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.

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

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

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

Sex and sexuality are concepts that generate much debate across educational, health and other institutional settings. These debates are mediated by historical perceptions of sex, sexuality, childhood and youth, and by complex social and cultural factors that shape contemporary living. Constructions of childhood, youth and sexuality shape approaches and pedagogies of sexual health in schools and other educational settings. This unit will critically consider sex, sexuality and understandings of sexual health from a range of historical, sociological, psychological, educational and public health perspectives. Students will explore how these varied approaches construct and constrain young people's sexual identities and shape approaches to sexual health education. Throughout the unit students examine the complex intersections between sex and sexuality and issues of gender, race, ethnicity, socio-economic status, social class, religion, geographic locatedness, asking how these relationships limit or enable young people's access to knowledge and their citizenship rights.

This course introduces students to the theoretical and practical aspects of sport and exercise coaching. Through active participation in lectures, tutorials and practical workshops, students will learn how to create a positive sporting environment by utilizing athlete centred coaching strategies. Students will also learn how to evaluate and improve their own coaching performance by applying reflective and evaluative skills. Topics covered include coaching, training and management principles, coaching pedagogy, planning, skill learning and sports psychology. Students will also complete the community coaching general principles course. At the completion of this unit it is hoped that students are more confident and knowledgeable in their coaching practice.

To satisfy requirements for this unit, students must complete 20 hours of service learning/community engagement within an educational/community organisation approved by the HPE program and complete a reflection activity responding to stimulus questions based around the graduate qualities and professional teaching standards.

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

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

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

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

To satisfy requirements for this unit, students must complete 30 hours of service learning/community engagement within an educational/community organisation approved by the HPE program and complete a reflection activity responding to stimulus questions based around the graduate qualities and professional teaching standards.

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.

This unit emphasizes linking physical education pedagogy with classroom pedagogy to make physical education an integral part of the school syllabus. Through reading, active participation in practical workshops and lectures students will engage with the latest developments in physical education pedagogy and practice and apply them in practical contexts. The content and assessment within this unit is informed by the Community Engagement and Service Learning Program, and students may be required to reflect on and utilize their service learning experience to complete this unit. This unit of study is the third of four examining pedagogical practice and content in physical education. The four units move pre-service teachers along a spectrum of styles for teaching physical education, ranging from direct to indirect styles. This unit specifically focuses on the Year 7-10 NSW PDHPE syllabus and the practical activities of games and sports, athletics (track and field) and aquatics. Skills will be developed and rehearsed in practical workshops allowing students to acquire a level of mastery and to transfer the learning theory into practice in a supportive environment through both peer and lecturer feedback.

This unit builds on the students' knowledge of young people and health, and explicitly examines the concepts of social justice and equity, principles which underlie the teaching of health within a socio-cultural context. Contemporary and emerging health issues within Australia continue to be examined through content areas such as nutrition, body image, discrimination, power in relationships and mental health, and students continue to reflect upon how aspects of youth health are constructed within society and how their own belief systems have been developed. The unit goes unto examine how other population groups such as the aged, indigenous peoples, people with a disability and refugees experience health, and in doing so students come to understand the differing perceptions and experiences of health that exist. The unit addresses content areas of the year 7/10 syllabus not addressed in the previous health unit, continues to develop health literacy skills, and introduces the health content areas and teaching frameworks of the Stage 6 syllabus.

This unit is the second of the three examining pedagogical and professional practices in K-12 HPE. It examines the current NESA requirements in years 11-12 (Stage 6) PDHPE for Board Developed Courses. Through an examination of the core and option modules, students will be afforded the opportunity to design creative, student-centred and challenging learning and teaching experiences and teacher support material. Students will also review policy, and refine planning and programming skills for years 7-10. By focusing on key syllabus concepts, the socio-cultural perspectives of health and physical activity, critical inquiry and practical application, creative and student-centred pedagogies, the unit deploys Quality Teaching (NSWDET, 2003) theories and practices. Throughout the unit students will participate in a number of small group and individual class based activities designed to encourage skill development, facilitate communication and research skills, and to promote critical reflection on learning and professional practices.

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.

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.

To satisfy requirements for this unit, students must complete 40 hours of service learning/community engagement within an educational/community organisation approved by the HPE program and complete a reflection activity responding to stimulus questions based around the graduate qualities and professional teaching standards.

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 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 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 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 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.

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.

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.

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 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 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 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 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 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 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

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 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 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 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.

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.

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 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 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 unit continues the examination of pedagogical practices and content in physical education. The unit introduces health related and fitness activities and outdoor and adventurous activities and builds on the earlier skills related to games and sports.

This unit examines the physiological and psychological factors that affect athlete performance. Emphasis is placed on linking the theory to practice where an understanding of training practices and principles can be applied to improving performance of athletes.

This unit of study has been designed to integrate practitioner research with a theoretical and conceptual examination of current policies, programs and research relating to quality teaching, professional teaching standards, leadership and management of PDHPE and School Sport.

This unit explores local and global health issues and examines the role that health promotion has in addressing these issues. The unit adopts the socio-cultural lens and unpacks the equity, social justice and ethical questions that surround contemporary health issues.

This unit focuses on elective Years 9-12 PDHPE courses. The three focus areas are: the transition from a pre-service teacher to a graduate teacher, a practical examination of the current Stage 5 and 6 Elective courses (NESA), and an introduction to Action Research methodology as preparation for the Internship in Semester 2.

This unit highlights the interplay between research, policy and practice, and the need for teachers to critically reflect on their practices. Students will nominate an area of professional interest that requires further development and conduct a research project around this focus area.

To satisfy requirements for this unit, students must complete 50 hours of service learning/community engagement within an educational/community organisation approved by the HPE program and complete a reflection activity responding to stimulus questions based around the graduate qualities and professional teaching standards.

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 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 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 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 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 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 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 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 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 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.

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 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 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.

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.

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.