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.

This unit of study begins the exploration of children's language and literacy learning in the context of the English key learning area. The unit provides an introduction to exploring K-2 literacy development and teaching practices. Students will become familiar with the fundamental components of reading and writing, children's literature, and multimodal texts, supported through varied learning activities and observation of teachers and children through classroom visits.

This unit of study provides students with a background in science, children's understanding of scientific concepts and science as a human endeavour relating to biology and chemistry, relevant to their curriculum studies in K-6 Science. The coursework will consist of four hours per week, made up of lectures and workshops, a four-hour field excursion and self-directed or assigned activities.

This unit comprises four Creative Arts components: Drama, Visual Arts, Music and Dance. It combines both theoretical and practical/studio work across a range of art forms appropriate for K - 6 classrooms. Given the experiential nature of this unit, attendance at both lectures and workshops is mandatory.

The aim of this unit is to assist students to develop a more holistic understanding and appreciation of mathematics and numeracy, and of themselves as learners of mathematics through exploration of mathematical systems, patterns, relationships and reasoning. Through practical and collaborative workshops designed to cater for a range of learning styles, students will develop deeper understandings of fundamental mathematical concepts and processes. This unit content is situated in historical and cultural contexts, including indigenous and non-English speaking perspectives so as to promote an appreciation for the origins, evolution and purposes of mathematics. Students will reflect upon the meanings and roles of numeracy in their own lives and in modern society, including educational contexts.

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.

In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling, as well as a focus on visual and written grammar, and associated classroom pedagogy. A balanced approach to the development of literacy and the teaching of English will be exemplified by a focus on the use of quality children's literature relevant to this stage of learning.

Students will study teaching and learning in primary physical education with a focus on student-centred, inquiry-based pedagogy. Through reading, active participation in lectures and workshops students will engage with the latest developments in physical education pedagogy and apply it in practical contexts. This will involve practical workshop experiences as learner and planning for learning in physical education. 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. Focused on the development of generalist primary school teachers' ability and inclination to teach physical education the subject encourages student-centred, inquiry-based teaching and the development of critically informed pedagogy and teacher decision-making.

This unit of study is a compulsory unit in the primary education program. It supports students to become effective teachers of Aboriginal and Torres Strait Islander students by expanding their understanding of the diversity of Indigenous cultures, communities and perspectives and developing their knowledge and skills to address the learning needs of Indigenous students in diverse contexts. It highlights the significance of embedding Aboriginal content and perspectives in the curriculum for all students and develops an understanding of Australia's shared history. The importance of consultation and ongoing engagement with Indigenous communities is emphasised and key stakeholders in Indigenous education identified. Current NSW Aboriginal education policies and strategies are examined in the broader context of global Indigenous educational experience and rights based initiatives. Students will also develop a knowledge and understanding of culturally inclusive teaching and learning strategies for all students.

This unit comprises three Creative Arts components: Drama, Visual Arts and Media Arts. It continues to develop both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in introductory lecture and workshops is mandatory.

This is the first unit of study in Mathematics Education and students will be introduced to key issues associated with how children acquire early mathematical concepts, processes and knowledge. The Numeracy Continuum (Aspects 1 and 2) will be a major focus of content for this unit of study. As part of this study students will be required to assess a child from the K-2 grades using an interview schedule and to use the results to plan activities that demonstrate knowledge of worthwhile mathematical tasks.

Science Concepts 2 is a unit of study for all students enrolled in the Bachelor of Education Primary degree and builds on work in Science Concepts 1. The unit provides students with a background in science, children's understanding of scientific concepts and science as a human endeavour relating to physics and geoscience, relevant to their curriculum studies in K-6 Science

This is the first of three units of study in the B.Ed (primary) teaching program focusing on Human Society and its Environment (HSIE K-6). HSIE is a Key Learning Area that provides opportunities for primary students to learn about cultural identity and cultural diversity. We will examine relevant policies that emphasise the need for K-12 teachers to engage their students in real life contexts beyond the classroom and explore how primary teachers find links and develop networks in the local community. This unit offers practical opportunities for primary teaching students to build knowledge and understanding of intercultural understanding and appreciation of cultural diversity.

This unit incorporates a 15-day Professional Experience and continues students' development as reflective practitioners. The professional experience will focus on pre-service teachers planning for effective learning; communicating effectively with their students; and maintaining a safe and challenging learning environment through the use of classroom management skills (Australian Professional Standards for Teachers, Elements 3 and 4). It examines various ways in which the concepts of curriculum, evaluation and quality teaching have been defined in the current literature. The phases of planning, development, implementation and evaluation in developing learning activities and teaching sequences will be examined along with the importance of reflective practices, building on the initial discussions in EDUP 1002 in Year One. Students will develop an understanding of the interrelationship between quality teaching dimensions and management of the classroom learning community. Students will demonstrate their understanding and expertise of quality teaching and learning principles through peer teaching and during their professional experiences in schools.

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.

In this second unit of study focusing on Personal Development, Health and Physical Education (PDHPE), students will continue to gain experience in planning, teaching and reflecting upon the four mandatory Physical Education strands in the current NSW K-6 PDHPE Syllabus: Active Lifestyle, Gymnastics, Dance and Games and Sport. In light of national changes, students will also be introduced to the emerging F-6 Health and Physical Education Australian Curriculum. Emphasis will be placed on participating in a variety of gymnastics, dance activities and fundamental movement skills that will enable students to develop teaching confidence and competence in these areas. Particular attention will be given to developing the pedagogical knowledge, understanding and skills to plan and implement appropriate teaching and learning strategies for the PE subject matter and integrating the PE curriculum within a K-6 Health Promoting Schools context.

Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge, understandings, skills and values inherent in HSIE K-6 provide opportunities for the primary learner to explore cultures and social systems and structures as well as the disciplines of history and geography. This unit of study, strongly aligned with the NSW Institute of Teachers Graduate Teacher Standards, provides an overview of the NSW Board of Studies HSIE K-6 syllabus documents, various policies and the new Australian curriculum. You will learn about the central concepts, modes of enquiry and structure of HSIE and consider research-based pedagogies for teaching HSIE in a primary classroom.

Many primary aged students born in Australia or overseas need support in developing English language. The type of support depends on the learners' needs. For example, some young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English as will some older students who arrive in Australia during their school years. Some students may be fluent and literate in their first language but others may have missed several years of schooling and may not be literate in any language. The aim of this unit of study is to provide you with both a foundation and a framework for the successful teaching of English as an additional language in a mainstream classroom. You will be encouraged to build on what you are discovering about the development of literacy in English 1 K-6 and how you may build on this knowledge and make decisions about an appropriate pedagogy for supporting students learning English as an additional language or dialect (EALD).

This unit builds on arts experiences in Year 1 and Year 2, and comprises three Creative Arts components: Media Arts, Music and Dance. It continues to develop and extend both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in both the lecture and all workshops is mandatory.

This unit of study is designed to provide you with the opportunity to practice and develop the skills associated with (a) 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; and (b) engaging in classroom inquiry as a teacher. 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.

In this unit students will focus on the content strand of Measurement and Geometry. The role mathematics plays in developing numeracy will be examined in the light of the content topics covered in this unit. The working mathematically processes and effective use of digital technologies will be integrated throughout all content areas.

In this unit students will continue to reflect on their theoretical knowledge of the principles of English teaching. They will critique key readings to challenge, make links to their own practices and to question past and current practice. Students will examine literacy assessment tools, identify the literacy demands of factual and multimodal texts and plan lessons to encourage pupil engagement through explicit teaching in stages two and three. As a result of working in this unit, students should be prepared to justify their own approach to teaching English and literacy across the curriculum areas in the primary classroom.

This unit of study and school-based 20 day professional experience builds on the introductory unit Language, The Learner and Schools in year 1 and Beginning Professional Experience in year 2 of the program. This unit moves to a more complex interpretation of the learning experience by focusingusing effective assessment and feedback for the diverse learning needs of students. Students will develop their knowledge on how students learn by planning teaching and learning opportunities through assesing students' needs. Pre-service teachers will apply this knowledge to the students they will teach on their 20 day professional experience. Throughout the unit of study, the emphasis will be on employing this developing knowledge of students' learning in the planning, assessing and reporting of effective learning outcomes. It continues students' development as reflective practitioners and focuses particularly on Standards 1, 2 and 5 of the Australian Professional Standards for Teachers.

Through applying the learning processes of Working Technologically, this unit focuses on developing children's interest and skills in understanding and using technology. In particular, it considers design as a creative process, founded on an understanding of the natural and physical world, which promotes science conceptual understanding. Teaching of these learning processes includes emphasis on the content strands: Built Environments, Information, Products and Material World. The unit incorporates the curriculum priority areas: classroom managementand information and communication technologies. Students will engage in evaluation and selection / development of activities and resources relevant to the teaching of science and technology in the primary school (K-6) classroom.

In this third unit of study in PDHPE, students will plan engaging and meaningful teaching and learning activities that address health and personal development curricula. Emphasis is placed on programming and planning using four of the syllabus strands: Growth and Development. Interpersonal Relationships, Personal, Health Choices and Safe Living. Students explore a range of health issues including child protection, sexuality education, alcohol and tobacco education, body image, loss and grief, bullying and mental health. The Health Promoting Schools model is introduced as a framework for building student-centred curriculum, valuing whole-school policies and practices that support wellbeing, and fostering community partnerships.

This unit provides an introduction to the Honours Program and the nature of educational research. Students develop an understanding of a range of education research methodologies through participating in seminars and by attending lectures. They demonstrate their emerging understanding of their chosen field of research in the process of conducting a detailed literature review and designing a research proposal, which will include carefully constructed research questions and an appropriate research methodology. This Unit leads to a research project that will be conducted under the supervision of an academic member of staff in Unit EDUF4021.

Through an examination of the learning processes Working Scientifically, this unit focuses on developing children's interest and skills in appreciating the contribution science makes to their understanding of their world. In particular, it considers how the skills in working scientifically can be used to explore and address questions children have about the natural world, and through these inquiry processes support the development of their understanding of science concepts. Teaching of these learning processes is supported through exploration of the content strands Living Word, the Physical World, Earth and Space and the Chemical World. This unit considers aspects of curriculum planning, classroom management, development/selection of activities and resources relevant to the teaching of science and technology in the primary school classroom.

This compulsory unit of study is the third and final unit in primary mathematics education. It is designed to build on the content and ideas introduced in Mathematics Education 1 and 2, with emphasis on Number and Algebra Strand in Stages 2 and 3 of the NSW Mathematics Syllabus for the Australian Curriculum. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks and assessment-based planning for teaching.

This unit of study is focused on the use of literary texts in the classroom through pedagogy that combines the communicative modes of speaking, listening, reading, writing, viewing and representing.Picture books, novels, plays and poetry as well as texts of popular culture will be used as the basis of teaching the English curriculum to children in the middle years (NSW Stages 2 and 3, grades 3, 4, 5 and 6). The emphasis will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. Understanding how to assess a child's strengths and needs in reading, writing, speaking, listening, viewing and representing through assessment for learning, assessment as learning and assessment of learning is also an important component of this unit.

This unit plays a significant role in supporting pre-service teachers into their next role of early career teacher. Pre-service teachers will extend their understanding of theory and research that influences their pedagogy, the selection of teaching strategies to support student learning and guide. Pre-service teachers will engage in a viva voce with their seminar leader where the focus will be to identify priority areas for individual professional learning. Pre-service teachers will then collaborate to develop and conduct individual investigations to broaden their understanding that may guide action during their final professional experience. EDUP4079 links directly to the professional learning model utilised in EDUP4017, with both units introducing pre-service teachers to professional learning approaches that may be drawn upon throughout their teaching careers.

This unit of study is the final professional experience in the Bachelor of Education Primary degree. This professional experience will focus on preservice teachers continuing to improve their professional knowledge and practice and actively engaging as members of their profession (AITSL Standards 5, 6 and 7). Students act in the role of graduate teacher, being responsible for a 50-60% teaching load, in a 30 day internship that is the culmination of this unit of study. The lectures and seminars will support students to develop a professional learning project that will build upon the professional learning undertaken in EDUP4079 in semester 1.

Under the supervision of mentors, students will complete a series of tutoring sessions in schools. During this time, students will develop, implement and evaluate a sequence of individualised literacy and/or numeracy plans. From these experiences, students will develop a professional statement and journal making links between practice and the research literature based.

This Unit will build on the understanding of the K-6 Key Learning Area of Human Society and its Environment (HSIE) and the Australian curriculum. Students will increase their content and pedagogical knowledge of the subject as well as develop their professional skills through the practical tasks this Unit provides. Students will explore ways that primary teachers can apply cross- curriculum content and perspectives in HSIE to address literacy and numeracy outcomes. This Unit is designed to develop students' professional skills as they collaboratively plan inquiry -based teaching and learning materials and as well as reflect critically on their own practice.

This unit of study focuses on the teaching and learning of additional languages in the primary school context and will enable students to prepare to implement a languages program. Students will focus on the rationale behind "an early start" to learning additional languages. Through an examination of policy and syllabus documents, suitable teaching methods and pedagogy, students will focus on what is required for establishing and sustaining a primary languages program. Students will also develop language lesson planning skills, and become familiar with materials that are suitable for the primary languages classroom.

This unit of study allows students to continue their understandings of how best to deliver a languages program in a primary school context. Through an examination of intercultural languages education theory, and the syllabus directives as regards planning to use ICT as a vehicle for lesson delivery as well as a tool for teacher student teaching/learning, students will continue to focus on what is required for establishing and sustaining a primary languages program.

Meeting the education needs of students with disabilities, sensory and physical disabilities, and emotional and behaviour disorders is a requirement of the Disability Standards for Education (2005). This unit of study provides an in depth examination of legislation and policy, and the education practice that is required to assist teachers meet the requirements of this policy and legislation. Further, it will offer students an opportunity to refine their professional reading skills, and make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.

The education of students with special education needs is the business of all teachers. This unit will further the study of policy and practices that assist teachers to cater for students with special needs through (a) examining strategies of how teachers can work together to address student need, and (b) how they can adjust their classroom practices to manage challenging and difficult social behaviour. This unit will address issues and review current literatures about effective practices in catering for students with special education needs. At the completion of the unit students will be familiar with evidenced based approaches and whole school strategies for addressing the education outcomes for students with special education needs.

This unit builds on student's knowledge and skills gained from their previous ICT related units of study and draws on students' curriculum content knowledge and pedagogical content knowledge. Technical aspects will be drawn from technological knowledge of ICT tools and construction of appropriate ICT teaching and learning resources, presentation software and desktop publishing. The unit will deal with aspects of technology for teachers' professional practice, the evaluation of curriculum related IT related resources for the classroom and the integration of ICT into teaching and learning.

This unit builds on earlier ICT based experiences in Education 1 and IT in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary information and communication technologies in the Primary classroom. Technical aspects will be drawn from the use of Web 2.0 tools and applications using Web 2.0 technologies. By immersing ICT tools as part of assignments and activities, the unit of study will provide students with hands-on experiences in developing/designing learning and teaching resources relevant to the primary classroom.

The goal of this unit of study (UOS) is to provide students with both a foundation and a framework for the effective teaching of English as an additional language both within the context of small group teaching (either in class or pull-out) and culturally and linguistically diverse primary classrooms. The course will assist you to problem solve and make decisions about appropriate group / class strategies through the curriculum in the broad areas of speaking, listening, reading/viewing, and writing. The decisions you make will be based upon the integration of current second language acquisition (SLA) theory and more recent theoretical approaches that will lead to a socioculturally informed pedagogy. The second part of this course is in Semester 2 and will continue to extend your understandings within the field. The UOS will include a substantial focus on grammar and how to use grammatical knowledge to both design effective lessons and assess children's strengths and areas of need. There will also be a component in this UOS that looks specifically at the needs of beginners as well as children of refugee parents. Please note that this course does not provide you with formal TESOL qualifications.

This UOS follows on from EDUP4068 and assists participants to engage more fully with the profession generally and the teaching of EAL in particular. An important focus in EDUP4069 will be the role of ESL pedagogy in supporting writing in multilingual classrooms. This will include, assessment of writing using the ESL scales, and the teaching of writing across key language focus areas. There will be particular emphasis on designing a teaching sequence to explicitly teach EAL students how to write a specific text type. In addition we will re-visit key aspects of EAL pedagogy through the teaching of a contemporary literary text. Our work on pedagogy for grammar teaching will also continue. In line with concurrent UOS in this semester there will be a focus on technology and EAL pedagogy. Finally, participants will begin their journey as EAL experts through the design of an in-service presentation.

This unit of study provides students with the opportunity to further their knowledge, skills, techniques and understandings in the Creative Arts, building on earlier units in the Bachelor of Education (Primary) program. It also involves teaching Creative Arts in a school context. Integrated Arts Special Course comprises Integrated Arts A (Semester 1) and Integrated Arts B (Semester 2).

This unit of study will further develop and extend students' knowledge, skills, techniques and understandings in the Creative Arts, building on the unit of study undertaken in Semester 1. It may include workshops, guest lecturers, excursions to galleries, concerts or performances, etc.

This unit of study aims to develop skills and knowledge that will enable students to address the many issues that face Indigenous students in the school environment. The unit focuses on the application of Aboriginal Studies in primary education and builds on the knowledge and skills gained in EDUP2006 Aboriginal Education K-6. It is structured so that students, through lectures and workshops throughout Semester 1, are prepared to undertake their Practicum at a primary school with a significant cohort of Indigenous students and an Aboriginal Education Officer (AEO). Students will be guided in the application of more extensive consultative mechanisms with Aboriginal communities, organisations and individuals.

This unit of study will build on the knowledge gained in Koori Kids in School A. The focus of this unit will be to further develop skills in preparation for their final practicum (internship) at a primary school with a significant cohort of indigenous students and an Aboriginal Education Officer (AEO). Students will participate in workshops given by Department of Education and Training personnel concerning Indigenous education within districts throughout NSW. This unit of study will deepen the understanding of contemporary and traditional Indigenous Australian culture, skills and knowledge and how this affects learning through practical engagement with Indigenous students, educators and communities.

This unit of study is the first in a pair of units providing BEd(Primary) students with the necessary requirements for a specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the development of conceptual understanding in problematic aspects of Number and Algebra, and the use of digital technologies for mathematical representations and Working Mathematically. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience placement.

This unit of study is the second in a pair of units providing BEd(Primary) students with the necessary requirements for a primary specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the big ideas surrounding mathematical relationships and reasoning in the Measurement and Geometry strand, and contributes to the development of emerging leadership skills. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience internship.

In this unit, under the supervision of an academic member of staff, and possibly as part of a research team, students undertake a research project developed as part of EDUF4020. In undertaking the research project, students are 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. These include 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, China 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.

Mentoring is a complex activity which juxtaposes support and challenge in both transitional situations and in on-going learning of both the mentee and the mentor. In schools, mentoring is a critical attribute of professional teaching practice. It is integral to leading the provision of quality classroom teaching and learning through the essential support for ongoing professional learning of preservice, beginning and more experienced teachers. Students who have a specialisation in a particular learning area of strategic importance, for example primary mathematics or science, will be well placed to mentor the ongoing professional learning of their colleagues.
This unit of study will examine dispositions and skills necessary for the mentoring of enriched pedagogical practices in schools. 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 program suitable for implementation in an educational setting related to their area of specialisation. Models of distributed leadership and collaboration play an important part in effective mentoring. For this reason the learning and teaching in this unit of study is facilitated through collaborative teams. These teams promote interdependence between members of the team. They also emphasise individual accountability as each student is required to develop the leadership qualities required to lead their peers toward critically engaging with learning about their practice.

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.

Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.

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.

This unit of study examines research on information processing and the design of instructional materials and activiities which have significant implications for enhancing learning outcomes. In addition to lectures, students present the results of their collaborative self-directed research in a series of presentations held in the last two 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, 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 and educational ideas more broadly. 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 the history of Australian schooling within an international context, with a particular emphasis on the period from the 1950s to the early C21st.

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 focus of this UoS is exploring, experiencing and reflecting upon the transformative effect of Aboriginal community engagement on schools, early childhood education settings, teacher professional learning, curriculum and pedagogy. To do this, students participate in local Aboriginal cultural immersion activities and critically reflect on the contribution these make to their teaching/learning practices. The development and design of culturally responsive relationships-focussed pedagogies and curriculum with the aim of improving Aboriginal student outcomes will contribute significantly to the project of 'closing the gap' between Aboriginal and non-Aboriginal students. Critical analysis of diverse community contexts and representations of Aboriginal people, culture and communities is crucial in rejecting deficit views and discourses. Consequently, students will critique and reflect upon the notion of a pedagogical cultural identity as an important aspect in the development of an activist professional identity in order to transform teaching practices, curriculum, schools, early childhood education settings and individuals in socially just ways.