Projects in the spotlight
The school is home to hundreds of innovative research projects and hands-on field programs that are changing the face of education and social work locally and globally.
The projects below are just a few examples.
For more project information subscribe to our news, or browse our staff directory.
Glebe Pathways Project – an alternative education program designed to re-engage students in the Glebe area. Led by Associate Professor Deb Hayes and in partnership with Glebe Youth Services, Save the Children, City of Sydney Council and Sydney Secondary College.
Glebe Community Development Project– a partnership established in 2004 between the school and Housing NSW to work with Glebe and Camperdown residents and organisations. The project identifies, develops and evaluates strategies to enhance community development initiatives within the public-housing communities of Glebe and Camperdown. Over the past decade, school researchers have identified the factors that build – and undermine – community social cohesion in rapidly changing urban contexts, including the roles of government, business and non-government-sector organisations.
Drama in Schools – Led by Professor Robyn Ewing in partnership with Sydney Theatre Company, the project demonstrates how drama strategies in the classroom can contribute to improved literacy, life skills and empathy in children.
Learning, technology and design – In 2011 Professor Peter Goodyear became the first education researcher in Australia to be awarded a prestigious Laureate Fellowship. The Laureate project will build a hi-tech learning research lab and lead pioneering work into the design of 21st century learning.
Highlighted student projects
Becoming a great teacher or social worker requires much more than a lecture/study learning approach. Students are highly engaged in a diverse and challenging range of projects that enhance their knowledge, skills and character. These pages display some of the projects offered, as well as showcasing students' work.
"...the one-on-one nature of the Viva meant that the process could take on a more personal approach. Often, in group presentations to tutorial groups it is easy to feel you are presenting information purely for the purposes of being assessed. However, whilst the Viva was an assessment, it felt much more like a conversation about my individual development as a teacher in relation to the standards ..." – Nicole Mooney
Talking about reflection
Final year BEd Primary students discuss their