Education (Secondary: Mathematics) and Science

Unit of study descriptions

Education (Secondary: Mathematics) and Science

Candidates must complete 240 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 of study;
- 12 credit points of Junior (level 1000) units of study in Mathematics as the first teaching area (the Major sequence), chosen from Science;
- 12 credit points of Junior (level 1000) units of study in a second teaching area, chosen from Science; and
- 12 credit points of Junior (level 1000) units of study, chosen from Science.
Candidates doing science as a second Teaching Area must include 12 credit points of either Physics or Chemistry in the above 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.

YEAR 2

In the second year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education Two units of study;
- 12 credit points of Curriculum and Professional Studies units of study;
- 12 credit points of Intermediate (level 2000) units of study in Mathematics as the first teaching area (the Major sequence), chosen from Science Table 1; and
- 12 credit points of Intermediate (level 2000) units of study in Mathematics or in the second teaching area, chosen from Science Table 1.

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.
EDSE2001 Pedagogy and Professional Practice 1

Credit points: 6 Teacher/Coordinator: Dr Kelly Freebody Session: Semester 1 Classes: 36 hours face to face or equivalent over 12 wks and one timetabled school visit Prerequisites: 42 credit points including EDUF1018 and EDUF1019 Assessment: Journal (20%) and reflective report (40%) and teaching practice (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores how teachers become more aware of their professional practices and develop and refine pedagogical knowledge. Students examine the evolving roles of teachers in the classroom, identify best teaching practices and analyse and critique a range of teaching styles, methods and strategies (including technologies) that aim to meet the needs of students. Students learn about the roles of teachers in classrooms and examine their own emerging perceptions of self as teacher.
EDSE2003 Literacy and Diversity

Credit points: 6 Teacher/Coordinator: A/Prof Ken Cruickshank Session: Semester 2 Classes: 1 x hour of lectures, 1 x hours seminars and 2 x hours tutorials over 9 weeks. Prerequisites: 66 credit points including EDSE2001 Prohibitions: EDSE4046 Assessment: Analysis of reading text (30%), essay (20%), Portfolio (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
For many students the reading, writing, numeracy and language of your subject area present real problems. This unit is concerned with subject literacy requirements - specifically reading, language and writing. It explores what skills students need to learn, how to develop such skills and how teachers can bridge the gap between what students know and what they can express. The role of numeracy and mathematical literacy across subject areas are also explored.
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:
- 36 credit points of Curriculum and Professional Studies units of study including 24 credit points of Teaching Area units; and
- 12 credit points of Senior (level 3000) units of study in Mathematics as the first teaching area (the Major sequence) chosen from Science Table 1.

Curriculum and Professional Studies Units

EDSE3082 Pedagogy and Professional Practice 2

Credit points: 6 Teacher/Coordinator: Dr Alison O'Grady Session: Semester 2 Classes: 2 x 1 hour lectures and 3 hours of seminars and tutorials over 8 weeks (week 1-4 and 10-13) Prerequisites: 114 credit points including EDSE2001 and EDSE2003 Prohibitions: EDSE3072 Assessment: Lesson Plan Reflection (20%), Social justice practices 1 (30%), Social Justice practices 2 report (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study builds on the knowledge, understandings, skills and attitudes explored and developed in Pedagogy and Professional Practice 1 and other education units in relation to teachers¿ work in schools and classrooms. This unit of study explores the themes of social justice practice with a particular focus on issues of access, participation and diversity through an examination of quality teaching practices and policy support. Through reflection students are able to examine and interpret their beliefs about students, teachers, learning, teaching, schools and knowledge. Professional practice is developed and refined as students use their own knowledge and experiences in professional conversations with peers and expert practitioners to critically map their own practices against current theory and research. .
Textbooks
Churchill, R. (2016). Teaching: Making a difference (Third ed.). Milton, Qld: John Wiley and Sons Australia, Ltd. ( retained from Pedagogy and Practices 1)
EDSE3073 Professional Experience A

Credit points: 2 Teacher/Coordinator: Dr Debra Talbot Session: Intensive February,Semester 1,Semester 2 Classes: 1x1-hr lecture weeks 1-3 and 20 days Professional Experience Prerequisites: 114 credit points including EDSE2001 and EDSE2003 Assessment: Satisfies Requirements/Fail (100%) Mode of delivery: Professional practice
Note: Department permission required for enrolment
Professional Experience is a core part of the professional preparation of teachers. It provides students with opportunities to develop their teaching skills and professional understandings. It is a pivotal opportunity for beginning teachers to experiment with, and to implement, a wide range of strategies and pedagogy that they have acquired during their university-based courses. This unit of study provides students with the opportunity to undertake a 20-day professional experience in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession.
EDSE4044 Information Technology in Schools

Credit points: 4 Teacher/Coordinator: Ms Vilma Galstaun Session: Semester 2 Classes: 1x2hr workshop/wk for 8 wks (wks 1-4 and wks 10-13), 1 x 2 hr lecture/ wk for wk 1. Prerequisites: 114 credit points including EDSE2001 and EDSE2003 Assessment: Online Evaluation (20%), class participation ICT project (20%) and web project (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit of study builds on student's knowledge and skills gained from their previous information and communication technologies (ICT) related units of study, and curriculum subject areas. The unit of study focuses on multimedia learning theory, learning from and with multimedia and TPACK as its underlying conceptual frameworks. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By being immersed in using ICT tools and applications in practical strategies such as learn-technology-by-design, as part of development of projects such as in-class activities, workshops and tutorials, the unit of study provides students with hands-on experiences in designing, developing and producing meaningful learning resources relevant to their curriculum subjects.
Teaching Area Units
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.
EDSE3046 Teaching Mathematics 1B

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1b Classes: 1x4-hrs/wk for 8 wks Prerequisites: 72 credit points, including 12 Intermediate credit points from Mathematics Corequisites: EDSE3045 Assessment: 4000wd resource folder (60%) and 2000wd assignment (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This first extension unit of study aims to develop further knowledge and understanding of key issues associated with teaching and learning mathematics from Kindergarten to Year 12. By visiting primary school classrooms, student teachers will begin to build knowledge and understanding of the types of learning environments typically used in primary school settings to develop knowledge of mathematics. In particular, student teachers will focus on the teaching strategies typically used in mixed ability settings to cater for the full range of student learning needs and explore programs and practices for addressing the particular needs of students with specific learning needs in primary schools and early secondary mathematics classrooms. Issues associated with transition from primary school to secondary school will be explored in detail with opportunities to examine programs established to support transition and build mathematics knowledge. Different approaches to arranging the school curriculum will be considered including middle school programs and semesterised courses with multi-stage classes. In addition, offering elective courses in mathematics will be considered through examples of each of these approaches in practice. Brain-based research into gender differences in adolescence will be explored with implications for practice in mathematics classrooms.
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
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.
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.
EDSE3064 Teaching Mathematics 2B

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 2 Classes: 1x4-hrs/wk for 8 wks Prerequisites: 96 credit points of study, including EDSE3046 Corequisites: EDSE3063 Assessment: 3000wd portfolio of problems (50%) and 3000wd essay (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This second extension unit of study for student teachers doing double mathematics method aims to develop further knowledge of mathematics learning from Kindergarten to Year 12 and builds on student teachers' knowledge of the mathematics curriculum documents. The development of algebraic thinking and proportional reasoning in the primary school years and beyond will be explored. These two concepts provide a sound basis for learning across all of the stages of schooling and link closely to many other aspects of the mathematics curriculum. The processes required to work and think mathematically will be explored in detail including problem solving and reasoning. The types of problem solving and modelling tasks, which are most suitable for cooperative groups will be considered with opportunities to evaluate a range of tasks. Rich problem-solving tasks will be designed and evaluated for use in middle school classrooms. The rich tasks will be compared to textbook questions and the pedagogical differences between teaching using rich tasks and teaching from the textbook will be evaluated. Research comparing such approaches will be used to challenge the student teachers' beliefs about the teaching and learning of mathematics in secondary classrooms.
EDSE3068 Teaching Science 2A

Credit points: 6 Teacher/Coordinator: Mrs Patricia Stockbridge Session: Semester 2 Classes: 2x2-hr workshop-seminars/wk for 8 wks Prerequisites: 96 credit points of units, including EDSE3051 Assessment: group seminar presentation (25%) and group unit plan stage 5 (25%) and individual resource folder (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
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.

YEAR 4

In the fourth year, candidates must complete 48 credit points of units of study, comprising:
- 36 credit points of Curriculum and Professional Studies units of study including 12 credit points of teaching area units; and
- 12 credit points of Senior (level 3000) units of study in Mathematics as the first teaching area (the Major sequence) chosen from Science Table 1.
Please note that candidates must complete EDUF3031 in Semester 2.

Curriculum and Professional Studies Units

EDSE4043 Professional Experience B

Credit points: 2 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1,Semester 2 Classes: 1x1-hr lecture and 25 days Professional Experience Prerequisites: 144 credit points of units, including EDSE3073 Assessment: Satisfies Requirements/Fails (100%) Mode of delivery: Professional practice
Note: Department permission required for enrolment
This unit of study provides students with the opportunity to undertake a range of professional experiences in secondary schools, enabling them to explore, enact and reflect upon the links between the theory and practice of their chosen profession. This unit of study is the second school experience in the program, and the final fully supervised professional experience before the Internship. In this unit of study, students have a more extended period of time in a school and begin to assume a greater awareness of the diversity of students in their classes.
EDSE4051 Pedagogy and Professional Practice 3

Credit points: 4 Teacher/Coordinator: Dr Kelly Freebody Session: Semester 1 Classes: 1 x hour of lectures and 2 x hours tutorials over 7 weeks (weeks 1-7) and a 3 hour conference at the end of semester (week 14) Prerequisites: 138 credit points including EDSE3082 or EDSE3072 and EDSE3073 Corequisites: EDSE4043 Prohibitions: EDSE4042 Assessment: peer teaching portfolio (35%), case study response (25%), report (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community. It critically explores the relationship with the mandated professional standards of teaching, the practice of teachers, and and the importance of evidence-based teaching for individual and collective change and improvement. This unit of study is integrated with professional experience and explores issues, dilemmas and challenges for beginning teachers.
EDSE4052 Aboriginal Education: Secondary Schools

Credit points: 6 Teacher/Coordinator: Dr Cathie Burgess Session: Semester 1 Classes: 1x1hr lecture and 1x3hr tutorial per week for 8 weeks. 1x4 hr conference in the final week Prerequisites: 138 credit points including (EDSE3082 or EDSE3072) and EDSE3073 Prohibitions: EDSE2002 Assessment: tutorial workshop (30%), resource evaluation (30%) unit of work (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
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.
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.
Teaching Area Units
EDSE4028 Teaching Mathematics 3A

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 2x2-hr seminar/wk for 8 wks and 1 all-day conference Prerequisites: 120 credit points of units, including EDSE3063 Assessment: 3000wd presentation and summary (50%) and 3000wd resource portfolio (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE4029 Teaching Mathematics 3B

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 1x4-hr seminar/wk for 8 wks Prerequisites: 120 credit points of units, including EDSE3064 Corequisites: EDSE4028 Assessment: 3000wd assignment (50%) and 3000wd essay (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This third extension unit of study for student teachers doing double mathematics method aims to enrich knowledge, skills and understanding of calculus-based mathematics courses in the senior secondary years of schooling, and provide an examination of various successful approaches to teaching, learning and assessing. By exploring particular topics from the higher-level calculus-based courses, student teachers will design units of work and present research-based teaching ideas to their peers. The impact of high-stakes assessment on students' motivation and engagement in school mathematics will be considered. By collecting samples of alternative assessment tasks, student teachers will evaluate the efficacy of using similar alternatives to provide constructive feedback to students about their knowledge, skills and understanding of mathematics. Self-theories and views of 'ability' will be considered in relation to the development of school students' mathematical identities. The development of a mathematical identity and its impact on choices to continue to study mathematics in the senior years of schooling and beyond will be investigated. The impact of linguistic, social and cultural backgrounds will be highlighted from the research literature with further discussions about the types of social norms frequently established in mathematics classrooms.
EDSE4047 Teaching Science Elective: Biology

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 2x2-hr seminars/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 120 credit points of units, including EDSE3068 Assessment: 1000wd individual presentation (25%), 2500wd group unit development and presentation (40%), 2000wd Resource Folder (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE4048 Teaching Science Elective: Chemistry

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 2x2-hr seminars/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 120 credit points of units, including EDSE3068 Assessment: 1000wd individual presentation (25%), 2500wd group unit development and presentation (40%) and 2000wd Resource Folder (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE4049 Teaching Science Elective: EES

Credit points: 6 Teacher/Coordinator: Assoc Prof Armstrong Osborne Session: Semester 1a Classes: 2x2-hr seminars/wk for 6 wks, 2x6-hr field experiences Prerequisites: 120 credit points of units, including EDSE3068 Assessment: 1800wd teaching program (30%) and 4200wd plan with resource list (70%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE4075 Teaching Science Elective: Physics

Credit points: 6 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1 Classes: 1x3-hr workshop/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 120 credit points of units, including EDSE3068 Assessment: 2000wd individual presentation (33%) and 4000wd lesson sequence (67%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
EDSE4024 Teaching Geography 3

Credit points: 6 Teacher/Coordinator: Ms Kate Keeley Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 120 credit points of units, including EDSE3059 Assessment: assessment task (30%) and program of work (30%) and eLearning task (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.

Honours Pathway

ADMISSION TO HONOURS
To qualify for admission to the honours degree a student must have a eswWAM of at least 75 across the following third and fourth year units (with the fourth year weighted double): EDSE3082, EDSE4044, EDSE4051, EDSE4052, and Teaching Area Units 1A, 1B, 2A, 2B, 3A and 3B.
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.

YEAR 5

In the fifth year, candidates must complete 48 credit points of units of study, comprising:
- 18 credit points of Curriculum and Professional Studies units of study;
- 6 credit points of Education Three Optional units of study; and
- 24 credit points of units of study, including 12 credit points of Junior (level 1000) or Intermediate (level 2000) or Senior (level 3000) units, and 12 credit points of Intermediate (level 2000) or Senior (level 3000) units, chosen from Science Table 1.

Curriculum and Professional Studies Units

Candidates must complete 18 credit points of units of study from one of the following options:
Option 1
EDLN4000 LANTITE Undergraduate

Teacher/Coordinator: Dr Wayne Cotton Session: Semester 1,Semester 2 Corequisites: EDUH4004 or EDUP4079 or EDSE5008 Assessment: satisfactory meet requirements for lantite Mode of delivery: Professional practice
To satisfy requirements of this unit students must achieve the LANTITE standards.
EDSE5010 Meeting the Needs of Cultural Diversity

Credit points: 12 Teacher/Coordinator: Ms Kate Keeley Session: Semester 2 Classes: 1x2-hr lecture/wk for 9wks, 1x4-hr seminar/wk for 9wks, 1x6-hr excursion, 2x6-hr school visits Prerequisites: 210 credit points Assessment: in-class project (36%) and essay (25%) and group project (25%) and in-school project (14%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study will focus on a range of culturally specific teaching and learning strategies aimed at increasing the ability of students to engage and motivate school students from diverse cultures, including Aboriginal culture. The unit will involve exploring some of the major issues confronting teachers, schools, communities and involve interaction with appropriate communities as a precursor to working with school students in a range of culturally appropriate settings. The unit will involve working with the Principal and staff at Birrong Boys' High School and Belmore Boys¿ High School.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1,Semester 2 Classes: 1x2 hr lecture and 35 days in school experience Prerequisites: 216 credit points of units, including EDSE4043 Assessment: Satisfies requirements/Fail (100%) Mode of delivery: Professional practice
Note: Department permission required for enrolment
This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for commencing to teach.
Please note, candidates must enrol in EDLN4000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a satisfied requirements to be awarded.
Option 2
EDLN4000 LANTITE Undergraduate

Teacher/Coordinator: Dr Wayne Cotton Session: Semester 1,Semester 2 Corequisites: EDUH4004 or EDUP4079 or EDSE5008 Assessment: satisfactory meet requirements for lantite Mode of delivery: Professional practice
To satisfy requirements of this unit students must achieve the LANTITE standards.
EDSE5013 Responding to Diverse Needs in Schools

Credit points: 12 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 2 Classes: 1x2-hr tutorial/wk for 7 wks, 1x3-hr workshop/wk for 7 wks, 1x2-hr tutorial/wk for 7 wks, school visits, online activities Prerequisites: 210 credit points including EDUF3031 Assessment: 4000wd project with presentation (35%) and 2500wd situation analysis (20%) and 3000wd lesson planning (30%) and 2500wd online submissions (15%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit aims to advance students' understanding and knowledge of responding to student diversity in secondary classrooms. This unit will extend students' knowledge of relevant legislation and policy with emphasis on policy related to disability, learning needs, welfare and behaviour support. It will also provide opportunities for in-depth engagement with areas of diversity including those of disability, learning needs, behaviour support, mental health and gifted and talented education. The unit aims to develop students' understanding of whole-school and classroom approaches to meeting diverse needs in the classroom, with models and examples specific to secondary schools. In addition the unit aims to provide multiple opportunities for students to engage with the curriculum and implement the principles of universal design and differentiation, including specific opportunities to work in their curriculum areas and during internship.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1,Semester 2 Classes: 1x2 hr lecture and 35 days in school experience Prerequisites: 216 credit points of units, including EDSE4043 Assessment: Satisfies requirements/Fail (100%) Mode of delivery: Professional practice
Note: Department permission required for enrolment
This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for commencing to teach.
Please note, candidates must enrol in EDLN4000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a satisfied requirements to be awarded.
Option 3
EDLN4000 LANTITE Undergraduate

Teacher/Coordinator: Dr Wayne Cotton Session: Semester 1,Semester 2 Corequisites: EDUH4004 or EDUP4079 or EDSE5008 Assessment: satisfactory meet requirements for lantite Mode of delivery: Professional practice
To satisfy requirements of this unit students must achieve the LANTITE standards.
EDSE5014 Teaching International English

Credit points: 12 Teacher/Coordinator: Marcella Robertson Session: Semester 2 Classes: 1 x 4-hr seminar/wk for 9 wks, 1x3-hr seminar/wk for 9 wks, 4-hrs classroom observation Prerequisites: 210 Credit points Prohibitions: EDGU2000 or EDGU3000 or EDGU4000 Assessment: micro-teaching (5%), language analysis (5%), 700wd (minimum) contributions to online discussion (10%), in-class preliminary reflective lesson observation report (5%), 900wd reflective lesson observation report (20%), 1000wd essay (25%), and portfolio of activities (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
The field of teaching English to speakers of other languages is an expanding one. Each year many students enrol in ELICOS centres and other institutions in Australia, as well as equivalent institutions overseas. The teaching of English is growing worldwide with ongoing expansion in Asian and Middle Eastern countries in teaching English in the primary and secondary schools and the tertiary sector. The goal of this unit is to provide pre-service teachers with the foundations of successful teaching of English as an additional language in international contexts and to international students in Australia. The unit will encourage students to make decisions about appropriate approaches to teaching and programming language and classroom strategies across a number of disciplines and contexts; it will develop their knowledge of the systems of English language; it will extend intercultural skills and understanding; it aims to give insight into current debates within the field and suggest directions for future thinking and planning.
Textbooks
Harmer, J. (2015). The Practice of English Language Teaching (with DVD) 5th Edition. Pearson Longman, UK.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1,Semester 2 Classes: 1x2 hr lecture and 35 days in school experience Prerequisites: 216 credit points of units, including EDSE4043 Assessment: Satisfies requirements/Fail (100%) Mode of delivery: Professional practice
Note: Department permission required for enrolment
This final Internship is a bridge between the ending of preservice professional preparation and the first year of teaching. Under the guidance of the Mentor, Interns will gain knowledge and experience of all facets of the role of the teacher in the school and prepare themselves as thoroughly as possible for commencing to teach.
Please note, candidates must enrol in EDLN4000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a satisfied requirements to be awarded.

Honours Pathway

Candidates who are eligible for Honours must complete the 6 credit points of units of study listed below instead of one Education Three Optional unit from Semester 2.
EDUF4021 Education Honours Dissertation

Credit points: 6 Teacher/Coordinator: Dr Minkang Kim Session: Semester 2 Classes: 2x2-hr seminars, individual supervision Prerequisites: 70+ mark in EDUF4020 Assessment: 6000wd research report (100%) Mode of delivery: Normal (lecture/lab/tutorial) day
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.
CALCULATION OF HONOURS WAM
The Honours WAM (eswHWAM) is calculated by averaging the following fourth year (level 4000) education units (weighted 2), fifth year (level 5000) education units (weighted 3), the honours preliminary unit (weighted 4) and the honours dissertation unit (weighted 6): EDSE4051, EDSE4046, EDSE4044, Teaching Area Units 3A and 3B, EDSE5*** (fifth year option unit), EDUF4020, EDUF4021.

EDUCATION THREE OPTIONAL UNITS

for Year 5
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.
EDUF3026 Global Perspectives, Poverty and Education

Credit points: 6 Teacher/Coordinator: Dr Alexandra McCormick and Dr Matthew Thomas Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr online tutorial/wk for 9 wks, 1x2 hour workshop for 9 wks Prerequisites: 42 credit points of units Assessment: Online tutorial postings (25%), 500wd essay plan (10%) and 2000wd major essay (20%), 2000wd critical review of an education program (25%), Workshop group presentation with group handout (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study explores relationships between education, poverty and international development in multi-level contexts. It acknowledges the importance of a broad-ranging view of international development, including its economic, political, and cultural dimensions. The unit examines key indicators related to poverty and education, and explores the educational implications of global social policies like Education for all, the Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs). We investigate the roles of multilateral, bilateral and non-state agencies in educational development to discuss the multiple actors in global development and the politics of aid. Using case studies of educational development processes in specific countries and regions, we contextualise the key issues explored in the unit and provide students with an understanding of how international development reforms are experienced and contested at local, regional, and national levels. The unit is especially designed for those who have an interest in international and global dynamics, particularly those identified as `developing¿ countries, who may be teaching or writing about international development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.
Textbooks
McCowan, T. and E. Unterhalter (2014) Education and International Development: An Introduction, Bloomsbury (available as an ebook)
EDUF3029 Psychology of Learning and Teaching

This unit of study is not available in 2018

Credit points: 6 Teacher/Coordinator: Dr Paul Ginns Session: Semester 2 Classes: 2x1-hr lectures/wk for 9wks, 1x1-hr tutorial/wk for 9wks Prerequisites: 42 credit points of units, and EDUF2006 Assessment: take home exam (30%) and 2000wd essay (40%) and group poster presentation (20%) with peer evaluations (10%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study examines research on information processing and the design of instructional materials and activiities which have significant implications for enhancing learning outcomes. In addition to lectures, students present the results of their collaborative self-directed research in a series of presentations held in the last two weeks of the unit of study. At the completion of the unit students should be able to analyse, synthesise, and draw conclusions from theory and research, derive educational implications and applications for an educational level (e.g. primary, secondary), demonstrate the skills involved in collaborative and self-directed learning, and demonstrate competence in oral and written communication skills.
EDUF3030 Australian Schooling Systems

Credit points: 6 Teacher/Coordinator: Dr Nicole Mockler Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 42 credit points of units Assessment: 1500wd reading guide (30%) and 2500wd essay (45%) and 1000wd take-home examination (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
How can we explain the ideas, practices and institutions which make up the modern Australian school? This unit looks for the answers in the history of Australian education and educational ideas more broadly. Why is schooling compulsory? Why are there separate primary and secondary schools? Why do teachers need university degrees? Why do so many children and young people attend religiously-affiliated schools? What are the origins of current school funding regimes? Understanding the histories of current educational arrangements helps us better understand the present and offers useful knowledge for shaping the future of schooling. The unit looks at the history of Australian schooling within an international context, with a particular emphasis on the period from the 1950s to the early C21st.
EDUF3037 Creativity, Learning and Teacher Artistry

Credit points: 6 Teacher/Coordinator: Dr Alison O'Grady Session: Semester 2 Classes: 4x2-hr seminars and 3 x 7 hour site-based taught workshops and 1 x 7 hour assessment expo. Prerequisites: 42 credit points of units Assessment: i) 2000 word Critical analysis of Creativity and Teacher Artistry (30%), 1000 word Tutorial discussion presentation on key theoretical readings (20%) , iii) 3000 word Critical Analysis Creativity and Learning Experiences (50%) Practical field work: site specific attendance and participation Mode of delivery: Normal (lecture/lab/tutorial) day
Creativity is central to progress and innovation in teaching and learning. This unit explores the critical role of purposeful and dynamic creativity for 21st century learners. Creativity, learning and teacher artistry explores through rigorous analysis how the use of performances, site specific workshops, international case studies, theoretical discussions and site based opportunities can activate an understanding of the place of creativity and teacher artistry in learning, curriculum and schools. Throughout this unit students will be given the opportunity to practically engage with ideas of creativity, learning and teacher artistry to develop theory and practice for 21st century schooling. Through seminars led by experts and artists, international case studies and intensive site based workshops students will have the opportunity to develop their own practices in creativity and teacher artistry to support student learning and knowledge creation across the curriculum.
Textbooks
Jefferson, M., and Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. London; New York, NY;: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
EDUF3135 Aboriginal Community Engagement

Credit points: 6 Teacher/Coordinator: Dr Cathie Burgess Session: Semester 2a Classes: 1x4-hr tutorial/fieldwork weeks 1 to 9 Prerequisites: 48 credit points Assessment: 1800wd critical analysis (30%), 1800wd e-Learning resource (30%), 2400wd educational program (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The focus of this UoS is exploring, experiencing and reflecting upon the transformative effect of Aboriginal community engagement on schools, early childhood education settings, curriculum and pedagogy. Students will learn on country by participating in local Aboriginal cultural and social activities and explore how local Aboriginal ways of knowing, doing and being reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures. They will consider the role of community cultural wealth in developing and designing culturally responsive relationships-focussed schooling to 'close the gap' between Aboriginal and non-Aboriginal communities. Students will critically analyse diverse representations and deficit discourses about Aboriginal people, culture and communities in the project of developing their activist professional identity to transform teaching and learning, schools and early childhood education settings in socially just ways.