare graduates for conducting ethical research in consultation with Aboriginal people and communities as a significant component of the Stage 6 Aboriginal Studies course in NSW secondary schools. Pre-service teachers will complete a major project along the same lines as the HSC students they will teach, reflect on and share their experiences with each other and current teachers and students in Aboriginal Studies classes. They will consider critical and culturally responsive pedagogies in creating socially just teaching and learning spaces. Critical analysis of current trends in education and their impact on Aboriginal Studies and Aboriginal education will ensure that graduates will become multi-skilled, adaptable and pro-active critical thinkers and educators of the future.

This is an advanced unit of study for students who wish to implement the NSW Classical Hebrew Stage 6 Syllabus. It builds on the skills, knowledge and understandings developed in Classical Hebrew and Judaism 1 and 2. Students examine the challenges of the subject and engage in a critical reflection of the issues inherent in the teaching of sacred texts. The unit develops advanced skills for classroom teaching as well as focusing on the Stage 6 learner's requirements.

This unit will prepare students to be effective teachers of Stage 6 Business Studies. The unit will develop competencies and skills in lesson planning, programming and pedagogy in teaching Business Studies in Stage 6. An understanding of the NSW Board of Studies Years 11-12 Business Studies Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Business Studies teaching materials. Further emphasis will be placed on ways that Board of Studies HSC assessment requirements can be met including developing assessment tasks and programs. Use of ICT for both teaching and preparation will be a focus on this unit.

This unit of study will focus on teaching the Economics Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in Years 7-10 Commerce and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Economics. Added emphasis will be placed on assessment strategies and programs for the preliminary/HSC course in Economics focusing on NSW Board of Studies requirements. Students will also look at the ways the study of Economics for the HSC can lead to various post school destinations. Professional association membership and HSC marking will be promoted throughout this unit.

This unit continues preparing students for the teaching of secondary Drama. The course will extend the students' experience in teaching devised performance. Students work with critical friends and mentors, collaborating with schools and other educational institutions, critically reflecting on their own and other people's work. Students undergo a group performance project where they learn of the rigorous nature of teaching collaborative drama experientially.

This unit is designed to develop your understanding, knowledge and pedagogical skills in teaching Stage 6 English and preparing students for the Higher School Certificate. There is an emphasis on theory in practice and wide reading related to the Stage 6 Prescriptions. The unit will consolidate knowledge, skills and understanding of the pedagogy and syllabus requirements for teaching secondary English.

This unit of study will focus on teaching the Geography Syllabus for Years 11-12. In this unit students will study particular issues facing students studying for the HSC in NSW schools. Students will build on their previous studies in years 7-10 Geography and further develop teaching strategies, resources and assessment techniques for teaching Stage 6 Geography. Added emphasis will be placed on assessment strategies and programs for the Preliminary/HSC course in Geography focusing on NSW Board of Studies requirements. Additional emphasis will be placed on strategies, skills and resources for both fieldwork and the senior Geography Project. Students will also look at the ways the study of geography for the HSC can lead to various post school destinations, Professional association membership and HSC marking will be promoted throughout this unit.

This unit aims to equip students to teach the skills and understandings underpinning the NSW BOSTES Stage 6 history syllabuses. The unit also explores the realities of teaching students at this level, and the various ways in which higher-order skills may be developed in response to the demands of the Extension History Syllabus.

This unit is designed to build on earlier languages curriculum units to prepare pre-service teachers for their future teaching. Students continue to investigate cases of languages and cultures education, honing skills, understandings and competencies for future employment and preparing for lifelong professional development. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation.

This unit is designed for pre-service language teachers continuing with their curriculum method study in an additional target language. The unit will continue to build pre-service language teachers' awareness, skills and understandings in languages education, and introduce them to various aspects of research within the languages education arena. Students will gain broad understandings about the nature and scope of languages education in the NSW context, about traditional and more contemporary and innovative classroom practices and particular aspects of policy and BOSTES documentation.

This is the third unit of study for both single and double mathematics method student teachers. The focus of this unit of study is a detailed examination of the syllabus documents for the senior secondary students enrolled in mathematics courses for the Higher School Certificate in NSW (HSC). For each of the syllabus documents, the aims, objectives, content, course requirements and key terms will be examined and used to plan, program and develop appropriate teaching strategies as well as learning and assessment tasks for key mathematics concepts. For all of the mathematics courses offered in the senior school, student teachers will evaluate and design learning and assessment tasks using a range of resources as well as plan and program lesson sequences to differentiate learning and support the development of deeper understandings of challenging mathematics concepts including calculus. Retention of students beyond the compulsory years of schooling (Year 10) will be examined to identify issues associated with students' motivation and engagement to continue the study of mathematics. Career choice limitations will be discussed to explore ways the continued learning of mathematics and mathematics and science careers can be promoted in schools.

The role of the TESOL teacher has become increasing complex. Graduates may be working in Australia with teenagers in Intensive English Centres or in high schools, with adults in a range of contexts, or overseas. They need to skills and flexibility to adapt to a wide range of teaching contexts. This unit focuses on topics such as needs analysis and establishing programs, assessing and developing pronunciation programs, developing intercultural skills, research skills and professional development for TESOL teachers.

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.

This unit of study will focus on a range of culturally specific teaching and learning strategies aimed at increasing the ability of students to engage and motivate school students from diverse cultures, including Aboriginal culture. The unit will involve exploring some of the major issues confronting teachers, schools, communities and involve interaction with appropriate communities as a precursor to working with school students in a range of culturally appropriate settings. The unit will involve working with the Principal and staff at Birrong Boys' High School.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, 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 commencing to teach.

Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds and many need support in the development of English. This unit gives a background in and qualifies participants for teaching English to young people and adults both in Australia and overseas. The unit explores second language development, the systems of English language and teaching approaches, especially to the teaching of academic English. This unit aims to develop participants' professional understanding and expertise as TESOL educators.

This unit of study will link fieldwork in Intensive English Centres with an exploration of current language education research. Students will develop skills in linking their assessment of the abilities and needs of teenage and adult learners of English with programming. This unit aims to develop students' professional understanding and expertise as second language educators. It has relevance for teaching in Australia and overseas and focuses on the development of communicative competence.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, 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 commencing to teach.

This unit aims to advance students' understanding and knowledge of responding to student diversity in secondary classrooms. This unit will extend students' knowledge of relevant legislation and policy with emphasis on policy related to disability, learning needs, welfare and behaviour support. It will also provide opportunities for in-depth engagement with areas of diversity including those of disability, learning needs, behaviour support, mental health and gifted and talented education. The unit aims to develop students' understanding of whole-school and classroom approaches to meeting diverse needs in the classroom, with models and examples specific to secondary schools. In addition the unit aims to provide multiple opportunities for students to engage with the curriculum and implement the principles of universal design and differentiation, including specific opportunities to work in their curriculum areas and during internship.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, 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 commencing to teach.

The field of teaching English as a second or foreign is an expanding one. Each year many students enrol in ELICOS centres and other institutions in Australia, as well as equivalent institutions overseas. The teaching of English is growing worldwide with ongoing expansion in Asian and Middle Eastern countries in teaching English in the primary and secondary schools and the tertiary sector. The goal of this unit is to provide pre-service teachers with the foundations of successful teaching of English as an additional language in international contexts and to international students in Australia. The unit will encourage students to make decisions about appropriate approaches to teaching and programming language and classroom strategies across a number of disciplines and contexts; it will develop their knowledge of the systems of English language; it will extend intercultural skills and understanding; it aims to give insight into current debates within the field and suggest directions for future thinking and planning.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, 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 commencing to teach.

This unit of study prepares preservice teachers for Aboriginal Studies in Stages 4 & 5 and Stage 6. Particular emphasis will be placed on consultation and engagement with local Aboriginal communities by valuing their knowledges, experiences, and skills. The course will focus on critical and culturally responsive pedagogical approaches to meet the diverse cognitive and affective needs of learners within a holistic framework. Class activities will be team-driven to build collaborative learning cultures and commitment to lifelong learning and active citizenship informed by social justice and human rights values. Ethical research methodologies and multi-modal literacies will develop preservice teachers as multi-skilled, adaptable and pro-active educators in the field of Aboriginal Studies and wider education community.

This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, 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 commencing to teach.

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 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.