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 EDUF1019, which is the second part of Education I, introduces students to the study of human development, including a critical overview of current theory, research and practice in human development, with particular emphasis on the development of early childhood through to adolescence. A core assumption of the unit is that the study of human development is inter-disciplinary, and that developmental theories, past and present, are open to question and debate. Students are therefore encouraged to engage in this study with critical and creative minds. The content of the Unit focuses on the processes and products of human development, related to cognitive, physical, emotional, social, cultural, and language development. The classical theories are considered and examined in the light of contemporary theory and research. From these perspectives, the lectures consider the impact of history, culture, and social context on learning and development. The seminar programme of the Unit is concerned with the teaching of values in schools and early childhood education settings, including the creation of values-based learning environments, and with each participant¿s development as a human self, focusing in particular on the development of participants¿ professional skills and personal values.

A developmental PE approach (Gallahue and Ozmun, 2006) will be taken in delivering this unit which takes into account the psychomotor, cognitive and affective domains as children learn through physical activity. Fundamental movement skills will be developed and rehearsed in practical workshops allowing students to acquire a level of mastery and to transfer the learning theory into practice in a supportive environment through both peer and lecturer feedback. This unit of study is the first of four examining pedagogical practice and content in physical education. The four units move pre-service teachers along a spectrum of styles for teaching physical education, ranging from direct to indirect styles. This unit specifically focuses on the K_10 PDHPE framework and curriculum areas of minor and lead-up games; fundamental movement skills; dance and gymnastics. In addition, there is a 10 day professional experience Secondary School placement embedded in this unit of study.

This core unit of study explores the ways in which meanings about health are socially and politically constructed in contemporary Australian society. The unit introduces a health determinants approach to explore a range of factors that impact upon individual and/or community health - gender, age, genetics, education, race and ethnicity, globalisation and geographic location. Students will develop an appreciation for and understanding of the ways in which meanings of health are constructed, change over time and are institutionalised through health policies and practices. Students will investigate upstream approaches to health education and health promotion that empower teachers, individuals and communities and lessen the burden on primary health care.

In a world where nutrition advice is commonplace but not always accurate, learning the basics of good nutrition habits is vital for development and growth at all stages of the life cycle. If practiced correctly, nutrition can help prevent disease, assist in reaching health goals, influence sports performance and reach academic outcomes. This elective aims to equip students with the knowledge required to make informed food choices and gain skills in analysing their personal diet and nutrition habits. At the conclusion of the elective, each student will be a mythbuster for common diets, supplements and fads touted by the media, separating fact from fiction. Topics covered in the unit include the anatomy and physiology of digestion, the link between common diseases and nutrition practices, nutrition for sports performance, practical tips for shopping and cooking and the use of food to improve cognition.

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.

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 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 will integrate theoretical and practical knowledge in the study of physical education pedagogy focused on the intellectual dimensions of movement, inclusive practice and the development of skill within contexts that give it meaning and relevance for learners. This unit also examines the use of both direct and indirect pedagogy to achieve tactical transfer across the four games categories (invasion, striking, net/wall and target). This unit of study is the second of four examining pedagogical practice and content in physical education. The four units move pre-service teachers along a spectrum of styles for teaching physical education, ranging from direct to indirect styles. This unit specifically focuses on the Year 7-10 PDHPE syllabus and future Australian curriculum areas of active play and minor games; fundamental movement skills; and invasion and striking games (lacrosse, european handball, frisbee, cricket and softball). Skills will be developed and rehearsed in practical workshops allowing students to acquire a level of mastery and to apply their learning theory into practice in a supportive environment through both peer and lecturer feedback. All subject matter in this unit is underpinned and governed by organization, risk management, inclusivity, differentiation, curriculum planning, programming and assessment. In the practical workshops skills will be developed, corrected and refined, while curriculum content and pedagogy will be related to authentic assessment.

This unit of study is the first of three examining pedagogical and professional practices in K-12 HPE. This unit of study examines the current BOSTES requirements in years K-10 HPE for Board Developed Courses. In this unit students will explore the K-6 and 7-10 PDHPE syllabi and other relevant support documents alongside an examination of current and teaching theories, practices and processes in HPE. Throughout class activities, assessment tasks and research, students will have the opportunity to develop and refine their programming and planning skills. This unit also examines current BOSTES requirements regarding assessments in 7-10 PDHPE, including relevant consideration of current assessment practices, theories and policy developments in secondary schools. This unit will assist students to design and implementation an array of assessment strategies which cater for varying learning styles within the HPE context.

This second unit within health builds on the determinants approach and continues to explore the socio-cultural perspective of health, with this unit looking specifically at how young people experience health within Australia. Discourse around young people and health often positions them as a homogenous group who face many challenges in achieving and maintaining health, and this unit challenges this discourse and explores the idea that not all young people experience health and illness in the same way. Through examining different narratives around young people and health, students are able to reflect upon how aspects of youth health are constructed within society and how their own belief systems have developed. In this unit, students investigate and explore a range of issues that impact on the health of young people including mental health, alcohol and drug use, sexual health, road safety, and bullying. Students further explore the policies and practices that inform the teaching of these sensitive issues within a school. The concepts of harm minimisation, resiliency, protective factors and connectedness are examined through the strength based approach to teaching health, and skills in critical and health literacy are explored and developed. The unit finally explores how health education can be used to develop health literacy skills within young people to better enable them to make informed decisions about their health and wellbeing choices. With the focus on the 7-10 health content, the unit examines the literacy requirements of the syllabus and develops the knowledge and skills required for PDHPE teachers to teach the literacy through the strands of Self & Relationships and Individual & Community Health.

This unit is the first of two sport science-based units. The purpose of this unit is to raise students' awareness of anatomy, physiology, and biomechanics as elements of the biophysical foundations of physical activity and health. Firstly, this unit of study will focus on examining the structure and function of the human body as well as applying this knowledge to a variety of situations related to physical activity and exercise, and how the systems of the body influence and respond to movement. Secondly, students will examine how biomechanical principles can be applied to understand locomotion and sports techniques. Finally, students will investigate the positive contribution of physical activity and sport to health and well-being. This unit draws upon content from the NSW PDHPE stage 4 and 5 Syllabus and Physical Activity and Sport Studies (PASS) Syllabus. Students will examine the numeracy and literacy requirements of the syllabus and will develop knowledge and skills to teach numeracy when analysing movement, solving problems and interpreting physical activity data.