University of Sydney Handbooks - 2012 Archive

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

Units of study

Unit of study Credit points A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition Session

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

Candidates must complete 240 credit points of units of study comprising:

YEAR 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education One units of study;
- 12 credit points of Junior (level 1000) units of study in Mathematics as the first teaching area (the Major sequence), chosen from Science 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
6    N EDUF1011
Semester 1
EDUF1019
Human Development and Education
6    N EDUF1012
Semester 2

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
6    P (EDUF1018 and EDUF1019) or 30 junior credit points
Semester 1
EDUF2007
Social Perspectives on Education
6    P (EDUF1018 and EDUF1019) or 30 junior credit points
Semester 2

Curriculum and Professional Studies Units

EDSE2001
Craft Knowledge and Prof Practices 1
6    P 48 credit points including 12 credit points of Education
Semester 1
EDSE2002
Indigenous Education: Secondary Schools
6    P 42 cpts including EDUF1018 and EDUF1019
Semester 2

YEAR 3

In the third year, candidates must complete 48 credit points of units of study, comprising:
- 36 credit points of Curriculum and Professional Studies units of study including 24 credit points of Teaching Area units; and
- 12 credit points of Senior (level 3000) units of study in Mathematics as the first teaching area (the Major sequence) chosen from Science Table 1.

Curriculum and Professional Studies Units

EDSE3072
Craft Knowledge and Prof Practices 2
4    P 72 credit points including 36 credit points of Education, including EDSE2001 and EDSE2002.
Semester 2
EDSE3073
Professional Experience A
2    P 72 credit points including 24 credit points of Education, EDSE2001 and two of the following: EDSE3037, EDSE3038, EDSE3040, EDSE3041, EDSE3042, EDSE3043, EDSE3044, EDSE3045, EDSE3046, EDSE3047, EDSE3048, EDSE3049, EDSE3050, EDSE3051, EDSE3078, EDBT5610
Semester 2
EDUF3031
Positive Approaches to Special Education
6    P 96 credit points
Semester 1
Semester 2
Teaching Area Units
EDSE3045
Teaching Mathematics 1A
6    P 54 credit points including 24 credit points of Education and EDSE2001 and 12 credit points of Intermediate Mathematics
Semester 1b
EDSE3046
Teaching Mathematics 1B
6    P 54 credit points including 24 credit points of Education and EDSE2001 and 12 credit points of Intermediate Mathematics.
C EDSE3045
Semester 1b
EDSE3063
Teaching Mathematics 2A
6    P EDSE3045 plus 12 credit points of intermediate mathematics or statistics
Semester 2
EDSE3064
Teaching Mathematics 2B
6    P EDSE3045, EDSE3046 and 12 credit points of intermediate mathematics or statistics
C EDSE3063
Semester 2
EDSE3051
Teaching Science 1A
6    P 54 credit points including 24 credit points of Education and EDSE2001; 12 intermediate credit points in one Science Area (either Chemistry, Biology, Geology or Physics); + 12 junior credit points in either Chemistry or Physics.
Semester 1b
EDSE3068
Teaching Science 2A
6    P EDSE3051 and 12 intermediate credit points of science
Semester 2
EDSE3041
Teaching Geography 1
6    P 54 credit points including 24 credit points of Education including EDSE2001 and 12 Intermediate credit points of Geography
Semester 1b
EDSE3059
Teaching Geography 2
6    P EDSE3041 plus 12 intermediate credit points of Geography
Semester 2

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
6    P 108 credit points including 36 credit points of Education, including EDSE3073, EDSE2001, EDSE3072 and four of the following EDSE3037, EDSE3038, EDSE3040, EDSE3041, EDSE3042, EDSE3043, EDSE3044, EDSE3045, EDSE3046, EDSE3047, EDSE3048, EDSE3050, EDSE3051, EDSE3056, EDSE3057, EDSE3058, EDSE3059, EDSE3060, EDSE3061, EDSE3062, EDSE3063, EDSE3064, EDSE3065, EDSE3067, EDSE3068, EDSE3071, EDSE3074, EDSE3075, EDSE3076, EDSE3077, EDSE4034, EDSE4035
Semester 1
EDSE4043
Professional Experience B
2    P 108 credit points including 30 credit points of Education , EDSE2001, EDSE3072, EDSE3073 and two of the following: EDSE3056, EDSE3057, EDSE3058, EDSE3059, EDSE3060, EDSE3061, EDSE3062, EDSE3063, EDSE3064, EDSE3065, EDSE3071, EDSE3067, EDSE3068, EDBT5660, EDSE3077, EDSE4034
C EDSE4042
Semester 1
EDSE4046
Language, Literacy and Diversity
6    P 108 credit points including 36 credit points of Education
C EDSE4042, EDSE4043
Semester 1
EDSE4044
Information Technology in Schools
4    P 108 credit points including 30 credit points of Education. EDSE2001, EDSE3072 and EDSE3073
Semester 2
EDUF4044
Reading and Designing Research
6    P 96 credit points including EDUF2006 and EDUF2007
Semester 2
Teaching Area Units
EDSE4028
Teaching Mathematics 3A
6    P EDSE3045 and EDSE3063
C EDSE4042, EDSE4043
Semester 1
EDSE4029
Teaching Mathematics 3B
6    P EDSE3045, EDSE3046, EDSE3063 and EDSE3064
C EDSE4028, EDSE4042 and EDSE4043
Semester 1
EDSE4047
Teaching Science Elective: Biology
6    P EDSE3051, EDSE3068 and 6 Intermediate credit points from (Biology, ENVI2111 or PLNT2002)
Semester 1
EDSE4048
Teaching Science Elective: Chemistry
6    P EDSE3051 & EDSE3068 and any two of (CHEM2401 or CHEM2402, or CHEM2916 or CHEM2404 or CHEM2403)
Semester 1
EDSE4049
Teaching Science Elective: EES
6    P EDSE3051 and EDSE3068
Semester 1
EDSE4075
Teaching Science Elective Physics
6    P EDSE3051 and EDSE3068 and any two of (PHYS2011 or PHYS2012 or PHYS2013)
Semester 1
EDSE4024
Teaching Geography 3
6    P EDSE3041 & EDSE3059
C EDSE4042, EDSE4043
Semester 1

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 12 credit points of units of study listed below instead of EDUF4044 from Semester 2 of Year 4 (2012) and one Education Three Optional unit from Semester 2 of Year 5 (2013).
EDUF4020
Education Honours Preliminary
6    P WAM of 75 or more

Note: Department permission required for enrolment

Semester 2
EDUF4021
Education Honours Dissertation
6    P Meet requirements for EDUF4020 with a grade of 70 or greater

Note: Department permission required for enrolment

Semester 2
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 10): EDSE4042, EDSE4046, EDSE4044, EDSE4*** (Curriculum 3A), EDSE4*** (Curriculum 3B), EDSE5*** (Fifth year option unit), EDUF4020, EDUF4021.

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.
Candidates who also wish to complete a science area major must complete 24 level 3000 units in this area.

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:-
EDGU2000
Teaching English Internationally 1
6    P 144 credit points including 78 credit points of Education
C EDSE5008 and EDGU3000
Semester 1
EDGU3000
Teaching English Internationally 2
6    P 144 credit points including 78 credit points of Education
C EDGU2000 and EDSE5008
Semester 1
EDSE5008
Internship
6    P 192 credit points including 78 of Education and EDSE3073 and EDSE4043

Note: Department permission required for enrolmentin the following sessions:Semester 2,

Semester 1
Semester 2
Option 2
one Education Three Optional Unit and the following units:-
EDSE5010
Meeting the Needs of Cultural Diversity
12    P 144 credit points including 78 credit points of Education
C EDSE5008
Semester 1
EDSE5008
Internship
6    P 192 credit points including 78 of Education and EDSE3073 and EDSE4043

Note: Department permission required for enrolmentin the following sessions:Semester 2,

Semester 1
Semester 2

EDUCATION THREE OPTIONAL UNITS

for Year 5
EDUF3023
Sport: Contemporary Educational Issues
6    P 42 credit points
Semester 1
EDUF3027
International Education
6    P 42 credit points
Semester 1
EDUF3028
Mentoring in Educational Contexts
6    P 42 credit points
Semester 1
EDUF3030
Australian Schooling Systems
6    P 42 credit points
Semester 1
EDUF3032
Curriculum and Evaluation
6    P 42 credit points
Semester 1
EDUF3026
Global Poverty and Education
6    P 42 credit points.
Semester 2
EDUF3029
Psychology of Learning and Teaching
6    P 42 credit points and EDUF2006
Semester 2

Unit of study descriptions

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

Candidates must complete 240 credit points of units of study comprising:

YEAR 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
- 12 credit points of Education One units of study;
- 12 credit points of Junior (level 1000) units of study in Mathematics as the first teaching area (the Major sequence), chosen from Science 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 Teacher/Coordinator: Dr Paul Ginns Session: Semester 1 Classes: 2x 1-hr lecture/wk and 1x 1-hr tutorial/wk commencing week 2 and 1x 1-hr mentoring seminar commencing week 2 Prohibitions: EDUF1011 Assessment: 1x 1.5hr exam (40%) and 2x 1000wd essays (2x20%) and 1x seminar presentation (20%)
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: 2x 1hr lecture/wk for 9 weeks and 1x2 hr tutorial/wk commencing wk 1 Prohibitions: EDUF1012 Assessment: 1x 1hr seminar presentation (40%) and 1 x2000wd essay (30%) and 1x2hr exam (30%)
This unit, which is the second part of Education 1 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 teaching from a 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. 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, 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 the Dynamic Systems Approach and the neurobiology of the brain. The unit will also consider the impact of history, culture, and social context on learning and development.

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 Richard Walker Session: Semester 1 Classes: 1x 2-hr lecture/wk and 1x 1-hr tutorial/wk Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: 1x tutorial presentations (oral & written) (30%) and 1x 2000 wd essay (40%) and 1x 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 Training policies, Good Discipline and Effective Learning, and Student Welfare.
EDUF2007 Social Perspectives on Education

Credit points: 6 Session: Semester 2 Classes: 1x 1hr lecture/wk and 1x 2-hr workshop/wk Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: workshop presentations (15%) and 1x 1000 wd literature review (15%) and 1x 4000 wd joint research project (35%) and 1x exam 1.5hrs (25%) and 1x oral presentation (10%)
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 communities of 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. Training is provided in the following Department of Education and Training policies and procedures: Aboriginal Education, Anti-Racism and Gender Equity.

Curriculum and Professional Studies Units

EDSE2001 Craft Knowledge and Prof Practices 1

Credit points: 6 Teacher/Coordinator: Dr Kelly Freebody Session: Semester 1 Classes: 1x 1-hr lecture/wk and 1x 2-hr seminar/wk for 12 wks practicum tasks Prerequisites: 48 credit points including 12 credit points of Education Assessment: 2 x assessment tasks including a practicum portfolio (60%) and 1 x teaching practice (40%)
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: 1x 1hr lecture/wk for 12 wks and 1x 2hr tutoral/wk for 12 wks Prerequisites: 42 cpts including EDUF1018 and EDUF1019 Assessment: 1x tutorial presentation (30%) and 1 x resource evaluation (30%) and 1 x 2500 wd 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. Examining Australia's history from Indigenous Australian perspectives will provide foundation to address issues impacting on the educational outcomes of Aboriginal and Torres Strait Islander students. An exploration of the diversity of Indigenous cultures will equip students with a knowledge of 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 Indigenous communities and key stakeholders. Through studying this unit, students will continue to construct their own identity as a teacher and acquire the knowledge and skills to create 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.

Curriculum and Professional Studies Units

EDSE3072 Craft Knowledge and Prof Practices 2

Credit points: 4 Teacher/Coordinator: Dr Dorothy Bottrell Session: Semester 2 Classes: 2x 1-hr lecture/wk and 1x 2-hr seminar/wk and 1x 1-hr tutorial or fieldwork/wk for 5 wks Prerequisites: 72 credit points including 36 credit points of Education, including EDSE2001 and EDSE2002. Assessment: 1x 1000wd presentation (30%) and 1x 1000wd lesson analysis (30%) and 1x 2000wd 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: Assoc Prof Di Bloomfield Session: Semester 2 Classes: 20 days of Professional Experience Prerequisites: 72 credit points including 24 credit points of Education, EDSE2001 and two of the following: EDSE3037, EDSE3038, EDSE3040, EDSE3041, EDSE3042, EDSE3043, EDSE3044, EDSE3045, EDSE3046, EDSE3047, EDSE3048, EDSE3049, EDSE3050, EDSE3051, EDSE3078, EDBT5610 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 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.
EDUF3031 Positive Approaches to Special Education

Credit points: 6 Teacher/Coordinator: Dr Ilektra Spandagou Session: Semester 1,Semester 2 Classes: 1x 1-hr lecture/wk for 12 wks and 1x 2-hr workshop for 6 wks and 20 hrs fieldwork placement Prerequisites: 96 credit points Assessment: 1x fieldwork report equiv 4000wds (40%); 1x tutorial presentation equiv 650wds (15%); 800wd professional statement (30%) and 3x 150wd reflective commentaries (15%)
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 1b Classes: 2x 2-hrs/wk for 8 wks Prerequisites: 54 credit points including 24 credit points of Education and EDSE2001 and 12 credit points of Intermediate Mathematics Assessment: 1x 2000wd group report (40%) and 1x 4000wd presentation and individual written reflection (60%)
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 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: 54 credit points including 24 credit points of Education and EDSE2001 and 12 credit points of Intermediate Mathematics. Corequisites: EDSE3045 Assessment: 1x 4000wd resource folder (60%) and 1x 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. 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: 2x 2-hrs/wk for 9 wks Prerequisites: EDSE3045 plus 12 credit points of intermediate mathematics or statistics Assessment: 1x 2500wd assignment (40%) and 1x 3500 wd assignment (60%)
This is the second 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 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 9 wks Prerequisites: EDSE3045, EDSE3046 and 12 credit points of intermediate mathematics or statistics Corequisites: EDSE3063 Assessment: 1x 3000wd portfolio of problems (50%) and 1x 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 1b Classes: 1x 1hr lecture/wk (wks 7-12) and 2hr workshops (wks 4, 5 and 6); 2x 2hrs workshop (wks 7-9; 11-13); 4hr workshop (wk 10) Prerequisites: 54 credit points including 24 credit points of Education and EDSE2001; 12 intermediate credit points in one Science Area (either Chemistry, Biology, Geology or Physics); + 12 junior credit points in either Chemistry or Physics. Assessment: Reflection on teaching science through inquiry (35%) and Lesson plan presentation (30%) and lesson plan and resource (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: 2x 2hr workshop-seminar/wk (wks 1-4; 10-12); 2hr workshop (wks 5-7) Prerequisites: EDSE3051 and 12 intermediate credit points of science Assessment: Reflection on presentation skills (20%); group seminar presentation (30%); group unit plan stage 5 (35%) and online contribution (15%)
This unit of study builds upon the work done in the prerequisite course Teaching Science 1 (Core). The unit is designed to develop students' understandings of: i. the nature of science teaching and children's learning of science, in the context of contemporary research and classroom practices, ii. the planning of science teaching and learning activities, in individual lessons and units of work, iii. the interpretation and implementation of syllabus aims, objectives, outcomes and content guidelines as well as school and system policies and regulations, iv. the integration of individual science disciplines within a multidisciplinary science curriculum.
EDSE3041 Teaching Geography 1

Credit points: 6 Teacher/Coordinator: Ms Kate Keeley Session: Semester 1b Classes: 1x 1-hr lecture/wk and 1x 1-hr tutorial/wk and 1x 2-hr seminar/wk Prerequisites: 54 credit points including 24 credit points of Education including EDSE2001 and 12 Intermediate credit points of Geography Assessment: 1x lesson plan task (30%) and 1x teaching and learning folder (30%) and 1x 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: 1x 1-hr lecture/wk and 1x 1-hr tutorial/wk and 1x 2-hr seminar/wk Prerequisites: EDSE3041 plus 12 intermediate credit points of Geography Assessment: 1x group/excursion task (30%) and 1x eLearning task (40%) and 1x literacy 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: 2x 1-hr lecture/wk and 1x 2-hr seminar/wk and 1x 1-hr tutorial/wk for 7 weeks Prerequisites: 108 credit points including 36 credit points of Education, including EDSE3073, EDSE2001, EDSE3072 and four of the following EDSE3037, EDSE3038, EDSE3040, EDSE3041, EDSE3042, EDSE3043, EDSE3044, EDSE3045, EDSE3046, EDSE3047, EDSE3048, EDSE3050, EDSE3051, EDSE3056, EDSE3057, EDSE3058, EDSE3059, EDSE3060, EDSE3061, EDSE3062, EDSE3063, EDSE3064, EDSE3065, EDSE3067, EDSE3068, EDSE3071, EDSE3074, EDSE3075, EDSE3076, EDSE3077, EDSE4034, EDSE4035 Assessment: 2 x assessment tasks including a group portfolio of tutorial presentations and reflections (50%) and a 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: Assoc Prof Di Bloomfield Session: Semester 1 Classes: 25 days Professional Experience Prerequisites: 108 credit points including 30 credit points of Education , EDSE2001, EDSE3072, EDSE3073 and two of the following: EDSE3056, EDSE3057, EDSE3058, EDSE3059, EDSE3060, EDSE3061, EDSE3062, EDSE3063, EDSE3064, EDSE3065, EDSE3071, EDSE3067, EDSE3068, EDBT5660, EDSE3077, EDSE4034 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. They will be expected to be more aware of the community beyond the school.
EDSE4046 Language, Literacy and Diversity

Credit points: 6 Teacher/Coordinator: Ken Cruickshank Session: Semester 1 Classes: 4-hrs/week for 8 weeks Prerequisites: 108 credit points including 36 credit points of Education Corequisites: EDSE4042, EDSE4043 Assessment: 1800wd report (30%) and 2400wd portfolio (40%) and 1800wd case study (30%)
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: 1x 2hr workshop/wk for 10 wks Prerequisites: 108 credit points including 30 credit points of Education. EDSE2001, EDSE3072 and EDSE3073 Assessment: 1x ICT project one (20%), 1x IWB project two (20%) and 1x ICT web project 3 (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/hypermedia. Students will be provided with an overview of the principles of designing multimedia/hypermedia resources to enhance the teaching/learning process. By immersing ICT tools as part of assignments and activities, the unit of study will provide students with hands-on experiences of designing/developing learning resources relevant to their curriculum subjects.
EDUF4044 Reading and Designing Research

Credit points: 6 Teacher/Coordinator: Associate Professor Debra Hayes, Dr Lina Markauskaite, Dr George Odhiambo Session: Semester 2 Classes: 2x 1-hr lecture/wk and 1x 2-hr workshop/wk and 1x 1-hr online activities/wk for 7 weeks Prerequisites: 96 credit points including EDUF2006 and EDUF2007 Assessment: 1x critical review of core readings (40%) and research brief (30%) and 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: 2x 2-hr seminar/wk for 9 wks Prerequisites: EDSE3045 and EDSE3063 Corequisites: EDSE4042, EDSE4043 Assessment: 1x 3000wd presentation and summary (50%) and 1x 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 9 wks Prerequisites: EDSE3045, EDSE3046, EDSE3063 and EDSE3064 Corequisites: EDSE4028, EDSE4042 and EDSE4043 Assessment: 1x 3000wd assignment (50%) and 1x 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: Louise Sutherland Session: Semester 1 Classes: 2x2-hr seminar/week Prerequisites: EDSE3051, EDSE3068 and 6 Intermediate credit points from (Biology, ENVI2111 or PLNT2002) Assessment: individual presentation (30%) and 4750wd 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 seminar/week Prerequisites: EDSE3051 & EDSE3068 and any two of (CHEM2401 or CHEM2402, or CHEM2916 or CHEM2404 or CHEM2403) Assessment: individual presentation (30%) and 4750wd 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/week in weeks 1-6, 2 x 6-hour field experiences Prerequisites: EDSE3051 and EDSE3068 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: 2x2 hr seminar/week Prerequisites: EDSE3051 and EDSE3068 and any two of (PHYS2011 or PHYS2012 or PHYS2013) Assessment: individual presentation (30%) and 4750wd unit development (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: 1x 1-hr lecture/wk and 1x 1-hr tutorial/wk and 1x 2-hr seminar/wk Prerequisites: EDSE3041 & EDSE3059 Corequisites: EDSE4042, EDSE4043 Assessment: 1 x assessment task (30%) and 1x program of work (30%) and 1x 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 12 credit points of units of study listed below instead of EDUF4044 from Semester 2 of Year 4 (2012) and one Education Three Optional unit from Semester 2 of Year 5 (2013).
EDUF4020 Education Honours Preliminary

Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 7 x 2-hr seminar; 5 x 1-hr online tutorial for 5 weeks; 7 x 1-hr lecture Prerequisites: WAM of 75 or more Assessment: 3,000 word proposal (50%), seminar presentation (25%) and 5 on-line submissions (25%)
Note: Department permission required for enrolment
This unit will provide an introduction to the Honours program, and facilitate the development of research project that will be conducted as part of EDUF4021. Student will develop an understanding of a range of education research methodologies through participating in seminars, on-line discussions and attending in lectures for Reading and Designing Research (EDUF4044). 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. (Students must achieve a mark of 70 or more to proceed to the Education Honours unit.)
EDUF4021 Education Honours Dissertation

Credit points: 6 Teacher/Coordinator: Associate Professor David Evans Session: Semester 2 Classes: 4 x 2-hr seminar, individual supervision Prerequisites: Meet requirements for EDUF4020 with a grade of 70 or greater Assessment: 5,000 word 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 an oral 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 10): EDSE4042, EDSE4046, EDSE4044, EDSE4*** (Curriculum 3A), EDSE4*** (Curriculum 3B), EDSE5*** (Fifth year option unit), EDUF4020, EDUF4021.

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.
Candidates who also wish to complete a science area major must complete 24 level 3000 units in this area.

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:-
EDGU2000 Teaching English Internationally 1

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1 Classes: 2x 3hr seminar/wk Prerequisites: 144 credit points including 78 credit points of Education Corequisites: EDSE5008 and EDGU3000 Assessment: 1x case study (10%) and 1 x portfolio of speaking/listening materials (40%) and 1 x set of strategies for reading/writing (30%) and 1 x take home grammar test (20%)
The rapid expansion of English as a global language has led to a demand for graduates across a range of disciplines to have skills and expertise in English language teaching. This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations.
EDGU3000 Teaching English Internationally 2

Credit points: 6 Teacher/Coordinator: Assoc Prof Ken Cruickshank Session: Semester 1 Classes: 2x 3-hr seminar/wk Prerequisites: 144 credit points including 78 credit points of Education Corequisites: EDGU2000 and EDSE5008 Assessment: 1x minor research project (30%) and 1 x textbook evaluation (20%) and 1 x set of strategies for developing pronunciation (20%) and 1 x take home grammar exam (30%)
This unit aims to introduce the theory and practice of teaching English both in Australia to international students and overseas in a range of primary, secondary and tertiary contexts. The unit is run in conjunction with the Centre for English Teaching and involves lectures by CET staff and lesson observations. The focus is on developing participants' ability to plan and program teaching in a range of macro-skills, to undertake testing and needs analysis and to develop intercultural skills and understandings.
EDSE5008 Internship

Credit points: 6 Teacher/Coordinator: Assoc Prof Di Bloomfield Session: Semester 1,Semester 2 Classes: 30 days in-school experience Prerequisites: 192 credit points including 78 of Education and EDSE3073 and EDSE4043 Assessment: Satisfies requirements/Fail (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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:-
EDSE5010 Meeting the Needs of Cultural Diversity

Credit points: 12 Teacher/Coordinator: Ms Kate Keeley Session: Semester 1 Classes: 1x 2-hr lecture/wk and 1x 4-hr seminar/wk Prerequisites: 144 credit points including 78 credit points of Education Corequisites: EDSE5008 Assessment: 1x in-class project (36%) and 1x essay (25%) and 1x group project (25%) and 1x 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: Assoc Prof Di Bloomfield Session: Semester 1,Semester 2 Classes: 30 days in-school experience Prerequisites: 192 credit points including 78 of Education and EDSE3073 and EDSE4043 Assessment: Satisfies requirements/Fail (100%)
Note: Department permission required for enrolmentin the following sessions:Semester 2
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.

EDUCATION THREE OPTIONAL UNITS

for Year 5
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Teacher/Coordinator: Dr Steve Georgakis Session: Semester 1 Classes: 1x 1-hr lecture/wk for 12 wks and 2-hr seminar/wk for 12 wks Prerequisites: 42 credit points Assessment: Seminar presentations (20%) and 1x 2500 wd work research project (40%) and weekly refelections (40%)
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 school 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, terrorism 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: 1x 1hr lecture/wk and 1x 2-hr workshop/wk Prerequisites: 42 credit points Assessment: 2x 1000wd workshop papers (20%) and 1x workshop presentation (20%) and 1x 1hr take home exam (20%) and 1x 2000wd 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, 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 the United States. 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.
EDUF3028 Mentoring in Educational Contexts

Credit points: 6 Teacher/Coordinator: Dr Lesley Scanlon Session: Semester 1 Classes: 1x 1-hr lecture/wk and 1x 2-hr seminar/wk, for 10 wks Prerequisites: 42 credit points Assessment: 1x seminar presentation (30%); 1x 2000wd seminar paper (30%); 1x 2500wd essay (40%)
It is increasingly difficult for young people to survive in contemporary risk societies. Particularly problematic is their successful navigation of unfamiliar communities of practice manifest as organisational structures. Subsequently, mentoring has been widely adopted internationally to support young people acquire the organisation know-how essential to organisational survive. Specifically, within an educational context 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.
EDUF3030 Australian Schooling Systems

Credit points: 6 Teacher/Coordinator: Dr Helen Proctor Session: Semester 1 Classes: 1x 1-hr lecture/wk and 1x 2hr seminar/wk for 10 wks Prerequisites: 42 credit points Assessment: 3x 700wd reading guides (30%) and 1x 2000wd essay (45%) and 1x 1hr exam (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 userful knowledge for shaping the future of schooling. The unit looks at Australian schooling from the early colonial period to the twenty-first century with a particular emphasis on the period from the 1950s.
EDUF3032 Curriculum and Evaluation

Credit points: 6 Teacher/Coordinator: Professor Murray Print Session: Semester 1 Classes: 1x 1-hr lecture/wk and 1x 2-hr tutorial/wk Prerequisites: 42 credit points Assessment: 1x analysis of curriculum document (20%) and 1x seminar presentation (30%) and 1x related paper on a curriculum phenomenon (50%)
'Curriculum' can mean many things: syllabuses, curriculum documents, policies, plans for teaching by faculties and individual teachers, sets of materials and resources used as the basis for developing learning experiences for learners as well as the learning experiences themselves. In addition curriculum as process includes all of the thinking, talking and interacting between individuals and groups that are necessary to arrive at decisions that are recorded in plans and documents. 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: 1x 1-hr lecture/wk and 1x 2-hr tutorial/wk Prerequisites: 42 credit points. Assessment: 1x 1hr exam (25%) and 1x 2500wd essay (30%) and 1x 1250wd workshop paper (25%) and 1x 750wd workshop paper (20%)
This unit of study explores relationships between education, poverty and development in the less-developed parts of the world. It acknowledges the importance of a broad-ranging view of development, including its economic, cultural and technological dimensions. The unit begins with an analysis of the impact of globalisation on poorer regions, moving to consideration of a range of theories of development and how education is viewed in them. The major part of the unit examines key issues facing educational development in poorer countries at the present time, and moves on to country and/or regional case studies, consideration of the Australian foreign aid program in education, and the role of UN agencies in educational development. Students will be assessed on the basis of: workshop participation, examination & essay. The emphasis, in all aspects of assessment, will be on demonstrating a sound understanding of the theories developed within the unit of study and applying these to the less-developed areas of the world. The use of educational research to support students' work, combined with a critical integration of all information used, is an integral component of the unit. 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.
EDUF3029 Psychology of Learning and Teaching

Credit points: 6 Teacher/Coordinator: Dr Paul Ginns Session: Semester 2 Classes: 2x 1-hr lecture/wk and 1x 1-hr tutorial/wk Prerequisites: 42 credit points and EDUF2006 Assessment: 1x 2-hr take home exam (30%) and 1x 2000wd essay (40%) and 1x group essay (15%) and 1x 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 three 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.

Course rules

 

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


These resolutions must be read in conjunction with applicable University By-laws, Rules and policies including (but not limited to) the University of Sydney (Coursework) Rule 2000 (the 'Coursework Rule'), the Resolutions of the Faculty, the University of Sydney (Student Appeals against Academic Decisions) Rule 2006 (as amended) and the Academic Board policies on Academic Dishonesty and Plagiarism.

Course resolutions

1 Course codes

Code

Course and stream title

XH031

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

2 Attendance pattern

The attendance pattern for this course is full time only.

3 Streams

(1)
The Bachelor of Science is available in the following stream - Advanced Mathematics.
(2)
Completion of a stream is not a requirement of the course.

4 Cross-faculty management

(1)
Candidates in this combined degree program will be under the general supervision of the Faculty of Education and Social Work for the duration of the combined degree course.
(2)
The Deans of the Faculty of Education and Social Work and the Faculty of Science shall jointly exercise authority in any matter concerned with the combined course not otherwise dealt with in these resolutions.

5 Admission to candidature

Admission to this course is on the basis of a secondary school leaving qualification such as the NSW Higher School Certificate (including national and international equivalents), tertiary study or an approved preparation program. English language requirements must be met where these are not demonstrated by sufficient qualifications taught in English. Special admission pathways are open for mature aged applicants who do not possess a school leaving qualification, educationally disadvantaged applicants and for Aboriginal and Torres Strait Islander people. Applicants are ranked by merit and offers for available places are issued according to the ranking. Details of admission policies are found in the Coursework Rule.

6 Requirements for award

(1)
The units of study that may be taken for the degrees in the combined program are set out in:
(a)
the Faculty of Education and Social Work Table of Bachelor of Education (Secondary: Mathematics) and Bachelor of Science units of study and
(b)
Table 1: Bachelor of Science of the Faculty of Science Tables of units of study.
(2)
To qualify for the award of the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science, a candidate must complete 240 credit points, comprising:
(a)
Year 1
(i)  12 credit points of Education One units of study from the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science Table;
(ii)  12 credit points of junior units of study in Mathematics as the first teaching area (the Major sequence), offered by the School of Mathematics and Statistics, chosen from Science Table 1;
(iii)  12 credit points of junior (level 1000) units of study in a second science teaching area, chosen from Science Table 1; and
(iv)  12 credit points of junior (level 1000) units of study, chosen from Science Table 1.
(v)  Candidates who intend on having Science as their second teaching area must include in the above requirements 12 credit points of units of study of one of either Chemistry or Physics.
(b)
Year 2
(i)  24 credit points of units of study from the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science Table, including 12 credit points of Education Two units and 12 credit points of Curriculum and Professional Studies units;
(ii)  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
(iii)  12 credit points of intermediate (level 2000) units of study in Mathematics or in the second science teaching area, chosen from Science Table 1.
(c)
Year 3
(i)  36 credit points of Curriculum and Professional Studiesunits of study from the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science Table, including 24 credit points of teaching area units; and
(ii)  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.
(d)
Year 4
(i)  36 credit points of units of study from the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science Table, including 6 credit points of Education Three Optional units and 30 credit points of Curriculum and Professional Studies units, including 12 credit points of teaching area units; and
(ii)  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.
(e)
Year 5
(i)  24 credit points of Curriculum and Professional Studies units of study from the Bachelor of Education (Secondary: Mathematics) and Bachelor of Science Table; and
(ii)  24 credit points of units of study, including either 12 credit points of junior (level 1000), 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; or for those candidates who are undertaking a second major in science, 24 credit points of senior (level 3000) units of study from the science teaching area chosen from Science Table 1.
(3)
Candidates completing the Advanced Mathematics stream in the Bachelor of Science must include:
(a)
a minimum of 12 credit points of intermediate units of study at either the advanced level or as TSP units in the Science subject areas of Mathematics and Statistics; and
(b)
a minimum of 24 credit points of senior units of study at the Advanced level or as TSP units in a major in Mathematics, Statistics or Financial Mathematics and Statistics.

7 Majors

(1)
Completion of a major in Mathematics is a requirement in this combined degree program. Candidates have the option of completing up to two majors, including a major in Mathematics and a major in Science. A major must support the teaching area. A major requires the completion of 24 senior (level 3000) credit points chosen from units of study listed for that major. Units of study counted towards one major may not count toward any other major completed. The majors available are:
(a)
Mathematics
(b)
Biology*
(c)
Chemistry*
(d)
Geology and Geophysics (Teaching area: Earth & Environmental Science)*
(e)
Geography*
(f)
Physics*
*Available as a second teaching/ second major area only.

8 Progression rules

(1)
Except with permission of the Dean, a candidate must complete all unit of study requirements specified for each year, including Professional Experience units, before proceeding to the next year.
(2)
Candidates completing the Advanced Mathematics stream in the Bachelor of Science are required to maintain a minimum average mark of 65 in all intermediate and senior units of study in Science subject areas in each year of enrolment. Failure to maintain the required average will result in candidates being transferred to the Bachelor of Science in their next year of enrolment with full credit for the units of study completed.
(3)
Candidates completing the Advanced Mathematics stream in the Bachelor of Science who fail to achieve an average mark of 65 across all Science units of study attempted in their final year, but who have otherwise completed all the requirements of the degree, will be awarded the Bachelor of Science.

9 Requirements for the Honours degree

(1)
Honours is available to meritorious candidates, in either Education or Bachelor of Science.
(2)
Honours in Education requires the completion of an alternative 12 credit-point honours pathway described in the Bachelor of Education (Secondary: Mathematics Sciences) Table of units. Completion of the degree is required in the minimum standard full-time duration.
(3)
Honours in the Bachelor of Science requires an additional full-time year of study after the completion of the combined degrees. Part-time study of honours over two years consecutively may be permitted if the Faculty is satisfied the candidate cannot undertake honours full time.
(4)
Admission and award requirements for honours in the Bachelor of Education (Secondary: Mathematics) are set out in the Resolutions of the Faculty of Education and Social Work. Admission and award requirements for honours in the Bachelor of Science are listed in the Resolutions of the Faculty of Science.

10 Award of the degrees

(1)
The Bachelor of Education (Secondary: Mathematics) and the Bachelor of Science are awarded at either Pass or Honours level.
(2)
The honours degree in the Bachelor of Education (Secondary: Mathematics) is awarded in classes ranging from First Class to Second Class according to the rules specified in the Resolutions of the Faculty of Education and Social Work.
(3)
The honours degree in the Bachelor of Science is awarded in classes ranging from First Class to Third Class according to the rules specified in the Resolutions of the Faculty of Science.
(4)
Candidates for the award of the Honours degree who do not meet the requirements, but who have otherwise satisfied the course requirements, will be awarded the pass degree.

11 Course transfer

A candidate may, after two years of candidature, abandon the combined program and elect to transfer to the Faculty of Science and complete the Bachelor of Science in accordance with the resolutions governing that degree.

12 Transitional provisions

(1)
These resolutions apply to students who commenced their candidature after 1 January, 2011 and students who commenced their candidature prior to 1 January, 2011 who elect to proceed under these resolutions.
(2)
Candidates who commenced prior to 1 January, 2011 may complete the requirements in accordance with the resolutions in force at the time of their commencement, provided that the requirements are completed by 1 January, 2016 and provided that there is no suspension of candidature, in which case the candidature for any period shall proceed under the by-laws and resolutions in force at the time of re-enrolment. The Faculty may specify a later date for completion or specify alternative requirements for completion of candidatures that extend beyond this time.