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

Provides an introduction to key concepts in education, including pedagogy, curriculum, and assessment. These concepts are discussed within the context of four interrelated themes: (1) New times and practices for teaching and learning; (2) Knowledge, culture and curriculum; (3) Teaching as a process and way of life; (4) Teachers as learners and researchers. As the first unit in the Education Studies major, the unit introduces ways of thinking about education, teachers, young people and communities. It draws from a range of disciplines, including Aboriginal and non-Aboriginal histories and philosophies of education, sociology of education, cultural studies, psychology and human development.

This unit critically examines the social, political, and economic contexts of education. Using a sociological lens it explores key issues concerning difference and inequality in education-including 'race', social class, religion, gender, sexuality, cultural diversity, and indigeneity. It provides a critical analysis of the teaching profession and how issues of power, privilege, social justice and globalization impact education and educational policy. At the end of the unit students should have the capacity to discuss the impact of a range of educational practices and policies on students, schools, families, and communities.

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.

Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.

Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.

This interdisciplinary unit provides students with the opportunity to address complex problems identified by industry, community, and government organisations, and gain valuable experience in working across disciplinary boundaries. In collaboration with a major industry partner and an academic lead, students integrate their academic skills and knowledge by working in teams with students from a range of disciplinary backgrounds. This experience allows students to research, analyse and present solutions to a realworld problem, and to build on their interpersonal and transferable skills by engaging with and learning from industry experts and presenting their ideas and solutions to the industry partner.