Education (Primary Education)

Education (Primary 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:
(i) 12 credit points of Education One units;
(ii) 24 credit points of Curriculum and Professional Studies units; and
(iii) 12 credit points of Junior (level 1000) units of study, chosen from Arts and Social Sciences Table A or Table S.

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

EDUP1002 English, Literacy and Learning

Credit points: 6 Teacher/Coordinator: Dr Jon Callow Session: Semester 1 Classes: 1x1-hr lecture/wk for 12wks, 1x2-hr tutorial/wk for 12wks, online learning experiences Assessment: 20 minute seminar presentation (800 word equivalent) (20%) and 2000 wd assignment (35%) and 2600-3000 wd assignment (including compulsory school visits and response tasks) (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study begins the exploration of children's language and literacy learning in the context of the English key learning area. The unit provides an introduction to exploring K-2 literacy development and teaching practices. Students will become familiar with the fundamental components of reading and writing, children's literature, and multimodal texts, supported through varied learning activities and observation of teachers and children through classroom visits.
EDUP1005 Primary Science and Technology 1

Credit points: 6 Teacher/Coordinator: Dr Chris Preston Session: Semester 1 Classes: 2x1-hr lecture/wk for 6 wks and 1x2hr workshop/wk for 12 wks Assessment: 2000wd mini research project (30%) and 1000 wd presentation (20%) and examination (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first of four units in the BED (Primary) program that prepare students to teach the Science and Technology K-6 curriculum area. This unit of study provides students with a background in science and children's understanding of science in the areas of The Natural Environment (Living Things, Ways things move, and environmental changes) and the Made Environment (properties of material objects, purpose of products, places and spaces). A neuroconstructivist approach is adopted to understand the way children (and adults) develop science conceptions including alternative conceptions. This will involve students reflecting on and enhancing their own scientific understanding. Educational research into children's development of science understanding and dispositions towards Science and Technology practices is introduced. Commencing with the earliest year of school this unit examines pedagogy and learning experiences appropriate for young children's learning of Science and Technology. While the unit focuses on learning through experiential tasks with familiar objects, it also emphasises development of conceptual understanding and skills in working scientifically and technologically.
EDUP1001 Creative Arts 1

Credit points: 6 Teacher/Coordinator: Associate Professor Robyn Gibson Session: Semester 2 Classes: 1x1-hr lecture/wk, 1x2-hr workshop/wk for 12 weeks Prerequisites: 18 credit points including EDUP1002 and EDUP1004 Assessment: Arts learning experiences assignment (60%) and reflective scrapbook (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit comprises four Creative Arts components: Drama, Visual Arts, Music and Dance. It combines both theoretical and practical/studio work across a range of art forms appropriate for K - 6 classrooms. Given the experiential nature of this unit, attendance at both lectures and workshops is mandatory.
Textbooks
Gibson, R. and Ewing, R. (2011). Transforming the curriculum through the arts. Camberwell, VIC: Palgrave Macmillan. Ewing, R. (2010). The arts and Australian education: Realising potential. Camberwell, VIC: ACER. Ewing, R. and Simons, J. (2004). Beyond the script: Take two. Newtown, NSW: PETA.
EDUP1003 Mathematics and Numeracy

Credit points: 6 Teacher/Coordinator: Dr Heather McMaster, A/Prof Jennifer Way Session: Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 18 credits points including EDUP1002 and EDUP1004 Assessment: 2500wd portfolio of tasks (30%) and 500wd reflective report (15%) and oral presentation (30%) and 1500wd poster (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
The aim of this unit is to assist students to develop a more holistic understanding and appreciation of mathematics and numeracy, and of themselves as learners of mathematics through exploration of mathematical systems, patterns, relationships and reasoning. Through practical and collaborative workshops designed to cater for a range of learning styles, students will develop deeper understandings of fundamental mathematical concepts and processes. This unit content is situated in historical and cultural contexts, including indigenous and non-English speaking perspectives so as to promote an appreciation for the origins, evolution and purposes of mathematics. Students will reflect upon the meanings and roles of numeracy in their own lives and in modern society, including educational contexts.

YEAR 2

In the second year, candidates must complete 48 credit points of units of study, comprising:
(i) 12 credit points of Education Two units; and
(ii) 36 credit points of Curriculum and Professional Studies units.

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.
EDUP2002 English: Learning to be Literate

Credit points: 4 Teacher/Coordinator: Dr Jon Callow Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks, online learning experiences Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and EDUP1004 Assessment: 1x2000wd assignment (including weekly tasks) (50%) +1x2000wd assignment (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling, as well as a focus on visual and written grammar, and associated classroom pedagogy. A balanced approach to the development of literacy and the teaching of English will be exemplified by a focus on the use of quality children's literature relevant to this stage of learning.
EDUP2004 PDHPE1: Physical Activity

Credit points: 4 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 1 Classes: 1x1-hr lecture/wk for 8wks, 2x1-hr tutorials/wk for 8wks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and EDUP1004 Assessment: 5x400wd weekly responses (50%) and 2000wd unit outline and lesson plans (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Students will study teaching and learning in primary physical education with a focus on student-centred, inquiry-based pedagogy. Through reading, active participation in lectures and workshops students will engage with the latest developments in physical education pedagogy and apply it in practical contexts. This will involve practical workshop experiences as learner and planning for learning in physical education. 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. Focused on the development of generalist primary school teachers' ability and inclination to teach physical education the subject encourages student-centred, inquiry-based teaching and the development of critically informed pedagogy and teacher decision-making.
EDUP2006 Aboriginal Education K-6

Credit points: 4 Teacher/Coordinator: Dr Lorraine Towers Session: Semester 1 Classes: 1x1-hr lecture and 1x1-hr tutorial/wk for 12 wks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and EDUP1004 Assessment: presentation and reflection (20%) and 1500wd report and lesson sequence (40%) and 1500wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study supports students to become effective teachers of Aboriginal and Torres Strait Islander students by expanding their understanding of the diversity of Indigenous cultures, communities and perspectives. The unit develops an understanding of Australia's shared history, and highlights the importance of embedding Indigenous content and perspectives in the curriculum for all students. Key stakeholders in Indigenous education are identified and the importance of consultation and ongoing engagement with communities is emphasised. Current NSW Aboriginal education policies and strategies are examined in the broader context of global Indigenous educational experience and rights based initiatives. Students will also develop a knowledge and understanding of culturally inclusive teaching and learning strategies for all students.
EDUP2007 Creative Arts 2

Credit points: 6 Teacher/Coordinator: A/Prof Robyn Gibson Session: Semester 1 Classes: 1x1hr lecture/wk, 1x2-hr workshop/wk for 12 weeks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and EDUP1004 Assessment: media arts assignment(40%) and continuation of reflective scrapbook (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit comprises three Creative Arts components: Drama, Visual Arts and Media Arts. It continues to develop both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in introductory lecture and workshops is mandatory.
Textbooks
Gibson, R. and Ewing, R. (2011). Transforming the curriculum through the arts. Camberwell, VIC: Palgrave Macmillan. Ewing, R (2010). The Arts and Australian education: Realising potential. Camberwell,VIC:ACER. Ewing, R. and Simons,J. (2004).Beyond the script: Take two. Newtown, NSW: PETA.
EDUP2005 Mathematics Education 1: Early Number

Credit points: 4 Teacher/Coordinator: Dr Jennifer Way Session: Semester 2 Classes: 1x1-hr lecture/wk for 11wks, 1x1-hr tutorial/wk for 11wks Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Assessment: 5x 300wd reading reflections (40%) and 2500wd assessment report (60%). Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first unit of study in Mathematics Education and students will be introduced to key issues associated with how children acquire early mathematical concepts, processes and knowledge. The Numeracy Continuum (Aspects 1 and 2) will be a major focus of content for this unit of study. As part of this study students will be required to assess a child from the K-2 grades using an interview schedule and to use the results to plan activities that demonstrate knowledge of worthwhile mathematical tasks.
EDUP2008 Science Concepts 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Armstrong Osborne Session: Semester 2 Classes: 2x1-hr lectures/wk for 7wks, 1x2-hr workshop/wk for 9 wks, 1x4-hr excursion Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Assessment: 1200wd physics assignment (20%) and 600wd excursion report (10%) and 1200wd geoscience investigation (20%) and 3hr exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Science Concepts 2 is a unit of study for all students enrolled in the Bachelor of Education Primary degree and builds on work in Science Concepts 1. The unit provides students with a background in science, children's understanding of scientific concepts and science as a human endeavour relating to physics and geoscience, relevant to their curriculum studies in K-6 Science
EDUP2009 Intercultural Understanding in HSIE K-6

Credit points: 4 Teacher/Coordinator: Dr Jonnell Uptin Session: Semester 2 Classes: 1x1-hr lecture/wk for 11 wks, 1x1-hr tutorial/wk for 11 wks Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Assessment: 2000wd group task with individual component (50%) and 2000wd HSIE K-6 portfolio and reflection (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first of three units of study in the B.Ed (primary) teaching program focusing on Humanities and Social Sciences (K-6). Humanity and Social Sciences provides opportunities for primary students to learn about cultural identity and cultural diversity. We will examine relevant policies, particularly the Seven Student Capabilities found in the Australian Curriculum ACARA) that emphasise the need for K-12 teachers to engage their students in real life contexts beyond the classroom and explore how primary teachers find links and develop networks in the local community. This unit offers practical opportunities for primary teaching students to build knowledge and understanding of intercultural understanding, appreciation of cultural diversity and develop their own cultural competence.
EDUP2010 Professional Experiences 2 (Primary)

Credit points: 4 Teacher/Coordinator: Bill Spence Session: Semester 2 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr tutorial/wk for 10 wks, 15 days professional experience Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Prohibitions: EDUP2003 or EDUP2027 Assessment: 1000wd lesson plan (25%), 1500 wd micro teaching presentation (25%) and 1500wd portfolio (50%) and successful Professional Experience placement (mandatory) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit incorporates a 15-day Professional Experience and continues students' development as reflective practitioners. This unit will focus on pre-service teachers planning for effective learning, communicating effectively with their students, and maintaining a safe and challenging learning environment through the use of classroom management skills (Australian Professional Standards for Teachers, Elements 3 and 4). It examines various ways in which the concepts of curriculum, evaluation and quality teaching have been defined in the current literature. The phases of planning, development, implementation and evaluation in developing learning activities and teaching sequences will be examined along with the importance of reflective practices, building on the initial discussions in EDUP 1002 in Year One. Students will develop an understanding of the interrelationship between quality teaching dimensions and management of the classroom learning community. Students will demonstrate their understanding and expertise of quality teaching and learning principles through peer teaching and during their professional experience in schools.
Textbooks
Clarke,M. and Pittaway,S. (2014) Marsh's Becoming a Teacher. Frenchs Forest: Pearson
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:
(i) 48 credit points of Curriculum and Professional Studies units.
Please note, candidates must complete EDUF3031 in semester 1.

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.
EDUP3001 PDHPE 2: Active Healthy Primary Schools

Credit points: 4 Teacher/Coordinator: Ms Nicole Hart Session: Semester 1 Classes: 1x2-hr workshop/wk for 12wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: Written assessment (20%), peer teaching experience (30%) and whole class teaching experience and written component (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this second unit of study focusing on Personal Development, Health and Physical Education (PDHPE), students will continue to gain experience in planning, teaching and reflecting upon the four mandatory Physical Education strands in the current NSW K-6 PDHPE Syllabus: Active Lifestyle, Gymnastics, Dance and Games and Sport. In light of national changes, students will also be introduced to the emerging F-6 Health and Physical Education Australian Curriculum. Emphasis will be placed on participating in a variety of gymnastics, dance activities and fundamental movement skills that will enable students to develop teaching confidence and competence in these areas. Particular attention will be given to developing the pedagogical knowledge, understanding and skills to plan and implement appropriate teaching and learning strategies for the PE subject matter and integrating the PE curriculum within a K-6 Health Promoting Schools context.
EDUP3002 Human Society and its Environment 2

Credit points: 4 Teacher/Coordinator: Catherine Smyth Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: 2000wd individual portfolio (50%) and 2000wd contribution to group task with individual component (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge and understandings, skills and strategies, values and attitudes inherent in HSIE K-6 provide opportunities for young children to learn about themselves, their community, their nation and the world. Recent curriculum changes to HSIE K-6 ¿are addressed in this unit of study where our focus will be on the newly developed NSW NESA syllabuses for History K-6 and Geography K-6. Drawing on current cognitive and sociocultural research, you will examine the implications of disciplinary approaches to teaching and learning and explore and develop a range of effective curriculum resources for teaching history and geography in the primary classroom.
EDUP3003 Teaching in Multilingual Classrooms

Credit points: 4 Teacher/Coordinator: Dr Jonnell Uptin Session: Semester 1 Classes: 1x1-hr lecture and 1x1-hr tutorial/wk for 11 wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: language analysis of texts (20%) presentation of activities (30%) and a portfolio of tasks (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Many primary aged students born in Australia or overseas need support in developing English language. The type of support depends on the learners' needs. For example, some young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English as will some older students who arrive in Australia during their school years. Some students may be fluent and literate in their first language but others may have missed several years of schooling and may not be literate in any language. The aim of this unit of study is to provide you with both a foundation and a framework for the successful teaching of English as an additional language in a mainstream classroom. You will be encouraged to build on what you are discovering about the development of literacy in English 1 K-6 and how you may build on this knowledge and make decisions about an appropriate pedagogy for supporting students learning English as an additional language or dialect (EALD).
EDUP3008 Creative Arts 3

Credit points: 4 Teacher/Coordinator: Dr Victoria Campbell Session: Semester 1 Classes: 1x1 hr lecture/wk for 1 wks, 1x2-hr workshop/wk for 11 wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: Continuation of reflective scrapbook (40%) and Media Arts Film Assignment (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on Creative Arts experiences in Year 1 and Year 2, and comprises three Creative Arts components: Media Arts, Music and Dance. It continues to develop and extend both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in both the lecture and all workshops is mandatory.
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.
EDUP3004 Mathematics Education 2

Credit points: 4 Teacher/Coordinator: Prof Janette Bobis Session: Semester 2 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 7 wks, 1x2-hr school based project work/wk for 3 wks Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: 2000wd report (40%) and 2000wd mini program of work (60%). Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit students will focus on the content strand of Measurement and Geometry. The role mathematics plays in developing numeracy will be examined in the light of the content topics covered in this unit. The working mathematically processes and effective use of digital technologies will be integrated throughout all content areas.
EDUP3006 English: Becoming Literate

Credit points: 4 Teacher/Coordinator: Bill Spence Session: Semester 2 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 10 wks, 4-hrs online tutorial Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: 1x 2000wd analysis of child's writing sample (50%) and 1x 2000wd multimodal resource collection and lesson plans (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit students will continue to reflect on their theoretical knowledge of the principles of English teaching. They will critique key readings to challenge, make links to their own practices and to question past and current practice. Students will examine literacy assessment tools, identify the literacy demands of factual and multimodal texts and plan lessons to encourage pupil engagement through explicit teaching in stages two and three. As a result of working in this unit, students should be prepared to justify their own approach to teaching English and literacy across the curriculum areas in the primary classroom.
EDUP3007 Professional Experiences 3 (Primary)

Credit points: 4 Teacher/Coordinator: Vilma Galstaun Session: Semester 2 Classes: 1x1-hr lecture/wk for 2 wks, 1x2-hr workshop/wk for 4 wks, 20 days professional experience Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Prohibitions: EDUP2003 Assessment: Successful completion of 20 day professional experience and an annotated lesson plan and assessment task (40%) and critical reflective task linked to professional experience (60%) Practical field work: 20 day professional experience Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study and school-based 20 day professional experience builds on the introductory unit Language, The Learner and Schools in year 1 and Beginning Professional Experience in year 2 of the program. This unit moves to a more complex interpretation of the learning experience by focusing using different assessment strategies and feedback for the diverse learning needs of students. Students will develop their knowledge on how students learn by planning teaching and learning opportunities through assessing students' learning needs. Pre-service teachers will apply this knowledge to the students they will teach on their 20 day professional experience. Throughout the unit of study, the emphasis will be on employing this developing knowledge of students' learning in the planning, assessing and reporting of effective learning outcomes. It continues students' development as reflective practitioners and focuses particularly on Standards 1, 2 and 5 of the Australian Professional Standards for Teachers.
EDUP3009 Science and Technology 1

Credit points: 4 Teacher/Coordinator: Dr Christine Preston Session: Semester 2 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr seminar-workshop/wk for 10 wks Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: Presentation (15%) and 2000wd STEM resource evaluation (40%) and team practical project with 1000wd individual reflection (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
Through applying the learning processes of Working Technologically, this unit focuses on developing children's interest and skills in understanding and using technology. In particular, it considers design as a creative process, founded on an understanding of the natural and physical world, which promotes science conceptual understanding. Teaching of these learning processes includes emphasis on the content strands: Built Environments, Information, Products and Material World. The unit incorporates the curriculum priority areas: classroom management and information and communication technologies. Students will engage in evaluation and selection / development of activities and resources relevant to the teaching of science and technology in the primary school (K-6) classroom.
EDUP3034 PDHPE 3: The Health Promoting School

Credit points: 4 Teacher/Coordinator: Dr Kellie Burns Session: Semester 2 Classes: 1x1-hr lecture for 4 wks, 1x 2-hr workshop/wk for 10 wks Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: 1500wd annotated resource log (40%), 1000wd scope and sequence (20%) and 1500wd unit of work (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this third unit of study in PDHPE, students will plan engaging and meaningful teaching and learning activities that address health and personal development curricula. Emphasis is placed on programming and planning using four of the syllabus strands: Growth and Development. Interpersonal Relationships, Personal, Health Choices and Safe Living. Students explore a range of health issues including child protection, sexuality education, alcohol and tobacco education, body image, loss and grief, bullying and mental health. The Health Promoting Schools model is introduced as a framework for building student-centred curriculum, valuing whole-school policies and practices that support wellbeing, and fostering community partnerships.

Honours Pathway

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, EDUP2002, EDUP2004, EDUP2006, EDUP2007, EDUF2007, EDUP2005, EDUP2008, EDUP2009, EDUF3031, EDUP3001, EDUP3002, EDUP3003, EDUP3008.
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 4

In the fourth year, candidates must complete 48 credit points of units of study, comprising:
(i) 28 credit points of Curriculum and Professional Studies units;
(ii) 8 credit points of Primary Four Optional units; and
(iii) 12 credit points of Education Three Optional units.

Curriculum and Professional Studies Units

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.
EDUP4018 Science and Technology (K-6) 2

Credit points: 4 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr seminar-workshop/wk for 9 wks Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: examination of syllabus (25%); unit plan (35%); resource folder (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Through an examination of the learning processes Working Scientifically, this unit focuses on developing children's interest and skills in appreciating the contribution science makes to their understanding of their world. In particular, it considers how the skills in working scientifically can be used to explore and address questions children have about the natural world, and through these inquiry processes support the development of their understanding of science concepts. Teaching of these learning processes is supported through exploration of the content strands Living Word, the Physical World, Earth and Space and the Chemical World. This unit considers aspects of curriculum planning, classroom management, development/selection of activities and resources relevant to the teaching of science and technology in the primary school classroom.
EDUP4074 Mathematics Education 3

Credit points: 4 Teacher/Coordinator: Dr Jennifer Way Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: 3000wd assessment-based report (65%) and concept presentation (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This compulsory unit of study is the third and final unit in primary mathematics education. It is designed to build on the content and ideas introduced in Mathematics Education 1 and 2, with emphasis on Number and Algebra Strand in Stages 2 and 3 of the NSW Mathematics Syllabus for the Australian Curriculum. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks and assessment-based planning for teaching.
EDUP4076 English: Being Critically Literate

Credit points: 4 Teacher/Coordinator: Prof Robyn Ewing Session: Semester 1 Classes: 1x1-hr lecture/wk for 4 wks, 1x1-hr workshop/wk for 2 wks, 1x2-hr workshop/wk for 8 wks, 2 hrs independent study /group work for one wk Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: literature circle presentation and written assignment (50%) and drama based response assignment (50%). Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is focused on the use of literary texts in the classroom through pedagogy that combines the communicative modes of speaking, listening, reading, writing, viewing and representing.Picture books, novels, plays and poetry as well as texts of popular culture will be used as the basis of teaching the English curriculum to children in the middle years (NSW Stages 2 and 3, grades 3, 4, 5 and 6). The unit emphasises will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. Understanding how to assess a child's strengths and needs in reading, writing, speaking, listening, viewing and representing through assessment for learning, assessment as learning and assessment of learning is also an important component of this unit.
EDUP4079 Professional Experiences 4 (Primary)

Credit points: 4 Teacher/Coordinator: Ms Vilma Galstaun Session: Semester 1 Classes: 1x1-hr seminar/wk for wk 16, 5x2 hr seminar/wk for 5 wks, 2x 1hr lectures, 1x3hr Post Professional Experience meeting, 14 days professional experience Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: Viva Voce (25%), Independent Investigation A- Literature review (25%), Independent Investigation B- Report (25%) and satisfactory professional experience report (25%) Practical field work: 14 days professional experience Mode of delivery: Professional practice
This unit plays a significant role in supporting pre-service teachers into their next role of early career teacher. Pre-service teachers will extend their understanding of theory and research that influences their pedagogy, the selection of teaching strategies to support student learning and guide the decision making processes for connecting teacing and learning. Pre-service teachers will engage in a viva voce identify priority areas for individual professional learning with a major focus on assessment. Pre-service teachers will then develop and conduct individual investigations to broaden their understanding of assessment practices that will guide action during their final professional experience. This unit of study links directly to the professional learning model utilised in EDUP4017, with both units introducing pre-service teachers to professional learning approaches that may be drawn upon throughout their teaching careers.
EDUP4017 Professional Experiences Internship

Credit points: 4 Teacher/Coordinator: Vilma Galstaun Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 2 wks, 1x1-hr tutorial/wk for 2 wks, 1x2-hr tutorial/wk for 3 wks, 1x3-hr seminar for 1 wk. Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 Assessment: professional learning essay (25%), professional learning report part A (25%), professional learning report part B (25%), professional learning report part C (25%) and satisfactory internship Practical field work: 6 week internship Mode of delivery: Professional practice
Note: Department permission required for enrolment
This unit of study is the final professional experience in the Bachelor of Education Primary degree. This professional experience will focus on preservice teachers continuing to improve their professional knowledge and practice and actively engaging as members of their profession (AITSL Standards 5, 6 and 7). Students act in the role of graduate teacher, being responsible for a 50-60% teaching load, in a 30 day internship that is the culmination of this unit of study. The lectures and seminars will support students to develop a professional learning project that will build upon the professional learning undertaken in EDUP4079 in semester 1.
EDUP4077 Teaching Children with Special Needs

Credit points: 4 Teacher/Coordinator: Assoc Prof David Evans Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 2x3-hr in-school sessions/wk for 9 wks Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 Assessment: reflective journal and professional statement (25%) and planning and implementation of 14 tutoring sessions (50%) and5 x online tasks (5 x 5%) Mode of delivery: Normal (lecture/lab/tutorial) day
Under the supervision of mentors, students will complete a series of tutoring sessions in schools. During this time, students will develop, implement and evaluate a sequence of individualised literacy and/or numeracy plans. From these experiences, students will develop a professional statement and reflective journal, making links between practice and the research literature based.
EDUP4080 Human Society and its Environment 3

Credit points: 4 Teacher/Coordinator: Catherine Smyth Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 Assessment: 2000wd contribution to group assignment with individual component (50%) and 2000wd individual task with reflections(50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This final HSIE unit of study gives you the opportunity to consolidate and build new knowledge for teaching the NSW NESA syllabuses for the Australian Curriculum in History K-6 and Geography K-6. It is expected that you will draw on relevant research and theories to inform your pedagogical decisions for teaching history and geography in the primary setting. Through the practical assessment tasks and classroom activities, you will develop a deeper understanding of pedagogy and how technologies can be used to activate geographical and historical understanding. The authentic learning experiences and assessment tasks offered in this unit are strongly aligned to the NESA Australian Professional Standards for Teachers.

Primary Four Optional Units

EDUP4007 Primary Languages A

Credit points: 4 Teacher/Coordinator: Dr Hongzhi Yang Session: Semester 1 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 10 wks Prerequisites: 138 credit points Assessment: 2000wd essay (50%) and 2000wd lesson plans (50%) and teaching episode (pass/fail) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on the teaching and learning of additional languages in the primary school context and will enable students to prepare to implement a languages program. Students will focus on the rationale behind "an early start" to learning additional languages. Through an examination of policy and syllabus documents, suitable teaching methods and pedagogy, students will focus on what is required for establishing and sustaining a primary languages program. Students will also develop language lesson planning skills, and become familiar with materials that are suitable for the primary languages classroom.
EDUP4008 Primary Languages B

Credit points: 4 Teacher/Coordinator: Dr Hongzhi Yang Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4007 Assessment: 1500wd intercultural task part A (40%) and 1000wd intercultural task part B (40%) and 1500wd PowerPoint presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study allows students to continue their understandings of how best to deliver a languages program in a primary school context. Through an examination of intercultural languages education theory, and the syllabus directives as regards planning to use ICT as a vehicle for lesson delivery as well as a tool for teacher student teaching/learning, students will continue to focus on what is required for establishing and sustaining a primary languages program.
EDUP4009 Special Education (A) Special Course

Credit points: 4 Teacher/Coordinator: Dr Cathy Little Session: Semester 1 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 138 credit points Assessment: 1500wd literature review (35%) and 1500wd discussion paper (35%) and 750wd summative overview and response postings (20%) and in-class participation (10%). Mode of delivery: Normal (lecture/lab/tutorial) day
Meeting the education needs of students with disabilities, sensory and physical disabilities, and emotional and behaviour disorders is a requirement of the Disability Standards for Education (2005). This unit of study provides an in depth examination of legislation and policy, and a detailed exploration of quality education practice that is required to assist teachers in meeting the requirements of this policy and legislation. Further, it will offer students an opportunity to make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.
EDUP4010 Special Education (B) Special Course

Credit points: 4 Teacher/Coordinator: Dr Cathy Little Session: Semester 2 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 170 credit points including EDUP4009 Assessment: 2000wd professional statement (40%) and 20min in-class presentation (30%) and 750wd pamphlet (20%) and in-class participation (10%). Mode of delivery: Normal (lecture/lab/tutorial) day
The education of students with special education needs is the business of all teachers. This unit will further the study of policy and practices that assist teachers to cater for students with special needs through (a) examining strategies of how teachers can work together to address student need, and (b) how they can adjust their classroom practices to support challenging and difficult social behaviour. This unit will address issues and review current literatures about effective practices in catering for students with special education needs. At the completion of the unit students will be familiar with evidenced based approaches and whole school strategies for addressing the education outcomes for students with special education needs.
EDUP4066 IT in the Primary Classroom A

Credit points: 4 Teacher/Coordinator: Vilma Galstaun Session: Semester 1 Classes: 1x2-hr workshops/wk for 10wks Prerequisites: 138 credit points Assessment: 1000wd online evaluation (20%) and ICT eportfolio (60%) and online reflective journal (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on student's knowledge and skills gained from their previous ICT related units of study and draws on students' curriculum content knowledge and pedagogical content knowledge. Technical aspects will be drawn from technological knowledge of digital tools and construction of appropriate ICT teaching and learning resources, presentation software and desktop publishing. The unit will deal with aspects of digital technologies for teachers' professional practice, the evaluation of curriculum related IT related resources for the classroom and the integration of ICT into teaching and learning.
EDUP4067 IT in the Primary Classroom B

Credit points: 4 Teacher/Coordinator: Vilma Galstaun Session: Semester 2 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 170 credit points including EDUP4066 Assessment: Web project (60%) and peer reviews (20%) and reflective journal (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on earlier ICT experiences IT in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary digital technologies in the Primary classroom. Technological knowledge and pedagogy will be drawn from the use of Web 2.0 tools and applications using Web 2.0 and cloud technologies. By immersing ICT tools as part of assessment tasks and in-class activities, this unit of study will provide students with hands-on experiences in designing, developing, impelenting and evaluating learning and teaching web-based resources relevant to the primary classroom.
EDUP4068 TESOL (A) Special Course

Credit points: 4 Teacher/Coordinator: Dr Jonnell Uptin Session: Semester 1 Classes: 1x2-hr tutorial/wk for 10 wks Prerequisites: 138 credit points Assessment: New Arrivals Resource (30%) Task Design (30%) Designing a Unit of Work (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The goal of this unit of study (UOS) is to provide students with both a foundation and a framework for the effective teaching of English as an additional language both within the context of small group teaching (either in class or pull-out) and culturally and linguistically diverse primary classrooms. The course will assist you to problem solve and make decisions about appropriate group / class strategies through the curriculum in the broad areas of speaking, listening, reading/viewing, and writing. The decisions you make will be based upon the integration of current second language acquisition (SLA) theory and more recent theoretical approaches that will lead to a socioculturally informed pedagogy. The second part of this course is in Semester 2 and will continue to extend your understandings within the field. The UOS will include a substantial focus on grammar and how to use grammatical knowledge to both design effective lessons and assess children's strengths and areas of need. There will also be a component in this UOS that looks specifically at the needs of beginners as well as children of refugee parents. Please note that this course does not provide you with formal TESOL qualifications.
Textbooks
Hertzberg, M. (2012) Teaching English Language Learners in Mainstream Classes, Newtown: PETAA.
EDUP4069 TESOL (B) Special Course

Credit points: 4 Teacher/Coordinator: Dr Jonnell Uptin Session: Semester 2 Classes: 1x2-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4068 Assessment: Teaching sequence (60%) Research and Presentation (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This UOS follows on from EDUP4068 and assists participants to engage more fully with the profession generally and the teaching of EAL in particular. An important focus in EDUP4069 will be the role of ESL pedagogy in supporting writing in multilingual classrooms. This will include, assessment of writing using the ESL scales, and the teaching of writing across key language focus areas. There will be particular emphasis on designing a teaching sequence to explicitly teach EAL students how to write a specific text type. In addition we will re-visit key aspects of EAL pedagogy through the teaching of a contemporary literary text. Our work on pedagogy for grammar teaching will also continue. In line with concurrent UOS in this semester there will be a focus on technology and EAL pedagogy. Finally, participants will begin their journey as EAL experts through the design of an in-service presentation.
EDUP4070 Integrated Arts (A) Special Course

Credit points: 4 Teacher/Coordinator: A/Prof Robyn Gibson Session: Semester 1 Classes: 2-hrs/wk for 12 wks Prerequisites: 138 credit points Assessment: Group presentation (40%) and reflective scrapbook documenting the Creative Arts experiences, the in-school experience including written critical reflections (60%). Length, complexity and format appropriate for a final year unit of study within the discipline of the Creative Arts. Criteria will be negotiated jointly. Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study provides students with the opportunity to further their knowledge, skills, techniques and understandings in the Creative Arts, building on earlier units in the Bachelor of Education (Primary) program. It also involves teaching Creative Arts in a school context. Integrated Arts Special Course comprises Integrated Arts A (Semester 1) and Integrated Arts B (Semester 2).
EDUP4071 Integrated Arts (B) Special Course

Credit points: 4 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 2 Classes: 2-hrs/wk for 9 wks Prerequisites: 170 credit points including EDUP4070 Assessment: Assessment options and their weightings will be negotiated with the students but are linked to unit outcomes and reflect the 4 credit point loading. Possible examples include: reflective scrapbook/portfolio; or rationale for using Creative Arts in the primary school; or critical responses to 'Arts' experiences (40%) and planning a creative arts workshop (25%) and presentation of group image (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study will further develop and extend students' knowledge, skills, techniques and understandings in the Creative Arts, building on the unit of study undertaken in Semester 1. It may include workshops, guest lecturers, excursions to galleries, concerts or performances, etc.
EDUP4072 Koori Kids in School (A) Special Course

Credit points: 4 Teacher/Coordinator: Katrina Thorpe Session: Semester 1 Classes: 1x3-hr seminar/wk for 6 wks Prerequisites: 138 credit points Assessment: presentation (30%) and 1500wd report (30%) and 1500wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study builds on EDUP2006 Aboriginal Education K-6, and focuses on the application of Aboriginal Studies in primary education. It is structured to prepare students to undertake their Professional Experience in a school with a significant cohort of Indigenous students. Students will be guided to develop teaching resources that authentically represent Aboriginal knowledge and expertise across the curriculum. The unit will emphasise approaches to meaningful consultation with Aboriginal communities and organisations. It aims to develop skills and knowledge that enable teachers to adopt a strengths based approach to Aboriginal education.
Textbooks
Harrison, Neil. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, Vic: Oxford University Press.
EDUP4073 Koori Kids in School (B) Special Course

Credit points: 4 Teacher/Coordinator: Susan Poetsch Session: Semester 2 Classes: 1x3-hr seminar/wk for 6 wks Prerequisites: 170 credit points including EDUP4072 Assessment: 1500wd professional experience reflection (40%) and 1000wd excursion resource portfolio (30%) and 1000wd excursion kit (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study builds on EDUP4072 Koori Kids in School (A), and further prepares students for their final Professional Experience (internship) in a school with a significant cohort of Indigenous students. The unit will deepen pre-service teachers¿ knowledge of Indigenous Australian histories and cultures, and strengthen their skills for designing culturally responsive curriculum. Students will explore excursion options for supporting Aboriginal education, and engage with Aboriginal staff in the Department of Education and other organisations to develop culturally rich learning experiences.
EDUP4081 Primary Mathematics Specialisation A

Credit points: 4 Teacher/Coordinator: Associate Professor Jennifer Way Session: Semester 1 Classes: 1x2-hr seminar for 10 weeks, plus 2x2-hr school visits Prerequisites: 120 credit points including EDUP1003, EDUP2005, EDUP3004 and EDUP3007 Corequisites: EDUP4079 and EDUF3028 Assessment: 2000 wd teaching plans (50%) and 2000 wd research and debate (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit of study is the first in a pair of units providing BEd(Primary) students with the necessary requirements for a specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the development of conceptual understanding in problematic aspects of Number and Algebra, and the use of digital technologies for mathematical representations and Working Mathematically. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience placement.
EDUP4082 Primary Mathematics Specialisation B

Credit points: 4 Teacher/Coordinator: Professor Janette Bobis Session: Semester 2 Classes: 1x2-hr seminar for 9 weeks, plus 3x2-hr independent field visits Prerequisites: 144 credit points including EDUP4081 and EDUP4079 Corequisites: EDUP4017 Assessment: 2000wd rich learning experience (50%) and 2000wd reflective statement (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit of study is the second in a pair of units providing BEd(Primary) students with the necessary requirements for a primary specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the big ideas surrounding mathematical relationships and reasoning in the Measurement and Geometry strand, and contributes to the development of emerging leadership skills. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience internship.
EDUP4083 Science and Technology Specialisation A

Credit points: 4 Teacher/Coordinator: Dr Chris Preston Session: Semester 1 Classes: 1x2hr seminar for 10 wks, plus 2x2hr school visits Prerequisites: 138 credit points including EDUP1004 & EDUP2008 & EDUP3009 Corequisites: EDUP4018 Assessment: 2000wd exemplar teaching resource (50%) and 2000wd briefing paper (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit enables teacher education students who have an enthusiasm for and expertise in Science to undertake a more extensive preparation in this discipline. It is designed to strengthen the teaching of Science and Technology K-6 concepts that are problematic for primary students to learn and develop competency in research based teaching approaches. The unit also focuses on the development of exemplary teaching resources. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience placement.
EDUP4084 Science and Technology Specialisation B

Credit points: 4 Teacher/Coordinator: Dr Chris Preston Session: Semester 2 Classes: 1x2hr seminar for 9 wks plus 2x2hr school visits, 1x2hr excursion site visit Prerequisites: 170 credit points including EDUP4083 Assessment: 2000wd Excursion plan (50%) and 2000 wd School teaching plan evaluation OR Critical reflection on a taught lesson (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
The unit enables teacher education students who have an enthusiasm for and expertise in Science and Technology to undertake a more extensive preparation in this discipline. It is designed to develop a holistic view of Science and Technology as an essential component of the primary school curriculum. The unit also focuses on ways to support teacher colleagues and promote excellence in Science and Technology K-6 education. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience.
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 third year (level 3000) education units (weighted 2), fourth year (level 4000) education units (weighted 3), the honours preliminary unit (weighted 4) and the honours dissertation unit (weighted 6): EDUP3002, EDUP3003, EDUP3008, EDUP3009, EDUP3034, EDUP4018, EDUP4074, EDUP4076, EDUP4077, EDUP4080, EDUF4020, EDUF4021.

Education Three Optional Units

for Year 4
EDUF3027 International Education

Credit points: 6 Teacher/Coordinator: Assoc Prof Nigel Bagnall Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 12 wks Prerequisites: 42 credit points of units Assessment: 1x 600wd workshop paper (10%), workshop presentation (20%), 1-hr take home exam (30%), 2400wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context. These include Indigenous education issues in Australia, the USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Brazil, China and India. The unit will appeal to students who are likely to work in organizations such as UNESCO, the OECD or the World Bank. It is a unit also of particular interest to students wishing to teach outside of Australia at some stage in their career.
EDUF3028 Mentoring in Educational Contexts

Credit points: 6 Teacher/Coordinator: Dr Debra Talbot Session: Semester 1 Classes: 2x2-hr seminars/wk for 9wks Prerequisites: 42 credit points of units Assessment: 2500wd individual literature review assignment (40%), 3500wd group assignment (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
Mentoring is a complex activity which juxtaposes support and challenge in both transitional situations and in on-going learning of both the mentee and the mentor. In schools, mentoring is a critical attribute of professional teaching practice. It is integral to leading the provision of quality classroom teaching and learning through the essential support for ongoing professional learning of preservice, beginning and more experienced teachers. Students who have a specialisation in a particular learning area of strategic importance, for example primary mathematics or science, will be well placed to mentor the ongoing professional learning of their colleagues.
This unit of study will examine dispositions and skills necessary for the mentoring of enriched pedagogical practices in schools. Students use a range of sociological theories and constructs and engage in intensive reading of research in order to develop a critical understanding of mentoring as professional practice and to devise a mentor program suitable for implementation in an educational setting related to their area of specialisation. Models of distributed leadership and collaboration play an important part in effective mentoring. For this reason the learning and teaching in this unit of study is facilitated through collaborative teams. These teams promote interdependence between members of the team. They also emphasise individual accountability as each student is required to develop the leadership qualities required to lead their peers toward critically engaging with learning about their practice.
EDUF3032 Curriculum and Evaluation

Credit points: 6 Teacher/Coordinator: Prof Murray Print Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 42 credit points of units Assessment: 1000wd analysis of curriculum document (20%) and 500wd seminar presentation (40%) and 2500wd related paper on a curriculum phenomenon (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including an alternative curriculum [the International Baccalaureate], the teaching of values in schools and the role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.
EDUF3136 Research with Young Children

Credit points: 6 Teacher/Coordinator: Dr Marianne Fenech Session: Semester 1 Classes: 1x1-hr lecture/wk and 1x2-hr tutorial/wk for 12 weeks Prerequisites: 48 credit points Assessment: 3000wd online postings (40%), 2000wd essay (30%), 1000wd group work presentation (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.
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.