This unit of study is the first of five units that make up the program of Education Studies. This program is the core curriculum for students enrolled in initial teacher education courses. Units within this program are also of relevance to students enrolled in other courses. This first unit provides an introduction to key issues in education, including: the complexity of teachers' work, the contested nature of knowledge, and the multiple ways that formal learning functions in society. Equity and social justice are key themes that are examined by drawing upon concepts derived from the sociology of education, cultural studies, curriculum theory, and educational research. In the first four weeks, students participate in a peer-mentoring program conducted by senior students. At the conclusion of the unit students should have developed and demonstrated a critical understanding of education, teachers and teaching.

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 neurobiological, cognitive, emotional, social, cultural, and language development. The classical theories are considered and examined in the light of contemporary theory and research. 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 is the first part of Education II. Its aim is to provide a general introduction to educational psychology, surveying a range of individual and social influences on learning 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 analytical 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.

To satisfy requirements of this unit students must achieve the LANTITE standards.

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) that aim 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 reading, 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.

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.

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 in relation to teachers' work in schools and classrooms. This unit of study explores the themes of social justice practice with a particular focus on issues of access, participation and diversity through an examination of quality teaching practices and policy support. 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 expert practitioners to critically map their own practices against current theory and research.

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 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 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 Geography K-10 Syllabus (Australian Curriculum) 2015 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 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 and 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.

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.

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.

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 first extension unit of study aims to develop further knowledge and understanding of key issues associated with teaching and learning mathematics from Kindergarten to Year 12. By visiting primary school classrooms, student teachers will begin to build knowledge and understanding of the types of learning environments typically used in primary school settings to develop knowledge of mathematics. In particular, student teachers will focus on the teaching strategies typically used in mixed ability settings to cater for the full range of student learning needs and explore programs and practices for addressing the particular needs of students with specific learning needs in primary schools and early secondary mathematics classrooms. Issues associated with transition from primary school to secondary school will be explored in detail with opportunities to examine programs established to support transition and build mathematics knowledge. Different approaches to arranging the school curriculum will be considered including middle school programs and semesterised courses with multi-stage classes. In addition, offering elective courses in mathematics will be considered through examples of each of these approaches in practice. Brain-based research into gender differences in adolescence will be explored with implications for practice in mathematics classrooms.

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 NESA documentation.

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 5. 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 is the initial Science Curriculum (method) core course unit for all prospective secondary Science teachers who are in the third year of the combined BEd/BSc degree program. The unit is designed to introduce students to contemporary ideas on the nature and practice of science education in the context of schooling, the aims of secondary science education and their implementation, the nature of the school science curriculum with particular emphasis on NSW Board of Studies syllabus 7-10. All students must participate as mentors in the i-science project.

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 will build on the study of the Geography K-10 Syllabus (Australian Curriculum) 2015 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 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.

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 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 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.

This second extension unit of study for student teachers doing double mathematics method aims to develop further knowledge of mathematics learning from Kindergarten to Year 12 and builds on student teachers' knowledge of the mathematics curriculum documents. The development of algebraic thinking and proportional reasoning in the primary school years and beyond will be explored. These two concepts provide a sound basis for learning across all of the stages of schooling and link closely to many other aspects of the mathematics curriculum. The processes required to work and think mathematically will be explored in detail including problem solving and reasoning. The types of problem solving and modelling tasks, which are most suitable for cooperative groups will be considered with opportunities to evaluate a range of tasks. Rich problem-solving tasks will be designed and evaluated for use in middle school classrooms. The rich tasks will be compared to textbook questions and the pedagogical differences between teaching using rich tasks and teaching from the textbook will be evaluated. Research comparing such approaches will be used to challenge the student teachers' beliefs about the teaching and learning of mathematics in secondary classrooms.

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 NESA documentation

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 builds upon the work done in the prerequisite course Science Curriculum 1. The unit is designed to develop students' understanding of the nature of science teaching and high school pupils' learning of science. The unit will examine: the planning of science teaching and learning activities; the interpretation and implementation of syllabus aims; objectives, outcomes and content guidelines in the development of lessons and units of work; the integration of individual science disciplines within a multidisciplinary science curriculum. Across-curriculum perspectives and policies in science curriculum will be discussed.

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 5. 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 prepares pre-service teachers for teaching Stages 4 and 5 Aboriginal Studies in NSW secondary schools. Through learning on country, pre-service teachers explore how local Aboriginal community knowledge reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures in today's society. Consequently, they will develop culturally responsive relationships-based pedagogical practices, programs and assessment strategies. This will support them in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

This unit of study prepares pre-service teachers for teaching Stage 6 Aboriginal Studies in NSW secondary schools. Through the development of teaching resources, assessment tasks and case studies, pre-service teachers 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 them in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

This is the first of three units designed for those candidates wishing to qualify to teach Classical Hebrew and Judaism. It has the same content as the Curriculum 1 unit compulsory for all Secondary Languages content with additional workshops specific to Classical Hebrew curriculum and pedagogy. It is designed to provide students with a broad and general understanding of languages education in New South Wales.

This unit, second in a series, develops the skills and understanding required for implementing the Classical Hebrew options for stage 4 and 5 in the Modern Hebrew K?10 Board of Studies NSW Syllabus. It builds on the skills and knowledge gained in Classical Hebrew Curriculum 1. Students will engage in some peer teaching, thereby rehearsing skills they will be using in professional practice.

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.

This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community. It critically explores the relationship with the mandated professional standards of teaching, the practice of teachers, and 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 examines current social, political and economic challenges faced by Aboriginal communities and the role education plays in addressing these issues. It explores the diversity and importance of Aboriginal histories, cultures and identities to Aboriginal student success at school and the role teachers play in accurate and authentic representation of in a culturally responsive approach to curriculum and pedagogy. Pre-service teachers will also develop their understanding of how racism manifests in a school setting and become familiar with relevant anti-racism strategies, policies and legislation. This unit of study is underpinned by an acknowledgement of the importance of consultation and ongoing collaboration with Aboriginal parents, families and communities and key stakeholders in Aboriginal education.

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 design, teaching and learning practices for students with special education needs; and collaboration in schools. A specific focus is given to supporting students with challenging behaviours in a range of settings.

Teachers use and engage in research in a range of different ways with the aim of informing and improving their practice, from using reseach done by others to inform their decision making, to conducting classroom-based inquiry as professional learning and development. This unit of study is designed to equip you with the understanding and skills required to embed research into your everyday practice as a teacher. 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 this regard. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessment tasks designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities.

This unit aims to equip students to teach the skills and understandings underpinning the NESA 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 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 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.

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 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 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.

This third extension unit of study for student teachers doing double mathematics method aims to enrich knowledge, skills and understanding of calculus-based mathematics courses in the senior secondary years of schooling, and provide an examination of various successful approaches to teaching, learning and assessing. By exploring particular topics from the higher-level calculus-based courses, student teachers will design units of work and present research-based teaching ideas to their peers. The impact of high-stakes assessment on students' motivation and engagement in school mathematics will be considered. By collecting samples of alternative assessment tasks, student teachers will evaluate the efficacy of using similar alternatives to provide constructive feedback to students about their knowledge, skills and understanding of mathematics. Self-theories and views of 'ability' will be considered in relation to the development of school students' mathematical identities. The development of a mathematical identity and its impact on choices to continue to study mathematics in the senior years of schooling and beyond will be investigated. The impact of linguistic, social and cultural backgrounds will be highlighted from the research literature with further discussions about the types of social norms frequently established in mathematics classrooms.

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 NESA documentation.

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 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 aims to prepare graduates for the teaching of Biology in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Biology in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare graduates for the teaching of Chemistry in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Chemistry in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare graduates for the teaching of Earth and Environmental Science in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Earth and Environmental Science in for Years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

This unit of study aims to prepare pre-service teachers 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 support pre-service teachers in becoming multi-skilled, pro-active critical thinkers, intercultural communicators and educators for the future.

This unit of study aims to prepare graduates for the teaching of Physics in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Physics for years 11-12. Students will examine teaching and learning strategies to meet the needs of the diverse learners in Stage 6 and how to incorporate these into lesson sequences.

This unit of study is designed to equip students with the skills and knowledge to implement the Board of Studies NSW Stage 6 Classical Hebrew Continuers and Extension Syllabuses. It builds on the skills, knowledge and understanding developed in Classical Hebrew 1 and 2. There is a strong and continued emphasis on differentiation of instruction, based primarily on first and second language literacy, prior achievement and approaches to learning.

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.

The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.

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 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 and Belmore Boys' High School.

The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.

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.

The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.

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 to speakers of other languages 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.

The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.

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 or secondary school 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.

The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.

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 pre-service teachers for teaching Aboriginal Studies in Stages 4 and 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. Team-driven class activities will build collaborative learning cultures and commitment to lifelong learning and active citizenship informed by social justice and human rights values. Ethical research methodologies will support pre-service teachers in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

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.

Understanding sport is central to understanding Australian culture and Australians' sense of who they are in the world. Sport is part of day-to-day discourse and a central part of Australian culture, yet receives comparatively little attention as an area of serious academic study at Australian universities. This unit of study therefore 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 and 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, disability and racism. The unit is structured in a way to encourage the development of arguments and ideas through weekly responses and a research presentation. 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.

In this unit we explore relationships between education, poverty and international development in multi-level contexts. It acknowledges the importance of a broad view of concepts and practices of 'international development', including economic, political, and cultural dimensions. We examine poverty and education and explore educational implications of global social policies Education for all, the Millennium and Sustainable Development Goals. We investigate multiple actors in global development and the politics of aid. Using case studies of specific contexts we locate key issues and explore understandings of how related reforms are experienced and contested locally, regionally and nationally.

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.

Creativity is central to progress and innovation in teaching and learning. This unit explores the critical role of purposeful and dynamic creativity for 21st century learners. Creativity, learning and teacher artistry explores through rigorous analysis how the use of performances, site specific workshops, international case studies, theoretical discussions and site based opportunities can activate an understanding of 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 led by experts and artists, 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, curriculum and pedagogy. Students will learn on country by participating in local Aboriginal cultural and social activities and explore how local Aboriginal ways of knowing, doing and being reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures. They will consider the role of community cultural wealth in developing and designing culturally responsive relationships-focussed schooling to 'close the gap' between Aboriginal and non-Aboriginal communities. Students will critically analyse diverse representations and deficit discourses about Aboriginal people, culture and communities in the project of developing their activist professional identity to transform teaching and learning, schools and early childhood education settings in socially just ways.