Bachelor of Education (Secondary: Mathematics) and Bachelor of Science

Unit of study descriptions

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 Table 1;
- 12 credit points of Junior (level 1000) units of study in a second teaching area, chosen from Science Table 1; and
- 12 credit points of Junior (level 1000) units of study, chosen from Science Table 1.
Candidates doing science as a 2nd 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 Session: Semester 1 Classes: 2x1-hr lectures/wk, 1x1-hr tutorial/wk, 1x1-hr mentoring seminar/wk Prohibitions: EDUF1011 Assessment: 2000wd essay (35%) and 3000wd essay (35%) and seminar presentation (30%)
This unit of study is the first part of Education I and provides a general introduction to education and teaching. The unit integrates the following themes: knowledge, culture and the curriculum; teaching as a process and way of life; and, teachers as life-long learners and researchers. 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 an understanding of the complex character of teachers' work.
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 1500wd reflective report (25%) and 2700wd essay (45%)
This unit, which is the second part of Education I introduces students to the study of human development, with a particular emphasis on the development of early childhood through to adolescence. The unit addresses one of the major goals of Education I, II and III: the learning of a body of knowledge on 'human development (child and adolescent in particular)'. It is premised on the view that development is a complex and dynamic process and that teaching from this developmental perspective inevitably transforms teachers into problem solvers who adapt and modify their teaching and learning approaches, based on knowledge of factors that promote each child's optimal development. The unit will also consider the impact of history, culture, and social context on learning and development. A core assumption of the unit is that the study of human development is cross disciplinary; involving in particular psychology, philosophy of science and neurobiology, and that existing developmental theories are open to question and continuing debate. Students are therefore encouraged to engage in this study with critical and creative minds. The unit focuses on the processes and products of human development, related to cognitive, emotional, social, moral & spiritual, motor, and language development. The classical theories will be considered in some detail and examined in the light of contemporary theory and research, drawing in particular on Dynamic Systems Theory and the neurobiology of the brain.

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: Dr 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: tutorial presentation (oral (15%) & written (15%)) and 2400wd essay (40%) and 2hr exam (30%)
This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology. The important issues of the unit include constructivist and other approaches to learning, critical thinking skills, problem solving, technologically supported learning and motivation. 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.
EDUF2007 Social Perspectives on Education

Credit points: 6 Teacher/Coordinator: Dr Arathi Sriprakash Session: Semester 2 Classes: 1x 1hr lecture/wk for 12 wks, 1x 2-hr workshop/wk for 12 wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: workshop presentation (25%) and 1500 word critical policy analysis (25%) and 6000 word joint research project (50%)
This unit of study is the second part of Education II. Its aim is to provide a general introduction to the social, political and economic contexts of education. The two themes studied in the Unit are: Schools and communities, and Educational systems, markets 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 collaboratively on a substantial project students will develop a range of research 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

EDSE2001 Craft Knowledge and Prof Practices 1

Credit points: 6 Teacher/Coordinator: Dr Kelly Freebody Session: Semester 1 Classes: 36 hours face to face or equivalent over 12 wks Prerequisites: 48 credit points including 12 credit points of Education Assessment: practicum report (50%) and teaching practice (50%)
This unit of study explores how teachers become more aware of their professional practices and develop and refine craft 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) 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.
EDSE2002 Indigenous Education: Secondary Schools

Credit points: 6 Teacher/Coordinator: Cathie Burgess Session: Semester 2 Classes: 1x1-hr lecture/wk for 12 wks and 1x2-hr tutoral/wk for 12 wks Prerequisites: 48 credit points including 12 credit points of Education Assessment: tutorial presentation (30%) and resource evaluation (30%) and 2500wd essay (40%)
This unit of study is a compulsory unit within the combined degrees program. It prepares students to become effective teachers of Aboriginal and Torres Strait Islander students and develops an understanding of the current social, political and economic challenges faced by Aboriginal peoples and communities. This provides students with a sound foundation upon which to address issues impacting on the educational outcomes of Aboriginal and Torres Strait Islander students. A shared history approach provides an inclusive and multi-perspective framework to explore the diversity of Indigenous cultures as well as equip students with culturally appropriate teaching and learning strategies to meet the educational needs of Aboriginal and Torres Strait Islander students. The unit also provides an overview of Aboriginal educational policies and priorities which impact on all students in NSW schools and firmly emphasises the importance of ongoing consultation and engagement with Aboriginal communities and key stakeholders. Through studying this unit, students will continue to construct their teaching identity and acquire the knowledge and skills to become proactive creators of innovative and inclusive classrooms.

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.
Please note, candidates must complete EDUF3031 in semester 2.

Curriculum and Professional Studies Units

EDSE3072 Craft Knowledge and Prof Practices 2

Credit points: 4 Teacher/Coordinator: Dr Dorothy Bottrell Session: Semester 2 Classes: 2x1-hr lectures/wk for 5 wks, 1x2-hr seminar/wk for 5 wks, 1x1-hr tutorial or fieldwork/wk for 5 wks Prerequisites: 96 credit points including 36 credit points of Education including (EDSE2001 and EDSE2002) Assessment: 1000wd presentation (30%) and 1500wd lesson analysis (30%) and 1500wd report (40%)
This unit of study builds on the knowledge, understandings, skills and attitudes explored and developed in Craft Knowledge and Professional Practice 1 and other Education subjects. This unit of study addresses issues and challenges facing schools in relation to access, equity and diversity and how these can be addressed through policy and practice. Through reflection students are able to examine and interpret their beliefs about students, teachers, learning, teaching, schools and knowledge. Craft knowledge and professional practice is developed and refined as students use their own knowledge and experiences in professional conversations with peers and lecturers to critically analyse their own practice in conjunction with theory and research.
EDSE3073 Professional Experience A

Credit points: 2 Teacher/Coordinator: Dr Tony Loughland Session: Semester 2 Classes: 20 days of Professional Experience Prerequisites: 96 credit points including 36 credit points of Education including (EDSE2001 and 12 credit points from (EDSE3037, EDSE3038, EDSE3040, EDSE3041, EDSE3042, EDSE3043, EDSE3044, EDSE3045, EDSE3046, EDSE3047, EDSE3048, EDSE3050, EDSE3051, EDSE3076, EDSE3078, EDMT5610, EDSE3080)) Assessment: Satisfies Requirements/Fail (100%)
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.
EDUF3031 Positive Approaches to Special Education

Credit points: 6 Teacher/Coordinator: Assoc Prof David Evans (semester 1), Dr Richard Boon (semester 2) 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 Assessment: 4000wd fieldwork report (40%) and 650wd tutorial presentation (20%) and 800wd professional statement (30%) and 2x200wd reflective commentaries (2x5%). All assessment tasks need to be submitted in order to pass the unit of study.
This unit addresses issues relating to the education of students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation, evidence based approaches to curriculum, teaching and learning practices for students with special education needs. A specific focus is given to supporting students with challenging behaviours in a range of settings.
Teaching Area Units
EDSE3045 Teaching Mathematics 1A

Credit points: 6 Teacher/Coordinator: Assoc Prof Judy Anderson Session: Semester 1 Classes: 1x3-hrs/wk for 12wks Prerequisites: 96 credit points including 36 credit points of Education including EDSE2001 and 12 credit points of intermediate Mathematics Assessment: 1500wd group report (30%) and 2000wd presentation (20%) and 2500wd individual written reflection (50%)
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: 96 credit points including 36 credit points of Education including EDSE2001 and 12 credit points of intermediate Mathematics. Corequisites: EDSE3045 Assessment: 4000wd resource folder (60%) and 2000wd assignment (40%)
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.
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 including 36 credit points of Education including EDSE2001 and 12 intermediate credit points of Mathematics and EDSE3045 Assessment: 2500wd assignment (40%) and 3500wd assignment (60%)
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 including 36 credit points of Education including EDSE2001 and 12 intermediate credit points of Mathematics and EDSE3045 and EDSE3046 Corequisites: EDSE3063 Assessment: 3000wd portfolio of problems (50%) and 3000wd essay (50%)
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.
EDSE3051 Teaching Science 1A

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 1x1.5-hr workshop/wk for 13 wks, 1x4-hr workshop/wk for 3 wks, 1x2-hr workshop/wk for 1 wk Prerequisites: 96 credit points including 36 credit points of Education including EDSE2001 and 12 intermediate credit points in one of Chemistry, Biology, Geosciences or Physics and 12 junior credit points in either Chemistry or Physics Assessment: portfolio (45%) and assignment (20%) and lesson plan and resources (35%)
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 Australian secondary science curricula and the research, skills, resources and challenges that provide the contexts for contemporary science teaching and learning. The unit addresses Science curricula 7 - 12 with a particular focus on the NSW Science 7-10 syllabus. All students must participate as mentors in the i-science project.
EDSE3068 Teaching Science 2A

Credit points: 6 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 2 Classes: 2x2-hr workshop-seminars/wk for 8 wks Prerequisites: 96 credit points including 36 credit points of Education including EDSE2001 and 12 intermediate credit points of either Biology, Chemistry, Geosciences or Physics and 12 junior credit points of Chemistry or Physics and EDSE3051 Assessment: group seminar presentation (35%) and group unit plan stage 5 (45%) and individual lesson plan (20%)
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.
EDSE3041 Teaching Geography 1

Credit points: 6 Teacher/Coordinator: Ms Kate Keeley Session: Semester 1b Classes: 5-hrs/wk for 7 wks Prerequisites: 96 credit points including 36 credit points of Education including EDSE2001 and 12 Intermediate credit points of Geography and/or Geology Assessment: lesson plan task (30%) and teaching and learning folder (30%) and eLearning task (40%)
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 NSW Board of Studies years 7-10 Geography Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Geography teaching materials. There will be an emphasis on ICT literacy and civics and citizenship education throughout the unit.
EDSE3059 Teaching Geography 2

Credit points: 6 Teacher/Coordinator: Ms Kate Keeley Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 96 credit points including 36 credit points of Education including EDSE2001 and 12 intermediate credit points of Geography and EDSE3041 Assessment: group/excursion task (30%) and eLearning task (40%) and literacy/eLearning task (30%)
This unit of study will build on the study of years 7-10 Geography syllabus 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.

Curriculum and Professional Studies Units

EDSE4042 Craft Knowledge and Prof Practices 3

Credit points: 6 Teacher/Coordinator: Dr Kelly Freebody Session: Semester 1 Classes: 2x1-hr lectures/wk for 6 wks, 1x2-hr seminar/wk for 6 wks, 1x1-hr tutorial/wk for 6 wks, 1x6-hr final conference Prerequisites: 144 credit points including 72 credit points from Education including (EDSE2001, EDSE2002, EDSE3072, EDSE3073) Assessment: group portfolio of tutorial presentations and reflections (50%) and report (50%)
This unit of study focuses on practice, theory and research for beginning teachers in classrooms, schools and the wider educational community in relationship with the standards of teaching 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.
EDSE4043 Professional Experience B

Credit points: 2 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1 Classes: 25 days Professional Experience Prerequisites: 144 credit points including 72 credit points from Education including (EDSE2001, EDSE2002, EDSE3072, EDSE3073) Corequisites: EDSE4042 Assessment: Satisfies Requirements/Fails (100%)
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.
EDSE4046 Language, Literacy and Diversity

Credit points: 6 Teacher/Coordinator: Ken Cruickshank Session: Semester 1 Classes: 4-hrs/wk for 8 wks Prerequisites: 144 credit points including 72 credit points of Education Corequisites: EDSE4042, EDSE4043 Assessment: 1200wd analysis and teaching of reading text (20%) and 1800wd reflective report (30%) and 3000wd literacy teaching portfolio (50%)
Twenty five percent of students in NSW come from bilingual/ bicultural backgrounds; 16% of students are at various stages of developing English as an additional language. In addition, many secondary students need support in developing literacy skills in English. This unit of study has three aims: to provide the skills and understandings for the effective teaching of ESL students; to give a background in teaching reading and writing to all students; and to develop an understanding of the impact of culture, cultural identity and diversity in schooling.
EDSE4044 Information Technology in Schools

Credit points: 4 Teacher/Coordinator: Ms Vilma Galstaun Session: Semester 2 Classes: 1x2hr workshop/wk for 10 wks Prerequisites: 144 credit points including 72 credit points from Education including (EDSE2001, EDSE3072, EDSE3073) Assessment: ICT evaluation project one (20%) and IWB project two (20%) and ICT web project three (60%)
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 and learning from and with multimedia. Students will be provided with an overview of the principles of designing multimedia resources to enhance the teaching/learning process. By immersing students in the use of ICT tools as part of the assessment tasks and in-class activities, the unit of study provides students with hands-on experiences in designing, developing and producing learning resources relevant to their curriculum subjects.
EDUF4044 Reading and Designing Research

Credit points: 6 Teacher/Coordinator: Assoc Prof Debra Hayes Session: Semester 2 Classes: 2x1-hr lectures/wk for 7 wks, 1x2-hr workshop/wk for 7 wks, 1x1-hr online activities/wk for 7 weeks Prerequisites: 96 credit points including (EDUF2006 and EDUF2007) Assessment: weekly critical reviews of core readings (40%) and research brief (30%) and online quiz (30%)
This unit of study is designed to introduce you to the field of research in education. You will develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry. The unit will prepare you to read and interpret research, and to conduct small scale investigations in a range of contexts such as classrooms or schools, or within another setting in which learning opportunities are afforded. These settings might include online communication, outdoor education, excursions, coaching, tutoring, and informal learning associated with home and community contexts. The kinds of research questions considered might include pedagogy, curriculum, policy, and organizational issues, and might consider the perspectives of students, teachers, parents, policymakers and/or the broader community. In preparing an individual research proposal, you will draw upon the research literature to develop your topic and to select a form of inquiry that is suited to it.
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 Prerequisites: 144 credit points including 72 credit points from Education including (EDSE3045 and EDSE3063) Corequisites: EDSE4042, EDSE4043 Assessment: 3000wd presentation and summary (50%) and 3000wd resource portfolio (50%)
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: 144 credit points including 72 credit points from Education including (EDSE3045, EDSE3046, EDSE3063, EDSE3064) Corequisites: EDSE4028, EDSE4042, EDSE4043 Assessment: 3000wd assignment (50%) and 3000wd essay (50%)
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: 144 credit points including 72 credit points from Education including (EDSE3051, EDSE3068) and 12 intermediate credit points from any of (Biology, Microbiology, Plant Science or Ecology) Assessment: individual presentation (30%) and unit development (70%)
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: 144 credit points including 72 credit points from Education including (EDSE3051 and EDSE3068) and 12 credit points from (CHEM2401, CHEM2402, CHEM2916, CHEM2404, CHEM2403) Assessment: individual presentation (30%) and unit development (70%)
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 1 Classes: 2x2-hr seminars/wk for 6 wks, 2x6-hr field experiences Prerequisites: 144 credit points including 72 credit points from Education including (EDSE3051 and EDSE3068) and 12 intermediate credit points of Geosciences Assessment: 1800wd teaching program (30%) and 4200wd plan with resource list (70%)
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 Louise Sutherland Session: Semester 1 Classes: 1x3-hr seminar/wk for 8 wks, 1x1-hr lecture/wk for 3 wks Prerequisites: 144 credit points including 72 credit points from Education including (EDSE3051 and EDSE3068) and 12 intermediate credit points of Physics Assessment: 1250wd individual presentation (30%) and 4750wd development of unit (70%)
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 plan units of work and assess students' achievements.
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: 144 credit points including 72 credit points from Education including (EDSE3041 and EDSE3059) Corequisites: EDSE4042, EDSE4043 Assessment: assessment task (30%) and program of work (30%) and eLearning task (40%)
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 WAM of at least 70 across the following third and fourth year units (with the fourth year weighted double): EDSE3072, EDSE4042, EDSE4046, 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: Assoc Prof David Evans Session: Semester 2 Classes: 1x2-hr seminar/wk for 10 wks, 7x1-hr lectures, individual supervision Prerequisites: WAM of 70 or more Assessment: 3000wd proposal (50%) and seminar presentation/participation (25%) and online submissions (5x5%)
Note: Department permission required for enrolment
Note: Students must achieve a mark of 70 or more to proceed to the Education Honours unit
This unit will provide an introduction to the Honours program, and facilitate the development of a research project that will be conducted as part of EDUF4021. Students will develop an understanding of a range of education research methodologies through participating in seminars, online discussions, attending lectures for Reading and Designing Research (EDUF4044), and under the supervision of an academic member of staff. They will demonstrate their emerging understanding in their specific field of research through the development of a research proposal, including a detailed literature review, and oral presentation to their peers.

YEAR 5

In the fifth year, candidates must complete 48 credit points of units of study, comprising:
- 24 credit points of Curriculum and Professional Studies 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 24 credit points of units of study from one of the following options:
Option 1
one Education Three Optional Unit and the following units:-
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: 144 credit points including 108 credit points of Education Corequisites: EDSE5008 Assessment: in-class project (36%) and essay (25%) and group project (25%) and in-school project (14%)
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 resource staff from the Faculty's partnership regions and schools.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 30 days in-school experience Prerequisites: 192 credit points including 108 credit points of Education including (EDSE3073 and EDSE4043) Assessment: Satisfies requirements/Fail (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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.
Option 2
one Education Three Optional Unit and the following units:-
EDSE5013 Responding to Diverse Needs in Schools

Credit points: 12 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 2 Classes: 1x2-hr lecture/wk for 7 wks, 1x3-hr tutorial/wk for 7 wks, 1x2-hr workshop/wk for 7 wks, school visits, online activities Prerequisites: 144 credit points including 108 credit points of Education including EDUF3031 Corequisites: EDSE5008 Assessment: 4000wd project with presentation (35%) and 2500wd situation analysis (20%) and 3000wd lesson planning (30%) and 2500wd online submissions (15%)
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 Tony Loughland Session: Semester 1,Semester 2 Classes: 30 days in-school experience Prerequisites: 192 credit points including 108 credit points of Education including (EDSE3073 and EDSE4043) Assessment: Satisfies requirements/Fail (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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.
Option 3
one Education Three Optional Unit and the following units:
EDSE5014 Teaching International English

Credit points: 12 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 2 Classes: 2x2-hrs/wk for 9 wks, 1x3-hr seminar/wk for 9 wks, 9-hrs classroom observation Prerequisites: 144 credit points including 72 credit points of Education Assessment: 3600wd reflective report (30%) and 2400wd language analysis (20%) and 6000wd portfolio (50%)
The field of teaching English as a second or foreign 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.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Dr Tony Loughland Session: Semester 1,Semester 2 Classes: 30 days in-school experience Prerequisites: 192 credit points including 108 credit points of Education including (EDSE3073 and EDSE4043) Assessment: Satisfies requirements/Fail (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 1
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.

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: Assoc Prof David Evans Session: Semester 2 Classes: 3x2-hr seminars, individual supervision Prerequisites: Meet requirements for EDUF4020 with a grade of 70 or greater Assessment: 5000wd research report (70%) and seminar presentation (30%)
Note: Department permission required for enrolment
In this unit, students will undertake a research project developed as part of EDUF4020 under the supervision of an academic member of staff, and possibly as part of a team. Students will demonstrate a deep understanding of their research project, including links to the analysis of data, interpretation of the literature in relation to their research findings, knowledge of the research methods utilised, and understanding of relevant ethical issues. Under the direction of their supervisor, will develop a research report for examination and dissemination to the wider research field, and make a presentation to peers and colleagues within the Faculty.
CALCULATION OF HONOURS WAM
The Honours WAM (HWAM) is calculated by averaging the following fourth year (level 4000) education units (weighted 2), fifth year (level 5000) education units (weighted 3) and the honours units A and B (weighted 6): EDSE4042, EDSE4046, EDSE4044, Teaching Area Units 3A and 3B, EDSE5*** (Fifth year option unit), EDUF4020, EDUF4021.

EDUCATION THREE OPTIONAL UNITS

for Year 5
EDUF3026 Global Poverty and Education

Credit points: 6 Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr tutorial/wk for 9 wks Prerequisites: 42 credit points. Assessment: 2500wd essay (35%) and 2000wd critical review (35%) and 1000wd response with workshop presentation (30%)
This unit of study explores relationships between education, poverty and development in international contexts, particularly in the global South. It acknowledges the importance of a broad-ranging view of development, including its economic, political, and cultural dimensions. The unit examines key indicators related to poverty and education, and explores the educational implications of the Millenium Development Goals (MDGs) in the global South. The roles of multilateral, bilateral and non-state agencies in educational development is investigated to discuss the multiple actors in global development and the politics of aid. Case studies of educational development processes in specific countries are used to contextualise the key issues explored in the unit and to provide students with an understanding of how development reforms are experienced and contested at local, regional, and national levels. The unit is especially designed for those who have an interest in developing countries, who may be teaching or writing about development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.
EDUF3028 Mentoring in Educational Contexts

Credit points: 6 Teacher/Coordinator: Dr Lesley Scanlon Session: Semester 2 Classes: 1x1-hr lecture/wk for 9wks, 1x2-hr seminar/wk for 9wks Prerequisites: 42 credit points Assessment: seminar presentation (20%) and 2500wd seminar paper (40%) and 2500wd essay (40%)
Mentoring is increasingly used to assist in transitional educational situations such as the transition to teaching, transition from primary to high school and transition from junior to senior school. Mentoring provides the mentor with the opportunity to make meaning of their experiences and to share these experiences with the mentee. Mentoring provides the mentee with support, guidance and challenge within the unfamiliar community of practice they are entering. In educational contexts mentoring as theory and practice has assumed critical importance in introducing pre-service teachers to the professional practice of teaching. This unit of study examines mentoring in schools and universities and other organisational structures. Students use a range of sociological theories and constructs in order to develop a critical understanding of mentoring as professional practice and to devise a mentor programme suitable for implementation in an educational setting of their own choosing.
EDUF3029 Psychology of Learning and Teaching

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 and EDUF2006 Assessment: 2-hr take home exam (30%) and 2000wd essay (40%) and group essay (15%) and group presentation (15%)
This unit of study examines four themes from current research on learning and teaching which have significant implications for enhancing learning outcomes in educational settings: (1) the self-system, learning and achievement; (2) collaborative learning: cognitive and motivational factors; (3) information processing and the design of instruction; and (4) learning from text, illustrations and multimedia. Each of these themes is defined by a central question (e.g. how is the self-system organised and what is its relationship to student achievement?) which is examined through several bodies of related recent research. In addition to lectures on each theme, students present the results of their collaborative self-directed research on one of the themes in a series of presentations held in the last five 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 in each of the four themes considered, 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 Helen Proctor Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x2-hr seminar/wk for 9 wks Prerequisites: 42 credit points Assessment: 1500wd reading guide (30%) and 2500wd essay (45%) and 1000wd take-home examination (25%)
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. 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 Australian schooling from the colonial period to the twenty-first century with a particular emphasis on the period from the 1950s.