Bachelor of Education (Primary Education)

Unit of study descriptions

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

YEAR 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education One units;
- 24 credit points of Curriculum and Professional Studies units; and
- 12 credit points of Junior (level 1000) units of study, chosen from Arts and Social Sciences Table A or Science Table 1 or the Business School.

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.

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: 20min seminar presentation (20%) and 1800-2000wd essay (35%) and 2600wd essay/resource guide (45%)
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.
EDUP1004 Science Concepts 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Armstrong Osborne Session: Semester 1 Classes: 2x1-hr lectures/wk for 8wks, 1x2-hr workshop/wk for 8wks, 1x4-hr weekend field trip Assessment: written assignments (2x 20%), fieldwork (10%) and exam (50%)
This unit of study provides students with a background in science, children's understanding of scientific concepts and science as a human endeavour relating to biology and chemistry, relevant to their curriculum studies in K-6 Science. The coursework will consist of four hours per week, made up of lectures and workshops, a four-hour field excursion and self-directed or assigned activities.
EDUP1001 Creative Arts 1

Credit points: 6 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 2 Classes: 1x1-hr lecture/wk, 1x2-hr workshop/wk Assessment: arts learning experiences assignment (65%) and reflective scrapbook (35%)
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.
EDUP1003 Mathematics and Numeracy

Credit points: 6 Teacher/Coordinator: Dr Heather McMaster, Dr Jennifer Way Session: Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Assessment: 2500wd portfolio of tasks (30%) and 500wd reflective report (15%) and oral presentation (30%) and 1500wd poster (25%)
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 through an inquiry learning approach. 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:
- 12 credit points of Education Two units; and
- 36 credit points of Curriculum and Professional Studies units.

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

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: 48 credit points including 24 credit points of Primary Education Curriculum and Professional Studies units Assessment: 2x2000wd assignments (2x50%)
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: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: 7x300wd weekly responses (50%) and 2000wd unit outline and lesson plans (50%)
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 focussed 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 Indigenous Australian Education

Credit points: 4 Teacher/Coordinator: Ms Sharon Galleguillos Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: facilitated discussion (20%) and resource evaluation (40%) and 1500wd essay (40%)
This unit of study is a compulsory unit in the primary education program. It 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 and developing their knowledge and skills to address the learning needs of Indigenous students in diverse contexts. It highlights the significance of embedding Aboriginal content and perspectives in the curriculum for all students and develops an understanding of Australia's shared history. The importance of consultation and ongoing engagement with Indigenous communities is emphasised and key stakeholders in Indigenous education identified. 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: Dr Robyn Gibson Session: Semester 1 Classes: 1x1hr lecture/wk, 1x2-hr workshop/wk Prerequisites: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: unit of work or resource kit (65%) and continuation of reflective scrapbook as a blog (35%)
This unit comprises four Creative Arts components: Dance, Music, Visual Arts and Drama. It continues to develop both theoretical and practical/studio work across a range of art forms appropriate for primary age children. Attendance in both lectures and workshops is mandatory.
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: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: 5x 300wd reading reflections (40%) and 2500wd assessment report (60%).
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: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: 1200wd physics assignment (20%) and 600wd excursion report (10%) and 1200wd geoscience investigation (20%) and 3hr exam (50%)
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: Catherine Smyth Session: Semester 2 Classes: 1x1-hr lecture/wk for 11 wks, 1x1-hr tutorial/wk for 11 wks Prerequisites: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Assessment: 2000wd group task with individual component (50%) and 2000wd HSIE K-6 portfolio and reflection (50%)
This is the first of three units of study in the B.Ed (primary) teaching program focusing on Human Society and its Environment (HSIE K-6). HSIE is a Key Learning Area that provides opportunities for primary students to learn about cultural identity and cultural diversity. We will examine relevant policies 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 and appreciation of cultural diversity.
EDUP2010 Professional Experiences 2 (Primary)

Credit points: 4 Teacher/Coordinator: Dr Christine Preston Session: Semester 2 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr tutorial/wk for 10 wks, 15 days professional experience Prerequisites: 48 credit points including 24 credit points of Primary Education Curriclum and Professional Studies units Prohibitions: EDUP2003, EDUP2027 Assessment: 1000wd lesson plan (25%) and 3000wd portfolio (75%) and successful Professional Experience placement (mandatory)
This unit incorporates a 15-day Professional Experience and continues students' development as reflective practitioners. The professional experience 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 (NSW Institute of Teachers Professional teaching standards, Elements 3, 4 & 5). 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 experiences in schools.

YEAR 3

In the third year, candidates must complete 48 credit points of units of study, comprising:
- 48 credit points of Curriculum and Professional Studies units.
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: 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.
EDUP3001 PDHPE 2: Active Healthy Primary Schools

Credit points: 4 Teacher/Coordinator: Dr Louisa Peralta Session: Semester 1 Classes: 1x2-hr workshop/wk for 12wks Prerequisites: 96 credit points including 60 credit points of Primary Education Curriculum and Professional Studies units Assessment: Dance log (25%) and peer teaching experience (25%) and whole class teaching experience and written component (50%)
In this second unit of study focusing on HPE students will continue to gain experience in 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 K-6 HPE 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 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: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units Assessment: 2000wd individual portfolio (50%) and 2000wd contribution to group task with individual component (50%)
Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge, understandings, skills and values inherent in HSIE K-6 provide opportunities for the primary learner to explore cultures and social systems and structures as well as the disciplines of history and geography. This unit of study, strongly aligned with the NSW Institute of Teachers Graduate Teacher Standards, provides an overview of the NSW Board of Studies HSIE K-6 syllabus documents, various policies and the new Australian curriculum. You will learn about the central concepts, modes of enquiry and structure of HSIE and consider research-based pedagogies for teaching HSIE in a primary classroom.
EDUP3003 Teaching in Multilingual Classrooms

Credit points: 4 Session: Semester 1 Classes: 1x2-hr tutorial/wk for 10 wks Prerequisites: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units Assessment: language analysis of texts (10%) and a sequence of lessons (40%) and a portfolio of tasks (50%)
One in six students in NSW is developing English as an additional language and 25% of students come from bilingual/bicultural backgrounds. This unit explores strategies to engage and scaffold students learning to achieve challenging outcomes. Participants will develop understandings of the social and political contexts for the development of spoken and written competency in everyday and academic English for students learning English as an additional language or dialect (EAL/D).
EDUP3008 Creative Arts 3

Credit points: 4 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 1 Classes: 1x1-hr lecture/wk for 2 wks, 1x2-hr workshop/wk for 11 wks Prerequisites: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units Assessment: Continuation of reflective scrapbook (40%) and unit of work (60%)
This unit builds on arts experiences in Year 1 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 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.
EDUP3004 Mathematics Education 2

Credit points: 4 Teacher/Coordinator: Assoc Prof Janette Bobis Session: Semester 2 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 6 wks, 1x2-hr school based project work/wk for 4 wks Prerequisites: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units Assessment: Teaching resource project incorporating IT/multi-media (40%) and mini program of work containing 3-4 lesson plans and lesson evaluations (60%).
In this unit students will focus on the content strand of Measurement & Geometry, and the proficiency strand, Working Mathematically. The role mathematics plays in developing numeracy will be examined in the light of the content areas covered in this unit.
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: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units Assessment: 1x 2000wd analysis of child's writing sample (50%) and 1x 2000wd multimodal artefact collection and lesson sequence (50%)
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 one and two. 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: Ms Vilma Galstaun Session: Semester 2 Classes: 1x1-hr lecture/wk for 6 wks, 1x1-hr workshop/wk for 5 wks, 20 days professional experience Prerequisites: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units 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%)
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 on the diverse learning needs of students. Students will develop their knowledge on how students learn from the university-based classes in the first half of the unit of study. In the second half, they 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 3, 4 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: 96 credit points including 60 credit points of Primary Education Curriculum and Professional Studies units Assessment: presentation (15%) and 2000wd critical essay (50%) and team practical project with 1000wd individual reflection (35%)
Through an examination of the learning processes 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 is supported by exploring the content strands of Built Environments, Information and Products and the Chemical World content strands. It considers aspects of curriculum planning, classroom management, development/selection of activities and resources relevant to the teaching of technology in the primary school 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: 96 credit points including 60 credit points of Primary Curriculum and Professional Studies units and EDUP3001 Assessment: scope & sequence (40%) and unit of work (60%)
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 & 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

ADMISSION TO HONOURS
To qualify for admission to the honours degree a student must have a WAM of at least 70 across the following second and third year units (with the third year weighted double): EDUP2002, EDUP2004, EDUP2006, EDUP2007, EDUP2005, EDUP2008, EDUP2009, 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: 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 4

In the fourth year, candidates must complete 48 credit points of units of study, including:
- 28 credit points of Curriculum and Professional Studies units; and
- 8 credit points of Primary Four Optional units; and
- 12 credit points of Education Three Optional units.

Curriculum and Professional Studies Units

EDUP4018 Science and Technology (K-6) 2

Credit points: 4 Teacher/Coordinator: Dr Louise Sutherland Session: Semester 1 Classes: 1x1-hr lecture/wk for 5 wks, 1x2-hr seminar-workshop/wk for 9 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: presentation (25%) and 2000wd critical essay (50%) and analysis of existing unit (25%)
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: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 3000wd assessment-based report (65%) and concept presentation (35%)
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: Assoc Prof Alyson Simpson Session: Semester 1 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr workshop/wk for 5 wks, 1x2-hr workshop/wk for 5 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: literature circle assignment (40%) and drama based response assignment (50%) and quiz (10%)
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. Literary texts such as picture books, novels, plays and poetry as well as other 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 emphasis will be on developing children's critical comprehension and imaginative composition through strategies that encourage creative response 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 will also be an important component of this unit.
EDUP4079 Professional Experiences 4 (Primary)

Credit points: 4 Teacher/Coordinator: Dr Nicole Brunker Session: Semester 1 Classes: 1x1-hr tutorial/wk for 2 wks, 1x2-hr tutorial/wk for 4 wks, 1x2-hr forum, 15 days professional experience Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units including EDUP1002 and EDUP2010 Assessment: Viva Voce (40%) and reflective plan (10%) and satisfactory professional experience report (50%)
This unit plays a significant role in student self-assessment of their attainment of the National Teaching standards of the Australian Institute for Teaching and School Leadership (AITSL). In doing so, the unit supports students to access strategies to develop all aspects of the graduate standards, while making substantial input to the development of AITSL professional teaching standards 6 and 7. The lectures, forum and tutorials will explore the standards, with a focus on examining students' beliefs, evidence of current attainment, needs for development and steps to achieve full attainment of the standards. Assessment tasks are designed to support students to draw together evidence to demonstrate attainment and also identify areas for further development and achievable steps to be undertaken during their 15 day professional experience. The final assessment task will engage the students in reflection on an identified need in a school, which will be the stimulus used to develop a focus on their own professional needs. This professional need will be further explored through action learning within EDUP4017: Professional Experiences 4 (Primary).
EDUP4017 Professional Experiences Internship

Credit points: 4 Teacher/Coordinator: Dr Nicole Brunker Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 5 wks, 1x1-hr tutorial/wk for 5 wks, 30 days internship Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and EDUP4079 Assessment: peer assessment (50%) and paired research report presentation (50%) and satisfactory internship
Note: Department permission required for enrolmentin the following sessions:Semester 1
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 6 & 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 an action 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: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: reflective journal and professional statement (30%) and planning and implementation of 14 tutoring sessions (50%) and 4 x online tasks (4x 5%)
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 numeracy plans. From these experiences, students will develop a professional statement and journal making links between practice and the research literature based on their school-based work.
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: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 2000wd contribution to group assignment with individual component (50%) and 2000wd individual task with reflections(50%)
This Unit will build on the understanding of the K-6 Key Learning Area of Human Society and its Environment (HSIE) and the Australian curriculum. Students will increase their content and pedagogical knowledge of the subject as well as develop their professional skills through the practical tasks this Unit provides. Students will explore ways that primary teachers can apply cross- curriculum content and perspectives in HSIE to address literacy and numeracy outcomes. This Unit is designed to develop students' professional skills as they collaboratively plan inquiry -based teaching and learning materials and as well as reflect critically on their own practice.

Primary Four Optional Units

EDUP4007 Primary Languages A

Credit points: 4 Teacher/Coordinator: Assoc Prof Lesley Harbon Session: Semester 1 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 10 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 2000wd essay (50%) and 2000wd lesson plans (50%) and teaching episode (pass/fail)
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: Assoc Prof Lesley Harbon Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and EDUP4007 Assessment: 2000wd intercultural task part A (40%) and 1000wd intercultural task part B (35%) and 1000wd PowerPoint presentation (25%)
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: Cathy Little Session: Semester 1 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 1500wd literature review (35%) and 1500wd discussion paper (35%) and 750wd summative overview and response postings (20%) and in-class participation (10%).
Meeting the education needs of students with disabilities, sensory and physical disabilites, 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 the education practice that is required to assist teachers meet the requirements of this policy and legislation. Further, it will offer students an opportunity to refine their professional reading skills, and 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: Cathy Little Session: Semester 2 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 144 credit points including (72 credit points of Primary Curriculum and Professional Studies units and EDUP4009) Assessment: 2000wd professional statement (40%) and 20min in-class presentation (30%) and 750wd pamphlet (20%) and in-class participation (10%).
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 manage 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: Ms Vilma Galstaun Session: Semester 1 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 1000wd online resources (20%) and ICT project (60%) and online reflective journal (20%)
This unit builds on student's knowledge and skills gained from their previous ICT related units of study. Technical aspects will be drawn from the use of ICT tools and construction of appropriate ICT teaching and learning resources, presentation software and desktop publishing. The unit will deal with aspects of technology for teachers' professional practice, the evaluation of IT related resources for the classroom and the integration of IT into teaching and learning.
EDUP4067 IT in the Primary Classroom B

Credit points: 4 Teacher/Coordinator: Ms Vilma Galstaun Session: Semester 2 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and EDUP4066 Assessment: web resource (60%) and peer reviews (20%) and reflective journal (20%)
This unit builds on earlier ICT based experiences in Education 1 and IT in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary information and communication technologies in the Primary classroom. Technical aspects will be drawn from the use of Web 2.0 tools and applications using Web 2.0 technologies. By immersing ICT tools as part of assignments and activities, the unit of study will provide students with hands-on experiences in developing/designing learning and teaching resources relevant to the primary classroom.
EDUP4068 TESOL (A) Special Course

Credit points: 4 Session: Semester 1 Classes: 1x2-hr tutorial/wk for 10 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: text analysis (25%) and tasks to support the use and understanding of grammar (25%) and teaching language in context (50%)
This unit builds on work completed in EDUP3003 and is based around teaching principles derived from current sociocultural theory: callenge, engagement, assisted performance and handover. The course will assist students to make decisions about appropriate group/classrooom strategies across the curriculum in the broad areas of speaking, listening, reading/viewing and writing. The UOS will include a substantial focus on grammar and how to use grammatical knowledge to both design effective lessons and assess students' strengths and areas of need. There will also be a component in this UOS that looks specifically at the needs of the children of refugee parents.
EDUP4069 TESOL (B) Special Course

Credit points: 4 Session: Semester 2 Classes: 1x2-hr tutorial/wk for 9 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and EDUP4068 Assessment: language analysis (20%) and essay (40%) and a sequence of lesssons (40%)
This unit builds on EDUP4068 and focuses on issues relating to TESOL in schools: the organisation and provision of EAL/D support, the development of intercultural skills and understanding, improving the education experiences and outcomes of children from bilingual/bicultural backgrounds.
EDUP4070 Integrated Arts (A) Special Course

Credit points: 4 Teacher/Coordinator: Dr Robyn Gibson Session: Semester 1 Classes: 2-hrs/wk for 12 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: participation in in-school experience (45%) and group presentation (20%) and reflective scrapbook derived from the in-school experience including planning processes for the work undertaken and written critical reflections (35%). Length, complexity and format appropriate for a final year unit of study within the discipline of the Creative Arts. Criteria will be negotiated jointly.
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: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and 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%)
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: Ms Sharon Galleguillos Session: Semester 1 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units Assessment: 1000wd Indigenous Histories - People and Events report and PowerPoint presentation (30%) and Quality Teaching for Indigenous Students essay (30%) and NAIDOC or Reconciliation Week lesson plans (3 lesson plans in preparation for practicum) (40%)
This unit of study aims to develop skills and knowledge that will enable students to address the many issues that face Indigenous students in the school environment. The unit focuses on the application of Aboriginal Studies in primary education and builds on the knowledge and skills gained in EDUP2006 Indigenous Australian Education. It is structured so that students, through lectures and workshops throughout Semester 1, are prepared to undertake their Practicum at a primary school with a significant cohort of Indigenous students and an Aboriginal Education Officer (AEO). Students will be guided in the application of more extensive consultative mechanisms with Aboriginal communities, organisations and individuals.
EDUP4073 Koori Kids in School B (Special Course)

Credit points: 4 Teacher/Coordinator: Ms Sharon Galleguillos Session: Semester 2 Classes: 1x2-hr seminar/wk for 9 wks Prerequisites: 144 credit points including 72 credit points of Primary Curriculum and Professional Studies units and EDUP4072 Assessment: 1000wd role of the Aboriginal Education Officer report and PowerPoint presentation (30%) and 1000wd role of the District Office report (30%) and 1500wd excursion resource (40%)
This unit of study will build on the knowledge gained in Koori Kids in School A. The focus of this unit will be to further develop skills in preparation for their final practicum (internship) at a primary school with a significant cohort of indigenous students and an Aboriginal Education Officer (AEO). Students will participate in workshops given by Department of Education and Training personnel concerning Indigenous education within districts throughout NSW. This unit of study will deepen the understanding of contemporary and traditional Indigenous Australian culture, skills and knowledge and how this affects learning through practical engagement with Indigenous students, educators and communities.

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 third year (level 3000) education units (weighted 2), fourth year (level 4000) education units (weighted 3) and the honours units (weighted 6): EDUP3002, EDUP3003, EDUP3008, EDUP3009, EDUP3034, EDUP4018, EDUP4074, EDUP4076, EDUP4077, EDUP4080, EDUF4020, EDUF4021.

EDUCATION THREE OPTIONAL UNITS

for Year 4
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr seminar/wk for 12 wks Prerequisites: 42 credit points Assessment: seminar presentation (20%) and 1500wd essay (30%) and weekly refelections (50%)
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.
EDUF3027 International Education

Credit points: 6 Teacher/Coordinator: Dr Nigel Bagnall Session: Semester 1 Classes: 1x1-hr lecture/wk for 10 wks, 1x2-hr workshop/wk for 10 wks Prerequisites: 42 credit points Assessment: 1x 600wd workshop paper (10%) and workshop presentation (20%) and 1-hr take home exam (30%) and 2400wd essay (40%)
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, in particular youth transition, 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, Germany and Brazil. The unit will appeal to students who are likely to work in the increasingly global world of teaching and may be involved in latter years in working in organizations such as UNESCO, the OECD or the World Bank.
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 Assessment: 1000wd analysis of curriculum document (20%) and 500wd seminar presentation (40%) and 2500wd related paper on a curriculum phenomenon (40%)
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 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.
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.