Education (Health and Physical Education)

Education (Health and Physical Education)

Candidates must complete 192 credit points of units of study comprising:

YEAR 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education One units;
- 24 credit points of Curriculum and Professional Studies units; and
- 12 credit points of Junior (level 1000) units of study in a second teaching area, chosen from Arts and Social Sciences Table A or S.
Students wishing to have Science as their second teaching area must seek academic advice about modifying their enrolment in order to align with NESA accreditation requirements.

Education One Units

EDUF1018 Education, Teachers and Teaching

Credit points: 6 Teacher/Coordinator: Associate Professor Debra Hayes and Dr Victoria Rawlings Session: Semester 1 Classes: 36 hours face-to-face, 1x1-hr mentoring seminar/wk for 4 wks Prohibitions: EDUF1011 Assessment: 2000wd critical reflections on lectures (40%), 1800wd essay (40%), seminar presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first of five core units that make up the program Education I-IV. It provides an introduction to key issues in education, including the complexity of teachers¿ work, the contested nature of the curriculum, and how formal learning functions in society. Equity and social justice are key themes that are examined by drawing upon knowledge in the sociology of education, cultural studies, curriculum theory, and educational research. Within this unit, students are also mentored by more experienced students during their first semester transition to the university. At the conclusion of the unit students should have developed and demonstrated a critical understanding of education, teachers and teaching.
EDUF1019 Human Development and Education

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 2 Classes: 2x1-hr lectures/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prohibitions: EDUF1012 Assessment: (all parts compulsory) 30min seminar presentation (30%) and 2000wd reflective report (30%) and 2400wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Curriculum and Professional Studies Units

EDHP1001 Physical Education 1

Credit points: 6 Teacher/Coordinator: Nicole Hart Session: Semester 1 Classes: 1x1-hr lecture and 1x2hr practical workshop for weeks 1-12 Assessment: Weekly Lecture Activities (pass/fail), Fundamental movement skill teaching resource (pass/fail), Peer Teaching ¿ 2 x paired presentations (pass/fail), 2000wd Essay - Physical Education Pedagogy (pass/fail), Minimum standards of performance in fundamental movement skills (pass/fail), Mandatory completion of pre-placement for professional experience (pass/fail), and professional experience placement (pass/fail). Practical field work: 10 days professional experience placement in a secondary school. Mode of delivery: Normal (lecture/lab/tutorial) day
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.
Textbooks
Meldrum, K. and Peters, J. (2012). Learning to teach health and physical education. The student, the teacher and the curriculum. Pearson Australia.
EDUH1006 Identifying Health Determinants

Credit points: 6 Teacher/Coordinator: Dr Kellie Burns Session: Semester 2 Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 12 credit points of units Assessment: 3x1000wd online tasks (15%, 15%, 20%) and 3000wd essay (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
Textbooks
Fanany, R. and Fanany, D. (2012). Health as a Social Experience. Melbourne: Palgrave MacMillan.
EDGU1003 Diet and Nutrition for Health and Sport

Credit points: 6 Teacher/Coordinator: Dr Wayne Cotton Session: Intensive July,Semester 1,Semester 2,Summer Main Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Assessment: multiple choice quizzes (4x15%) and 2000wd dietary analysis assignment (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
Textbooks
Whitney, Rolfes, Crowe, Cameron-Smith, Walsh. (2014). Understanding Nutrition: Australia and New Zealand Edition (2nd Ed.). Melbourne: Cengage.
EDGU1004 Young People, Sex and Sexual Health

Credit points: 6 Teacher/Coordinator: Dr Kellie Burns Session: Semester 1 Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Assessment: 1x 1000 wd online task (20%), 1x2000wd online task (30%) and 1x3000 wd essay (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDGU1005 Sports Coaching: Theory and Practice

Credit points: 6 Teacher/Coordinator: Assoc Prof Donna O'Connor Session: Semester 2 Classes: 1x2-hr lecture/wk for 6 wks, 1x1-hr tutorial/wk for 6 wks, 1x1-hr lecture/wk for 6 wks, 1x2-hr tutorial/wk for 6 wks Assessment: online quizzes (25%), plan and practical coaching session (35%), 2000wd coaching reflection and, evaluation report (40%), Community Coaching General Principles online course (Pass/Fail) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP1002 Service Learning-Community Engagement

Teacher/Coordinator: A/Prof Donna O'Connor Session: Semester 2 Corequisites: EDHP1001 and EDUH1006 Assessment: 20 hrs service learning/community engagement and reflective activity Mode of delivery: Professional 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.

YEAR 2

In the second year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education Two units; and
- 24 credit points of Curriculum and Professional Studies units; and
- 12 credit points of Intermediate (level 2000) units of study in a second teaching area, chosen from Arts and Social Sciences Table A or S.

Education Two Units

EDUF2006 Educational Psychology

Credit points: 6 Teacher/Coordinator: Associate Professor Paul Ginns Session: Semester 1 Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: 3 concept map quizzes (20%), 2000wd essay (40%), 1500wd per member group report (30%) with peer evaluations (10%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
Textbooks
McInerney, D.M (2015). Educational Psychology: Constructing learning (6th ed). Frenchs Forest: Pearson.
EDUF2007 Social Perspectives on Education

Credit points: 6 Teacher/Coordinator: Dr Matthew A.M. Thomas Session: Semester 2 Classes: 1x1-hr lecture/wk for 12wks, 1x2-hr workshop/wk for 12wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: presentation (25%), critical policy analysis (25%), summative project (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Curriculum and Professional Studies Units

EDLN2000 LANTITE Undergraduate

Teacher/Coordinator: Dr Wayne Cotton Session: Semester 1,Semester 2 Corequisites: EDHP2005 or EDUP2010 or EDSE3073 Assessment: Satisfactory meet requirements for LANTITE Mode of delivery: Professional practice
To satisfy requirements of this unit students must achieve the LANTITE standards.
EDHP2001 Physical Education 2

Credit points: 6 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 1 Classes: 36 hours: 1x1hr lecture and 1x2hr practical workshop for weeks 1-10; 1x3hr workshop for weeks 11-12 Prerequisites: 48 Credit points including EDHP1001 Corequisites: EDHP2002 Prohibitions: EDUH2017 Assessment: 2400wd(8 x 300wd) weekly reflections (40%), 2500wd games and sport lesson plans (40%), 1500wd plan and peer teaching of game based activity (20%); minimum standards of performance in skills related to striking and invasion games; active play and minor games (p/f) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP2002 Professional Practice for HPE 1

Credit points: 6 Teacher/Coordinator: Nicole Hart Session: Semester 1 Classes: 1x3-hr tutorial for 12 weeks Prerequisites: 48 credit points including EDHP1001 Corequisites: EDHP2001 Prohibitions: EDUH2019 Assessment: Weekly Tutorial Activities/Tasks (pass/fail), 3000wd Stage 4/5 Program Design (pass/fail), 1500wd (equivalent) Seminar Presentation with teaching plan (pass/fail), Mandatory completion of pre-placement certification for professional experience (pass/fail), 1500wd Building a Professional Portfolio (pass/fail) and Professional Experience placement (Pass/Fail). Mode of delivery: Professional practice
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.
Textbooks
Syllabus documents: Essential
EDHP2003 Health of Young People

Credit points: 6 Teacher/Coordinator: Dr Kellie Burns Session: Semester 2 Classes: 1x1-hr lecture for 12 wks, 1x2-hr tutorial for 12 wks Prerequisites: 48 credit points including EDHP2002 Prohibitions: EDUH2016 Assessment: Media Portfolio and Written Critique (40%), Online Resource Lesson Plan and Teaching Presentation (30%) and Literacy teaching and learning activity (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP2005 Sport Science for HPE 1

Credit points: 6 Teacher/Coordinator: Claire Marvell Session: Semester 2 Classes: 1x1-hr lecture, 1x2-hr tutorial for 12 weeks Prerequisites: 48 credit points including EDHP2002 Assessment: analysis of human movement (25%), teaching stimulus presentation (30%) 90 min in-class exam (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP2007 Service Learning-Community Engagement

Teacher/Coordinator: A/Prof Donna O'Connor Session: Semester 2 Prerequisites: EDHP1001 and EDHP2002 Assessment: 30 hrs service learning/community engagement and reflective activity Mode of delivery: Professional practice
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.
Please note, candidates must enrol in EDLN2000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a satisfied requirements to be awarded.

YEAR 3

In the third year, candidates must complete 48 credit points of units of study, comprising:
- 48 credit points of Curriculum and Professional Studies units of study including 12 credit points of Teaching Area units.
Please note, candidates must complete EDUF3031 in Semester One.

Curriculum and Professional Studies Units

EDUF3031 Positive Approaches to Special Education

Credit points: 6 Teacher/Coordinator: Semester 1 Associate Professor David Evans, Semester 2 Dr Michelle Bonati Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 6 wks, 20-hrs fieldwork placement Prerequisites: 96 credit points of units Assessment: 4000wd fieldwork report (40%) and 650wd tutorial presentation (20%) and 800wd professional statement (30%) and 2x250wd reflective commentary quiz (2x5%). All assessment tasks need to be submitted in order to pass the unit of study; active participation in tutorial presentation is required. Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP3001 Physical Education 3

Credit points: 6 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 1 Classes: 1x1hr lecture and 1x2hr practical workshop for 12 weeks Prerequisites: 90 credit points including EDHP2001 Corequisites: EDHP3002 Assessment: 1000wd reflection and peer teaching of health related physical activity (30%), 1000wd dance resource video clip (20%) and Unit of Study Log (50%); Minimum standards of performance in skills related to minor and lead up games; challenge and adventure activities; major net/wall and health related activities Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is the third of four examing 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 minor and lead-up games; challenge and adventure activities (orienteering and rock climbing); major net/wall games and sports (volleyball, tennis, badminton and squash); styles of dance; and health related activities (pilates, yoga and crossfit). 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. The content and assessment within this unit is informed by the Community Engagement and Service Learning Program, and students will be required to reflect on and utilize their service learning experience to complete this unit.
EDHP3002 Health Equity Across the Population

Credit points: 6 Teacher/Coordinator: Claire Marvell Session: Semester 1 Classes: 1x3hr workshop per week for 12 weeks Prerequisites: 90 credit points including EDHP2002 Assessment: health advocacy (20%), web quest and ICT based teaching stimulus presentation (40%), critical review essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP3003 Professional Practice for HPE 2

Credit points: 6 Teacher/Coordinator: Nicole Hart Session: Semester 2 Classes: 1x3hr tutorial for weeks 1-6; 1x4hr tutorial for weeks 7-9; 1x3hr tutorial for weeks 10-11 Prerequisites: 114 credit points including EDHP2002 Assessment: Weekly Tutorial Activities/Tasks (pass/fail), 3000wd stage 6 program design (pass/fail), 1500 wd Seminar presentation, with teaching plan (pass/fail), Mandatory completion of pre-placement certification for professional experience (pass/fail), 1500 wd professional portfolio (pass/fail)and professional experience placement (pass/fail) Mode of delivery: Professional practice
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.
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr seminar/wk for 12 wks Prerequisites: 42 credit points of units Assessment: research seminar presentation (25%) and 5x1,000wd written responses (75%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study dissects the role played by youth sport and sport in Australian society from an historical and socio-cultural perspective. Youth sport in this unit encompasses physical education, school sport, organised community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics commercialism, nationalism and racism. This unit will encourage students to critically analyse how sport is both constructed and is produced in the context of particular social values and beliefs. The unit is structured in a way to encourage the development of arguments and ideas through tutorial presentations, research projects and a portfolio which relate to these topic areas. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.
EDUF4044 Reading and Applying Educational Research

Credit points: 6 Teacher/Coordinator: Dr Nicole Mockler, Dr Alexandra McCormick Session: Semester 2 Classes: 1x1-hr lectures/wk for 9 wks, 1x2-hr workshop/wk for 9 wks, 1x1-hr online activities/wk for 9 wks Prerequisites: 96 credit points of units, including (EDUF2006 and EDUF2007) Assessment: Group presentation (30%; 1500wd equivalent); Report (30%; 1500wd); Classroom Inquiry Project Plan (40%; 3000wd) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDHP3005 Service Learning-Community Engagement

Teacher/Coordinator: A/Prof Donna O'Connor Session: Semester 2 Prerequisites: EDHP2002 and EDHP3003 Assessment: 40 hrs service learning/community engagement and reflective activity Mode of delivery: Professional practice
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.

Teaching Area Units

EDSE3080 Teaching Aboriginal Studies 1

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 1b Classes: 2x3-hr seminars/wk for 6 wks Prerequisites: 72 credit points of units, including 12 Senior credit points from Indigenous Australian Studies Assessment: 1800wd critical analysis (30%), 1800wd assessment design (30%), 2400wd teaching resource (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3081 Teaching Aboriginal Studies 2

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 2 Classes: 2x3-hr seminars/wk for 6 wks Prerequisites: 96 credit points of units, including EDSE3080 Assessment: 4000wd comparative case study (40%), 1800wd assessment schedule (30%), 1800wd class observations (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDMT5610 Classical Hebrew and Judaism Curriculum 1

Credit points: 6 Teacher/Coordinator: Dr Ari Lobel Session: Semester 1b Classes: 1x 1-hr lecture/wk for 9 wks, 1x 2-hr seminar/wk for 9 wks Assessment: 2500wd essay (40%) and lesson plans (25%) and resource portfolio (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5 and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension Syllabus. The unit develops foundational skills for language pedagogy for the classroom teaching of Classical Hebrew texts in the local Judaic Studies educational context.
EDMT5660 Classical Hebrew and Judaism Curriculum 2

Credit points: 6 Teacher/Coordinator: Dr Ari Lobel Session: Semester 2 Classes: 1x3-hr seminar/wk for 9 wks Prerequisites: 24 credit points including EDMT5610 and EDMT5676 Assessment: 1500wd essay (25%), lesson presentation (25%) integrated unit of work for Stage 4-5 learners (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the second in a series designed for students who intend to teach Judaic Studies/Classical Hebrew texts within relevant syllabuses in Stages 4 and 5, and the NSW Board of Studies Classical Hebrew Stage 6 Continuers and Extension Syllabus. The unit focuses on applications in the classroom of understanding of adolescent development, classroom management, lesson planning and specialised pedagogy of the discipline, including literacy skills and integrating texts within the Classical Hebrew outcomes of the Stage 4-5 Modern Hebrew Syllabus.
EDSE3076 Teaching Commerce/Business Studies 1

Credit points: 6 Teacher/Coordinator: Rae Carlson Session: Semester 1b Classes: 1x1hr lecture/wk for 7 wks, 1x1hr tutorial/wk for 7 wks, 1x2hr seminar/wk for 7 wks Prerequisites: 72 credit points of units, including 6 Senior credit points from (Industrial Relations and Human Resource Management) and 6 Senior credit points from one of (Industrial Relations and Human Resource Management or Political Economy) Assessment: lesson plans (40%), Group resource folder (30%) and eLearning task (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3077 Teaching Commerce/Business Studies 2

Credit points: 6 Teacher/Coordinator: Rae Carlson Session: Semester 2 Classes: 1x1-hr lecture/wk for 8 wks, 1x1-hr tutorial/wk for 8 wks, 1x2-hr seminar/wk for 8 wks Prerequisites: 96 credit points of units, including EDSE3076 Assessment: Group excursion task (30%), an eLearning task (30%) and Designing Assessment for Stage 5 (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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
EDSE3050 Teaching Commerce/Economics 1

Credit points: 6 Teacher/Coordinator: Rae Carlson Session: Semester 1b Classes: 1x1-hr lecture/wk for 7 wks, 1x2-hr tutorial/wk for 7 wks, 1x2-hr seminar/wk for 7 wks Prerequisites: 72 credit points, including 12 Senior credit points from Political Economy Assessment: lesson plan task (40%) and Group Resource folder (30%) and eLearning task (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3067 Teaching Commerce/Economics 2

Credit points: 6 Teacher/Coordinator: Rae Carlson Session: Semester 2 Classes: 1x1-hr lecture/wk for 8 wks, 1x1-hr tutorial/wk for 8 wks, 1x2-hr seminar/wk for 8 wks Prerequisites: 96 credit points of untis, including EDSE3050 Assessment: Group excursion task (30%), an eLearning task (30%), and Designing Assessment for Stage 5 task (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3042 Teaching Drama 1

Credit points: 6 Teacher/Coordinator: Dr Paul Gardiner Session: Semester 1b Classes: 1x4-hr workshops/wk for 7 wks Prerequisites: 72 credit points, including 12 Senior credit points from Performance Studies Assessment: 2000wd essay (40%) and teaching program (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3060 Teaching Drama 2

Credit points: 6 Teacher/Coordinator: Dr Paul Gardiner Session: Semester 2 Classes: 1x4-hr workshop/wk for 8 wks Prerequisites: 96 credit points of units, including EDSE3042 Assessment: 2500wd essay (40%) and topic area program (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3044 Teaching English 1

Credit points: 6 Teacher/Coordinator: Dr Jen Scott Curwood Session: Semester 1b Classes: 1x3-hr seminar/wk for 8 wks, 1x1-hr lecture/wk for 8 wks, 1x4-hr school visit for 1 wk Prerequisites: 72 credit points, including 12 Senior credit points from (Australian Literature, or English) Assessment: tutorial contribution (10%), 2000wd research tasks (30%), and 4000wd professional development portfolio (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3062 Teaching English 2

Credit points: 6 Teacher/Coordinator: Dr Jen Scott Curwood Session: Semester 2 Classes: 1x3-hr seminar/wk for 8 wks, 1x1-hr lecture/wk for 8 wks, 1x4-hr school visit for 1 wk Prerequisites: 96 credit points of units, including EDSE3044 Assessment: tutorial contribution (10%), 1500wd resource portfolio (30%) and 4500wd unit of work (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3041 Teaching Geography 1

Credit points: 6 Teacher/Coordinator: Kate Keeley Session: Semester 1b Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 72 credit points, including 12 Intermediate credit points from Geosciences Assessment: lesson plan task (30%) and teaching and learning folder (30%) and eLearning task (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3059 Teaching Geography 2

Credit points: 6 Teacher/Coordinator: Ms Kate Keeley Session: Semester 2 Classes: 1x1-hr lecture/wk for 8 wks, 1x1-hr tutorial/wk for 8 wks, 1x2-hr seminar/wk for 8 wks Prerequisites: 96 credit points of units, including EDSE3041 Assessment: group/excursion task (30%) and eLearning task (40%) and literacy/eLearning task (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3040 Teaching History 1

Credit points: 6 Teacher/Coordinator: Dr Yeow Tong Chia Session: Semester 1b Classes: 1x1-hr lecture/wk for 7wks, 1x2-hr workshop/wk for 7wks, 1x2-hr seminar/wk for 7wks Prerequisites: 72 credit points, including 12 senior credit points from (Ancient History, or History) Assessment: influence, beliefs and conceptions task (50%) and a sequence of four lessons (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3058 Teaching History 2

Credit points: 6 Teacher/Coordinator: Dr Yeow Tong Chia Session: Semester 2 Classes: 1x1-hr lecture/wk for 8wks, 1x2-hr workshop/wk for 4wks, 1x1-hr workshop/wk for 4wks, 1x2-hr seminar/wk for 8wks Prerequisites: 96 credit points of units, including EDSE3040 Assessment: peer teaching (30%) and collaborative assignment developing teaching and learning strategies around a particular approach to history teaching and learning (70%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3047 Teaching Languages 1A

Credit points: 6 Teacher/Coordinator: Dr Hongzhi Yang Session: Semester 1b Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 2x4-hr practicals in wks 13 and 14 Prerequisites: 72 credit points, including 12 Senior credit points from one of (Arabic, Chinese, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Modern Greek, Spanish) Assessment: 2000wd essay (35%) and 2000wd lesson plans (35%) and 2000wd portfolio (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3065 Teaching Languages 2A

Credit points: 6 Teacher/Coordinator: Dr Hongzhi Yang Session: Semester 2 Classes: 1x1-hr lecture/wk for 7 wks, 3x1-hr tutorials/wk for 7 wks, 1x8-hr practical Prerequisites: 96 credit points of study, including EDSE3047 Assessment: 3000wd e-resource and appraisal (40%), 2000wd assessment task (40%), 1000wd portfolio (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
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
EDSE3045 Teaching Mathematics 1A

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 1x2-hrs/wk for 14 wks and 1 all-day conference Prerequisites: 72 credit points, including 12 Intermediate credit points from Mathematics Assessment: 1500wd group report (30%) and 2000wd presentation (20%) and 2500wd individual written reflection (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3063 Teaching Mathematics 2A

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 2 Classes: 2x2-hrs/wk for 8 wks Prerequisites: 96 credit points of units, including EDSE3045 Assessment: 2500wd assignment (40%) and 3500wd assignment (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3051 Teaching Science 1A

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 1x1-hr lecture for 4 wks, 1x1.5-hr workshop/wk for 6 wks, 4x4-hr i-science project practicum for 4 wks, 1x2-hr workshop/wk for 3 wks. Prerequisites: 72 credit points, including 12 Intermediate credit points from one of (Biology, Chemistry, Geosciences, Physics) Assessment: portfolio (40%) and 2x1000wd assignments (2x20%) and 1x2000wd project assignment (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
Textbooks
Venville, G., Dawson, V., (2012) The art of teaching science for middle and secondary school (2nd ed) Sydney: Allen and Unwin
EDSE3078 Teaching Science 1B

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1b Classes: 1x1-hr lecture for 7 wks, 2x2-hr seminar/wk for 7 wks Prerequisites: 72 credit points of untis, including 24 Intermediate credit points from two of (Biology, Chemistry, Geosciences, Physics) Corequisites: EDSE3051 Assessment: 3000wd essay including presentation (50%) and lesson presentation (25%) and 1000wd reflection (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is to be undertaken by double method science preservice teachers. This unit builds upon concurrent study of the integration of the Science as a Human Endeavour strand in the National Science Curriculum. The focus of this unit is to extend preservice teachers' understanding of some significant issues in the history and philosophy of science and the Nature of Science in supporting the development of quality learning experiences in science classes
EDSE3043 Teaching TESOL 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1 Classes: 1x3-hr seminar/wk for 12 wks Prerequisites: 72 credit points, including 24 credit points from one of (English, Linguistics, or one of the foreign languages (Arabic, Chinese, French, German, Hebrew, Indonesian, Italian, Japanese, Korean, Latin, Modern Greek, Sanskrit, Spanish)) Assessment: reflective report and lesson plan (20%) and portfolio of resources for teaching (50%), take home grammar test (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE3061 Teaching TESOL 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 2 Classes: 5-hrs/wk for 4 wks, 4-hrs/wk for 4 wks Prerequisites: 96 credit points of units, including EDSE3043 Assessment: lesson plans for teaching language (20%), take home tasks for language analysis (40%) and set of resources for teaching writing and language across the curriculum (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Honours Pathway

Admission to Honours

To qualify for admission to the honours degree a student must have an eswWAM of at least 75 across the following second and third year units (with the third year weighted double): EDUF2006, EDUF2007, EDHP2001, EDHP2003, EDHP2005, EDHP3001, EDHP3002, EDUF3031 and Teaching Units 1A .
Candidates who are eligible for honours must complete the 6 credit points of units of study listed below instead of EDUF4044 from Semester 2.
EDUF4020 Education Honours Preliminary

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 2 Classes: 1x2-hr seminar/wk for 10 wks, 7x1-hr lectures, individual supervision Assessment: 3000wd proposal (50%), 3000wd literature review (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
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.