This aim of this unit of study is to explore the philosophical, legal and cultural foundations of international and national Indigenous rights. It critically examines the formation of categories of Indigeniety in the ancient, colonial and modern eras, and how such discourses have contributed to systematic denials of Indigenous rights in Australia and other colonised countries. It explores the subsequent evolution of Indigenous rights agendas in modern and postcolonial Australia, and contextualises these developments by investigating various international precedents. The unit will build generic skills in philosophical and historical research and theoretical analysis, encouraging students to develop an informed and independent assessment of contemporary issues in Australian and international Indigenous Rights.

This aim of this unit of study is to explore the philosophical, legal and cultural foundations of international and national Indigenous rights. It critically examines the formation of categories of Indigeneity in the ancient, colonial and modern eras, and how such discourses have contributed to systematic denials of Indigenous rights in Australia and other colonised countries. It explores the subsequent evolution of Indigenous rights agendas in modern and postcolonial Australia, and contextualises these developments by investigating various international precedents. The unit will build generic skills in philosophical and historical research and theoretical analysis, encouraging students to develop an informed and independent assessment of contemporary issues in Australian and international Indigenous Rights.

This unit of study aims to prepare undergraduates in the theory and practice of teaching and education with particular reference to the Board of Studies Stage 6 Society and Culture syllabus. The unit draws on research findings to assist students develop competencies and skills in teaching Society and Culture. These findings provide the theoretical and practical framework for the unit of study. The unit provides students with an opportunity to reflect on their practicum experiences, and to develop pedagogic skills in lesson and unit planning, programming, and teaching and learning strategies. In addition, the unit examines literacy strategies for teaching across a range of age and ability groups and takes an applied approach to the use of ICT in the HSIE classroom. Particular emphasis will be placed on Board of Studies Assessment procedures, appropriate teaching and learning strategies for Stage 6 learners, and assessment of learning.

This subject focuses on the refinement of students' professional practices, and involves them in practical and theoretical learning, in preparation for their engagement in the profession. For final year students, this subject focuses the issues and challenges facing teachers; reflection as professional practice; dealing with change; and, beginning teachers' concerns and support systems. Students will also become familiar with accreditation process when entering the teaching profession.

Australian Aboriginal languages have been spoken and learned for millennia. Despite devastating losses from the effects of invasion, many have survived into the present and others that fell out of use are now being revitalised. Since the implementation of the NSW Aboriginal Languages K-10 syllabus in 2005 there has been a substantial increase in programs in schools in this state and this shows every sign of continued growth. This unit aims to equip graduates with sufficient practical understanding of the syllabus and the field of languages education that they might support initiatives in their schools or consider adding languages as a teaching subject in their professional future. Note that students will not be assessed on their ability to speak a specific language as part of this unit.

This unit has two main purposes. The first is to introduce students to the study of the integration and inclusion of students with special needs, in accordance with the mandatory requirements of the NSW Department of Education and Communities (DEC) for pre-service teacher education. Secondly, it is designed to provide an understanding of the theoretical models and social issues underpinning the education of students with disabilities in a range of settings.

This unit of study is designed to provide students with a critical overview of the key concepts 'knowledge', and 'self' as they have been articulated in major educational discourses. The unit is philosophically based but draws upon sociological and psychological insights. Building on earlier units in the Education strand of the program it explores ideas about the nature of self in relation to learning, and raises significant questions about claims regarding knowledge as constitutive of self. It problematises inherited notions of rationality, experience, 'discourse' and the dimension of the social in knowledge-generation, its dissemination and institutionalisation. Major philosophical theories of knowledge are examined, notably those of, rationalism and varieties of constructivism, empiricism, post-structuralism pragmatism and certain approaches in phenomenology. The relationship of these theories to contemporary curriculum knowledge (that is, the 'knowledge base' of each subject area) is explored. An important objective of the Unit is to provide opportunities for developing skills that will enable students to more usefully analyse the kinds of epistemological assumptions underlying the school curriculum.

This unit of study provides students with knowledge and understanding about literacy skills and practices in History and Aboriginal Studies. It will enable students to understand the literacy demands of the History and Aboriginal Studies syllabus areas as well as equipping them with a repertoire of effective teaching and learning strategies to meet the needs of a diverse range of students. The unit is also designed to build the personal literacy capacities of pre-service teachers, enabling them to be more effective teachers of History and Aboriginal Studies.