This subject will develop students’ understanding of young children’s digital engagement and how to build on their technology experiences to develop quality learning in early childhood settings. Vital to this process is an understanding of how young children use technology and the implications of their digital engagement for their play, learning and development. Students will critically explore various aspects of children’s digital engagement including the various ways young children use technology, the factors that contribute to their use, and the learning that occurs through their device play. Strategies for building on children’s digital worlds in the curriculum will also be critically reviewed. In this subject students will explore technology-based learning experiences for children in early childhood contexts.

This unit introduces key concepts in literature for children and young adults, examining theory and research related to literature; the diversity of literature and multi-literate environments; and the impact of social and cultural influences on literature. Through reading a wide range of literature, including literary classics, popular texts, graphic novels, picture books, in paper-based and electronic forms, students will identify the interrelationships between image and writing and ideological assumptions conveyed through these texts. It will focus on Australian literature, Aboriginal and Torres Strait Islander literature, Asian literature and bilingual texts.

This subject will engage students in developing a critical appreciation for the role of the arts in their own right, in society and in the early years. They will develop appreciation for the relevance of the arts in in children’s play and identity formation, and as meaning making and communication tools. Opportunities for creative thinking and creative expression will be explored first hand through introductory experiences and theory in the areas of drama, music, visual arts, dance and media arts. Students will consider how integration of art pedagogies can support rich and meaningful learning experiences, complex problem solving and meaning making in the early years.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to introduce students to the characteristics of classrooms and curriculum implementation. Students will explore the structure of New South Wales/National curricula in all key learning areas, examine the perspectives which influence curriculum and the way in which curriculum is interpreted using Aboriginal and Torres Strait Islander perspectives. The unit provides an understanding of the importance of the art forms and Aboriginal ways of knowing as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to extend the development of mathematical concepts, skills and understandings for children from Kindergarten to Year 3 based on the NSW Syllabus for the Australian curriculum Mathematics K-6. An awareness of relevant research and curriculum documents, combined with the practical knowledge of teaching, learning and assessment strategies, will assist teachers to design and implement a series of experiences that will enhance the conceptual knowledge of their students.

This unit is designed to facilitate students to develop the dispositions and critical skills to create learning communities that are academically challenging, developmentally appropriate and culturally responsive. The unit highlights how the inherent qualities of a child and their environmental systems interact to influence how they grow, develop and learn. It develops students' knowledge of the ways in which children's development is embedded in context to inform their instructional strategies. It examines a body of classic and current theories, research and practice relating to the cognitive, physiological, and social/emotional needs of children and the relevance of these for classroom practice. Particular emphasis is given to developing responsive teaching practices which promote social and emotional wellbeing of children and are underpinned by high-quality relationships which extend to include the valuing of families and the wider community.

English is the first Global Language and the most important international Lingua Franca today. The teaching of English as a second or foreign language is a huge industry internationally, and a driver of export dollars in the Australian economy. The teaching of English as an International Language (EIL) is a new area of study and it is indispensable for any student seeking to gain a competitive edge in an international career. This unit is a key introductory unit in the International English Major. It is designed to equip graduates with marketable skills across multiple areas, including International Relations, Marketing and Business, Interpreting and Translation, and TESOL.

In this subject students will engage in an exploration of what it means to be a child in a postmodern world and how different theoretical approaches influence ways of understanding children’s lives. Alongside questions of how gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a child’s identity, students will explore the notion of a child’s subjectivity. A child’s subjectivity is the conscious and unconscious thoughts and emotions of the child, their sense of self, their body and their way of understanding their relationship to the world. Building on this knowledge, students will also explore the four key child-environment identities of the physical child, the social child, the learning child and the natural child and by analysing a variety of scholarly and non-scholarly texts around the child’s body and behaviour will reflect on a child’s individuality and emerging identity.

In this unit students connect with the natural world through outdoor adventure activities. Students learn about themselves, others, and the environment through a series of experiential activities. The unit focuses on self-reliance, resiliency, interdependence, managing personal risks, and the value of life-long outdoor recreation for enjoyment, health and well-being. This unit will involve two full-day practical field trips in the outdoors as well as lectures and tutorials. The practical field trips are physically demanding whilst also extending students mentally and socially. Given the nature of the bushwalking field trips, participants require a moderate level of personal fitness.

This unit supports pre-service teachers in the understanding of mathematical processes and content. Pre-service teachers will develop competence and confidence in the content areas of number, algebra, and probability and will be able to solve problems related to these areas and communicate their solution methods.

This unit supports students in the understanding of mathematical processes and content. Students will develop competence and confidence in the content areas of Measurement, Geometry, and Statistics and will be able to solve problems related to these areas and communicate their solution methods.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Aboriginal and Torres Strait Islander people's identities are depicted in a wide range of texts pertaining to expressions of and about Aboriginality. These various representations form the way Indigenous identities are constructed, projected and reflected in society often through the media. Students will examine how we then set in motion a better understanding of this phenomenon using carefully selected texts, the diverse nature of them and compare the outcomes; particularly the way they affect relationships between Indigenous and non-Indigenous Australians. The unit explores genres, voice, authority, identity, the complexities surrounding these debates and discourses, and how teachers are the advocates for negotiating power, space and voice for communities into the future. The examination of the portrayal of Aboriginal and Torres Strait Islander people in texts in a school context will be deconstructed so students understand the process of producing current and future identities.

A child’s development and learning is influenced by the people around them and the world they live in. To support children’s learning and development, teachers require knowledge and understanding of the complex interactions between nature and nurture. This subject will provide pre-service teachers with an opportunity to investigate children’s physical, socio-emotional, cognitive, language, moral, creative, spiritual and academic domains of development. Concepts covered include the holistic child, contemporary theories of development, early brain development research and the pedagogy of relationships. Students will use these concepts to plan for developmentally and culturally appropriate learning environments in early childhood settings. Exploring the complexity of children’s development from conception to five years of age will enhance understandings of how best to analyse and support their development.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The unit examines ways of enhancing children's language learning through speaking, listening, reading and writing as they begin to create and understand the oral, written and visual texts of their environment. Current literacy and language theories are examined. The diverse needs of learners are considered and appropriate teaching strategies to develop literacy skills are explored. Students will appreciate children's literature and the way it can be used to promote literacy and language learning in a variety of early learning contexts K-2. The unit prepares individuals for more advanced units involving language and literacy, and primary English teaching specialisation.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Beginning a teacher education course requires students to orient themselves to learning and teaching in a variety of ways. This unit introduces a range of issues that are critical to effective teaching and learning. These issues centre on learning environments; the roles of teachers in schools and as life-long learners; and the responsibilities of teachers to observe and understand the children in their care, plan for individual children on the basis of diagnostic evaluations, employ teaching approaches which cater for the needs of individuals as well as the group, and employ assessment processes that empower rather than simply compare children.

This unit introduces students to the profession of teaching and examines key priorities that are central to the literacy demands on a teacher-educator. It aims to develop oral and written communication skills, skills in reading for academic purposes, and knowledge, skills and confidence in literacy and academic writing. The unit also provides a general orientation to University life, familiarising students with the language of tertiary institutions and the general requirements for progression and assessment.

This unit aims to develop students' personal literacy skills necessary for participating in academic and professional contexts. Students will have opportunities to develop their interpersonal and communication skills as part of the inherent requirements of a graduate teacher. The unit provides students with opportunities to develop critical self-awareness, self-regulation and the ability to organise oneself as a self-directed learner. Students will learn about essential elements of academic scholarship including; information media literacy, understanding assessment, academic referencing and academic integrity.

Students will use a variety of investigative techniques to highlight the evidence of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems. In addition, students will examine the nature of mathematical thought including inductive and deductive reasoning. This subject contributes directly to the achievement of a sound foundation in mathematics.

Students will use a variety of investigative techniques to highlight the evidence of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems. In addition, students will examine the nature of mathematical thought including inductive and deductive reasoning. This subject contributes directly to the achievement of a sound foundation in mathematics.

This unit supports pre-service teachers to develop as numerate citizens. It will help them to strengthen positive attitudes, skills and knowledge about numeracy and its role in everyday contexts. Pre-service teachers will develop confidence and competence in their understanding of the role of numeracy in society, with particular emphasis on problem solving and effective communication in practical situations.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit considers beginning teachers' own mathematics skills and knowledge and how they can use them to support their own numeracy. Primary school teacher education students need to feel confident and competent in their understanding of mathematics as well as in mathematics pedagogy. Students will use a variety of investigative techniques to increase their experience of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems and their relationship to the current mathematics K-6 syllabus. Mathematics is specifically taught within this unit to develop professional skills required to meet the demands of primary classroom teaching.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to introduce students to the characteristics of classrooms and curriculum implementation, Students will explore the structure of teaching, learning and curriculum in all key learning areas, with a particular focus on literacy and numeracy. They will examine the perspectives which influence the curriculum and the way in which curriculum is interpreted in the classroom environment. The unit will assist students in commencing the development of their professional portfolio with a ten day's practicum, focusing on professional experience and the work of teachers in primary classrooms.

This subject will develop students’ critical and meaningful understanding of the way in which engineering, science and technology shape our lives and the world we live in. It will extend students' understanding of how engineering, science and technology integrate and impact on each other and how they can be promoted in creative and meaningful ways in the learning environment. This subject will foster a positive disposition in students towards teaching and applying engineering, science and technology in diverse and multi-dimensional educational settings for children aged birth to 5 years. It will focus on investigation, critical thinking and problem solving as they relate to young children’s learning processes. The subject will engage with relevant pedagogical approaches and the Early Years Learning Framework principles, practices and learning outcomes.

This unit includes the study of society, culture, gender, ethnicity, sexuality and social class. It explores sociological understandings of the impact of the social on individuals and how this influences education, knowledge, society and change. The unit addresses the diverse needs of children in complex contexts. It provides students with opportunities to reflect on universal assumptions often imposed on children, families and communities, through applying analytical tools and developing their professional identity as critical reflexive educators.

An in-depth knowledge of child development is essential for educators to plan and provide culturally and developmentally appropriate practices for children in the early years. In this context, this subject aims to explore the diverse nature, processes and aspects of children’s development from conception to 12 years of age. The subject investigates the physical, socio-emotional, cognitive, language, moral, creative, spiritual and academic domains of development. Students will gather an understanding of the evolving methods used to develop theory about child development – from traditional case study approaches to contemporary brain research. The role of family, community, and other sociocultural influences will also be considered in relation to understanding the holistic nature of children’s development. Students will apply their knowledge of theories and methods of child study in the compilation of a Child Portfolio. Students must complete the WSU’s online Child Protection Awareness Training before undertaking the Child Portfolio.

An in-depth knowledge of child development is essential for educators to plan and provide culturally and developmentally appropriate practices for children in the early years. In this context, this subject aims to explore the diverse nature, processes and aspects of children’s development from conception to 12 years of age. The subject investigates the physical, socio-emotional, cognitive, language, moral, creative, spiritual and academic domains of development. Students will gather an understanding of the evolving methods used to develop theory about child development – from traditional case study approaches to contemporary brain research. The role of family, community, and other sociocultural influences will also be considered in relation to understanding the holistic nature of children’s development. Students will apply their knowledge of theories and methods of child study in the development of a Child Portfolio. Students must complete the WSU’s online Child Protection Awareness Training before undertaking the Child Portfolio.

In this unit students will gain knowledge and understanding about how texts convey meaning through choices in language (written) and images (visual). It introduces students to analytical tools to talk about both written and visual texts by focusing on the meaning making resources used in constructing the texts. The unit explores texts as cultural artefacts, theories of visual literacy and how image and text combine to create meaning. It develops students' critical media literacy and understandings of text design and production.

This unit supports pre-service teachers in the understanding of mathematical processes and content. Pre-service teachers will develop competence and confidence in the content areas of Number and Algebra, Measurement and Geometry; Probability and Statistics. They will be able to solve problems related to these areas and communicate their solution methods, using processes from the Working Mathematically strand.

The primary purpose of this subject is to equip first-year students with personal literacy and numeracy skills necessary for their academic success. This subject aims to develop students’ personal literacy and numeracy skills necessary for participating in academic and professional contexts. It also supports pre-service teachers as literate and numerate citizens to strengthen positive attitudes, skills, and knowledge about literacy and numeracy roles in everyday contexts. Students will have opportunities to develop their interpersonal, verbal and non-verbal communication skills. These skills are integral to the inherent requirements of a graduate teacher who are required to undertake the national literacy and numeracy test mandated by the Australian Government. Pre-service teachers will develop confidence and competence in their understanding of the roles of literacy and numeracy in society, with particular emphasis on problem-solving and effective communication in practical situations. Students will be provided with opportunities to develop critical self-awareness, self-regulation and the ability to organise oneself as a self-directed learner. Essential elements of academic scholarship, including information media literacy, understanding assessment, and academic integrity, will be developed.

This unit is designed to develop pre-service teachers' efficacy and identities in the content area of science and the arts. Building on the concepts of teaching-artists and scientist-as-teacher this unit gives future teachers agency to create innovative and transformative learning experiences for the primary classroom. In this unit students build on their content knowledge in science and the arts, as developed in the units Science and Technology in the Primary Years, and Creative Arts Education. They will develop science, performing arts (dance, drama and music), visual arts and media arts skills which can enhance their repertoire for the classroom. This unit will additionally explore the intersection of science and the arts, developing knowledge of creativity, aesthetics, innovation, artistic and scientific processes. It has been designed to give all students the opportunity to develop their knowledge, understanding, skills, confidence and competence in the science and the arts in discrete and integrated forms.

Students will use a variety of investigative techniques to highlight the evidence of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems. In addition, students will examine the nature of mathematical thought including inductive and deductive reasoning. This subject contributes directly to the achievement of a sound foundation in mathematics.

An in-depth knowledge of child development is essential for educators to plan and provide culturally and developmentally appropriate practices for children in the early years. In this context, this subject aims to explore the diverse nature, processes and aspects of children’s development from conception to 12 years of age. The subject investigates the physical, socio-emotional, cognitive, language, moral, creative, spiritual and academic domains of development. Students will gather an understanding of the evolving methods used to develop theory about child development – from traditional case study approaches to contemporary brain research. The role of family, community, and other sociocultural influences will also be considered in relation to understanding the holistic nature of children’s development. Students will apply their knowledge of theories and methods of child study in the development of a Child Portfolio. Students will apply their knowledge of theories and methods of child study in the development of a Child Portfolio. Students will complete Working with Children Check (WWCC) (or the equivalent in their home state), the NSW Department of Education’s online Child Protection Awareness Training and Annual update as part of the subject.

Early childhood educators are responsible for promoting the health, safety and wellbeing of young children from birth to five years including children from vulnerable backgrounds. This includes children from migrant, low SES, refugee and Aboriginal and Torres Strait Islander backgrounds. This subject focuses on developing students’ understandings of holistic health, safety, nutrition, and wellbeing of young children. It also assists students to recognise the factors that impact on children’s socio-emotional wellbeing and promote resilience. This subject promotes students’ ability to identify, source, and apply relevant policies and resources to respond to children’s emerging health and wellbeing issues in collaboration with various stakeholders and by taking into consideration the children’s and families’ rights, needs, values and cultural practices.

Theory and the practice of teaching are explored in depth in this unit. This unit explores the necessary teaching and interpersonal skills required to build positive relationships with students and manage the classroom. Students will develop skills in planning, implementing and evaluating the students' learning which are designed to meet primary school students' curriculum needs. It introduces students to a range of teaching strategies and assists with helping to identify when and why to use them. It explores how educational theories and practitioner research underpin and inform curriculum development and pedagogical practice. Integrated in the learning will be the use of information technologies. This unit will also facilitate students in developing a critical understanding of their individual progress towards satisfying the Australian Professional Standards for Teachers at the Graduate level. The knowledge and skills developed in the other units of study in the course can be applied in this and the Professional Experience units.

This subject focuses on analysing the changing nature, contexts and multiple perspectives on children’s play. Drawing upon classical and contemporary theories, it examines how educators can facilitate young children’s development, authentic learning and wellbeing in prior-to-school contexts as they play. Students will apply their knowledge of theories of play pedagogy and the principles of The Early Years Learning Framework to consolidate their understandings of the importance of play for children birth to 5 years. Students will further develop skills in observing and analysing children’s play and plan play experiences for young children.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is a service learning unit that focuses on the link between the school and the community. It incorporates a 5 day placement in a local school to enable students to develop their understanding of the value of community involvement for a school. Students will negotiate a project in the school that links the school with their community. They will build a research base in the areas of community engagement and service learning with an emphasis on the benefits to both student, the community, the school, the teachers and the school children. They will learn how to plan, negotiate, implement and use reflective practices to evaluate their project.

In this subject students will engage in an exploration of what it means to be a child in a postmodern world and how different theoretical approaches influence ways of understanding children’s lives. Alongside questions of how gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a child’s identity, students will explore the notion of a child’s subjectivity. A child’s subjectivity is the conscious and unconscious thoughts and emotions of the child, their sense of self, their body and their way of understanding their relationship to the world. Building on this knowledge, students will also explore the four key child-environment identities of the physical child, the social child, the learning child and the natural child and by analysing a variety of scholarly and non-scholarly texts around childhood, children’s bodies and behaviour will reflect on a child’s individuality and emerging identity.

In this subject students will engage in an exploration of what it means to be a child in a postmodern world and how different theoretical approaches influence ways of understanding children’s lives. Alongside questions of how gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a child’s identity, students will explore the notion of a child’s subjectivity. A child’s subjectivity is the conscious and unconscious thoughts and emotions of the child, their sense of self, their body and their way of understanding their relationship to the world. Building on this knowledge, students will also explore the four key child-environment identities of the physical child, the social child, the learning child and the natural child and by analysing a variety of scholarly and non-scholarly texts around childhood, children’s bodies and behaviour will reflect on a child’s individuality and emerging identity.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This subject is designed to meet the needs of teachers entering the profession who require in depth knowledge of the field which frames Australia’s Aboriginal identity. It investigates both Aboriginal historical perspectives and interactions with educational institutions and the policies which frame the delivery of Aboriginal content and resources to all students. The subject provides a contextualised framework on which many Key learning area’s perspectives and background knowledge delivery is based. The subject specifically relates to working successfully with Aboriginal children, families and communities in educational and social settings. It will examine relationships between Aboriginal and non-Aboriginal societies, social indicators and also critique the impacts of current policy changes in areas such as self-determination, representation, mutual obligation and perspectives for positive, respectful educational outcomes for future generations of students.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit introduces students to theoretical models and sound pedagogical practices of using Music, Media Arts and Visual Arts in the primary classroom. Collaborative, experiential and blended learning as well as reflective practices are the key operating principles of the unit. Students will explore the theory and practice of the arts in the education process of children through practical and professional experiences. The unit provides an understanding of the importance of the art forms, both as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right in the K-2 classroom.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Teachers are required to understand the diverse cultural make up of schools and how to teach a diverse range of children. Using sociological and cultural theory, the subject examines conservative, liberal and radical approaches to cultural diversity in education. This cultural diversity includes dimensions of gender, religion, ethnicity, race, class, language and sexuality. The subject develops cultural literacy through the application of various theories such as Marxist and feminist-post structuralist analysis of these social relations to cultural diversity; pedagogy and cyberspace. Within this framework it is also essential that teachers engage with and understand the diversity and fluidity of individuals and the broader Australian community in order to promote equitable practices in schooling and to facilitate educational and professional transformation. Developing understandings of society, culture and the formation of subjectivities will promote an enhanced awareness of equity issues as well as crucial analytical and critical tools to address the needs of diverse students, their families, teachers, and the broader school community.

This subject introduces students to a range of contemporary theoretical frameworks that will develop their understandings about the social construction of difference, identity and subjectivity within social, historical and political contexts. A critical awareness of the intersections between language, knowledge, power and discourse provides students with the practical and theoretical tools necessary for reflecting, analyzing and deconstructing inequalities and subjectivity in personal and professional contexts.

This unit provides opportunities for students to examine theories and practices associated with Transformative Learning in relation to their personal development as educators. Transformative Learning is learning that is empowering, deep and life changing. It and similar ways of approaching learning - the holistic, ecological and systemic - share a reflective base. All are inquiries into the relationships that make learning work. Students investigate these as theoretical and practical approaches to learning in real world settings: as powerful educational feedback systems. This unit combines the design and practical enactment of theoretically grounded approaches to socially relevant and personally meaningful learning.

Increasingly, the need to develop sustainable ways of living that can reduce our ecological footprint and conserve precious natural resources for future generations is recognised as a critical concern of education at all levels. Developing 'sustainability literacy' requires new ways of thinking and learning that enable us to recognise the connections between environmental concerns, social patterns and individual actions. This unit approaches key issues in sustainability education with a learner-centred approach that builds skills for inquiry, analysis and creative action and involves a three-hour field trip. It promotes personal and social change, develops civic values and empowers learners to be leaders for a sustainable future.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Responsive teaching engages students holistically in learning that is tailored to meet their physical, cognitive, social, emotional and developmental needs. This subject will consider the learning needs and styles of primary children, including Indigenous children. It will introduce key approaches to instruction based on theories and research in educational psychology. A particular focus will be the development of children’s sense of self and the ways that children’s school experiences interact with cultural and familial influences to shape identity, motivation and engagement throughout the primary years. Particular emphasis is given to developing responsive teaching practices which promote social and emotional wellbeing of children and are underpinned by high-quality relationships which extend to include the valuing of families and the wider community.

This subject supports a developing understanding of the principles and practices of early childhood curriculum and pedagogy. A range of approaches to curriculum and pedagogy will also be examined. Students will learn about approaches to observing and documenting children’s learning in ways that celebrate children’s competencies and build connections between children, families and educators while also identifying any areas where children’s experiences may be extended. Students will develop strategies for planning and connecting curriculum to children’s social worlds which facilitate children’s in-depth investigations and critical thinking in ways that cater for diverse interests.

This subject incorporates 20 days of professional experience in an early childhood setting. Prior to external practicum work, students engage in intensive on campus coursework. The coursework prompts students to reflect on the nature of early childhood teaching, their role as teachers in teaching and learning, the frameworks that guide practice and contemporary issues related to teaching young children. Students also apply skills in observation-based assessment of children's interests, development, dispositions and learning, explore curriculum decision making based on their assessments of learning and development and other strategies to facilitate children's engagement, learning and development.

This unit explores the importance of engaging with children, families, colleagues and communities of diverse backgrounds to foster a child's learning, health and well-being. Preservice educators will reflect on complex interrelationships between theories, research, policies and practices and the importance of positive relationships and partnerships with children, families, colleagues, and communities. Students will explore discourses associated with disadvantage through the analysis of children's life experiences and contexts. In this way, preservice educators will gain an understanding of the nuances of working collaboratively and in partnership with children, families, colleagues, and communities, including strategies to work ethically, sensitively and confidentially.

In this subject, students will develop a thorough understanding of the structure of English and the use of English across contexts. Students will study the workings of the English language, including its sounds, grammar, syntax and textual forms, through the analysis of diverse texts. The skills developed through the analysis of real-world texts throughout the subject will prepare students for effective participation in a range of personal and professional contexts, enhancing their capacity for study and for employment.

Professionals working with children, young people and families must base all action on sound ethical and legal foundations. In this subject students are introduced to the concept of professionalism and oriented to the ethical aspects of the teaching profession, the policy, guidelines and codes that apply to teachers. In particular students are introduced to the Early Childhood Australia Code of Ethics. Contemporary and global approaches to ethics and critiques of traditional western approaches are introduced. The subject is also designed to build leadership capacity through an understanding of contemporary issues in educational policy and practice and an exploration of the concepts of social justice and advocacy.

In this unit students will acquire a variety of problem solving, investigation and mathematical modelling techniques that incorporate the application of algebra and highlight the importance of understanding probability, data and graphical representations in real life. Students will apply mathematics in real contexts; evaluate data gathered in real time and identify patterns while engaging with the concepts of number, probability, measurement, problem solving, linear and exponential representations. Engagement with this unit contributes directly to the achievement of a sound understanding and application of mathematical concepts and develops mathematical thinking.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Students will work on developing their knowledge and understanding of Health and Physical Education (HPE). This subject is designed to introduce the NSW Syllabus for the Australian Curriculum: Personal Development, Health and Physical Education K-10 (incorporating Health and Physical Education K-6). Through an examination of the syllabus, modules and support documents, students will develop the necessary skills to design an effective scope and sequence for K-6 Health and Physical Education (HPE) and develop a program of work suitable for a specific stage of learner K-2. Assessment and evaluation will be addressed and the need to develop descriptive student profiles relating to student achievement of outcomes will be highlighted.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit provides opportunities for students to develop knowledge of the outcomes, subject matter, pedagogies and experiences that define the key learning area of History, Geography, Civics and Citizenship (HSIE). Key concepts of change in family history, local history, and Australia's history and understanding Australia as a Nation are explored. In Geography, concepts that develop a sense of curiosity about environments, peoples, cultures and place, in both Australia and the world, are a priority. In Civics and Citizenship, the focus is on relationships between the individual and the state, and the values and mutual responsibilities and obligations for civil, political and social participation in Australian society. It enables students to develop their own content knowledge and understandings, skills and dispositions necessary for planning, programming and teaching HSIE K-6. It promotes teaching strategies that prepare primary children for informed and effective citizenship, contributing to the quality of their society and environments.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Teacher education students develop understanding and skills that enable them to understand and assess the intellectual, emotional, social and physical needs of all children in the classroom. This subject assists teacher education students to develop appropriate skills, attitudes and methodologies to enable them to plan, implement and evaluate programs which meet the educational needs of individual children with disabilities, learning difficulties and/or behaviour disorders as well as those who are gifted and talented. This subject also explores strategies and theoretical approaches which promote and enable inclusion and effective learning within the context of National and State policy and legislation.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The subject explores how Aboriginal ways of knowing country, and how tacit Aboriginal cultural knowledge embeds many of the principles of sustainability. Country defines First Nations people’s identity and spirituality globally. The subject provides opportunity of the exploration and development of self and identity in terms of traditional stewardship practices that underpin the practice and principles related to the maintenance of place/country, language, spirituality. The subject builds awareness and understanding about Aboriginal ‘ways of knowing’ and ‘caring’ for Country. The subject provides community engagement opportunities for the exploration of oral traditions, language, writings about nurturing, visiting, talking, singing and feeling ‘sorry’ for Country. It will design a framework whereby as future educators they will be able to use an ecological approach to their teaching of significant global issues such as: sustainable land and energy use, the impact of human society on land and land management, global warming, the concept of self-sustaining systems and valuing sustainable patterns of living. The subject requires students to undertake visits to Environmental Field Studies Centres, the UWS Sustainability Subject and local cultural learning centres to work with Elders.

This unit introduces students to fields of language assessment and testing in teaching English as a foreign/second language. It provides students with some insight into the key language components for assessment, assessment design and development. It also equips students with updated knowledge about different assessment approaches which impact on the teaching and learning of English as a foreign/second language in local and global contexts.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to consolidate and extend knowledge and skills gained in previous curriculum units. Integration opportunities between different curriculum areas will be explored and developed. The focus is on developing students' content knowledge about learning for the future as well as their understandings, skills and dispositions necessary for: planning, programming and teaching across different curriculum areas. Various approaches to planning, teaching and assessing curriculum to meet the needs of diverse learners are explored

This unit examines the inter-related processes of learning and creativity and the application and practice of these in all aspects of life. Learning and Creativity is contextual. This context is personal, social, cultural and environmental. The unit content is critically positioned within diverse theories, with an emphasis on experiential learning and ongoing critical reflection. The unit promotes understanding of feeling and experience as much as concepts and ideas. It emphasises the tools and skills of learning, the everyday nature of creativity and enables students to develop and apply their creativity. It is designed for students interested in personal, community and cultural development, in the context of far reaching change.

This unit focuses on the role of the educator within a diverse, complex and changing society, including effective communication and professional collaborative relationships with children, families, practitioners and/or other professionals. It seeks to promote the importance of reciprocal and reflexive learning by positioning learning and effective teaching as highly dependent on the development of trust, rapport and critical understandings between individuals. In particular, the unit explores through an agency placement experience, social justice issues within educational contexts that may influence educational outcomes. It also provides a space to critically explore the nuances and subtleties of teaching and learning through individual and group interactions. This unit includes a placement requiring a minimum of 26 hours of work integrated learning and engagement in a community agency or educational setting. Mandatory requirements for this unit include Working with Children Check, anaphylaxis certification and Child Protection Awareness Training.

Early childhood teachers work in complex and dynamic environments that are influenced by historical, social, cultural and political contexts. As advocates for quality children and family services that embrace social justice, inclusivity and equity, early childhood teachers must enact their ethical, legal and professional responsibilities. Early Childhood Education and Care (ECEC) services are similar to small businesses, requiring teachers to be knowledgeable about systems, strategies and processes to meet organisation goals and mandatory regulatory and licensing requirements. This subject builds students’ foundational skills in strategic planning, policy development, staff management, conflict resolution and team building. Students will investigate effective management and administration dimensions, including human resources, marketing, financial accountability, governance and compliance processes.

The unit will develop students' understandings of children's construction of mathematical and numeracy concepts during the years from Kindergarten to Year 3. Students will develop their ability to assess young children's mathematical understandings and numeracy development, and to provide learning experiences for a diversity of learners, including investigation and the use of digital technologies, to enhance the growth of children's mathematical thinking. The unit will study the NSW K-10 Syllabus in all of its strands, with a particular emphasis on the Working Mathematically strand.

This unit critically examines the cross-curriculum priority area of Sustainability. It develops students' understanding of the key theoretical and pedagogical underpinnings of ecological principles that can be applied across the K-6 curriculum. It gives future educators knowledge and skills to teach civic engagement and ethical actions in order to sustain and improve natural and social environments. The unit examines the interrelatedness of individual, social, and environmental wellbeing within the context of education for sustainability in school settings. Students will gain a deeper understanding of place-based outdoor learning as an approach to teach across the primary school curriculum, support student wellbeing and engagement, and create meaningful learning experiences with nature.

This unit is designed to meet the needs of students learning how to apply the theories of Aboriginal and Torres Strait Islander pedagogy in an engaging and practical way. It investigates the current knowledge base for teaching Aboriginal and Torres Strait Islander children in primary school settings and informs students how they can apply these theories to develop their own practice. This unit provides a basis to understanding the background of historical Aboriginal and Torres Strait Islander teaching and learning strategies and how these relate to contemporary teaching and learning in schools. The unit specifically relates the protocols of successfully working with Aboriginal children, families and communities in educational settings to maximise learning outcomes for Aboriginal and Torres Strait Islander students.

This unit is designed to introduce students to the practical and pedagogical perspectives of becoming a teacher in the primary school context. As Pre-service Teachers, students will engage in the culture of schools to gain an understanding of how schools and classrooms operate. This professional experience provides opportunities for students to observe and engage in classroom organisation, classroom management strategies, lesson planning and delivery, and student/teacher interactions. Primary Professional Experience 1: Working in Classrooms has a two week (15 day) placement component.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Students will have 20 days placement in schools. During these days students will work in partnership with classroom teachers to further develop and begin to put into practice their knowledge of curriculum and pedagogy. Students will observe classrooms, assist individuals and groups of students with their learning, and begin to teach lessons. By the end of the unit students will have taught lessons in all of the Key Learning Areas, assessed student learning and evaluated their teaching.

This unit is designed to introduce the NSW Syllabus for the Australian Curriculum: Science K-10 (incorporating Science and Technology K-6), with a focus on K-2. The significance of children's views is emphasised in the selection, design and sequencing of activities for primary students in the development of science and technology experiences. Scientific concepts are considered in the context of distinct but related science and technology areas of built environments, information and communications, living things, natural phenomena, products and services, and Earth and its surroundings. Relevant science and technology content, together with strategies useful in developing primary science and technology knowledge, understandings, skills, processes, values and attitudes will be explored. The tutorials and assignments are designed to place student teachers in situations where they can focus on themselves as learners and to reflect on the implications of their learning and the learning of others in their future professional practice.

This unit introduces students to the NSW Syllabus for the Australian Curriculum: Science and Technology K-6. It focuses on developing students' pedagogical content knowledge appropriate for teaching science and technology to learners in the primary years. This unit demonstrates how scientific and technological learning experiences can be developed to cater for the needs of the diverse groups of learners in primary schools, including English as an Additional Language or Dialect (EAL/D), Aboriginal and Torres Strait Islander and low socioeconomic status (SES) learners. Students will also focus on themselves as learners and reflect on the implications of their learning and the learning of others in their future professional practice.

Scientific discovery and inventions have made a significant impact on contemporary society. Science is a dynamic, futures oriented, collaborative human endeavour arising from curiosity and interest. In this unit students explore science as a distinctive way of thinking about and explaining events and phenomena. This unit aims to develop students' understanding of the creativity of science and technology concepts and investigative and innovative processes. As the unit also aims to investigate the impact of scientific discoveries and inventions on society, students will examine how various perspectives, such as cultural (including Australian Aboriginal and Torres Strait Islander) perspectives, explain natural phenomena. This unit will benefit students interested in teaching as a career to design authentic learning programs that explore how scientific discovery and invention are applied in everyday life.

This unit focuses on the process of teaching English as a foreign/second language. It aims to give students in the field of TESOL knowledge, skills and strategies in teaching such as choosing teaching approaches, selecting and sequencing language content, managing classrooms, evaluating and designing teaching and learning resources for a wide range of learner levels and types. The unit also aims to develop skills of critical reflection, action research and evaluation of their own practice for potential teachers.

This subject continues students’ exploration of the creative arts and focuses on pedagogies to support the creative child. The role of the teacher and environment as art educators will be explored in detail, specifically the role of the pedagogical leader in facilitating meaningful, sustained and inclusive art experiences for the young child. Students will explore the relevance of the arts in the development of children’s play and will engage with appropriate information and communication technologies for learning in the arts. Students will also draw from theory and research literature to critically analyse traditional and contemporary approaches to teaching the arts and the role of the teacher in supporting children’s ability to make meaning from and express their social and cultural worlds.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. One in four children in Australia grows up in bilingual or multilingual households. Many of these children need support to develop their English. This unit aims to contribute to the overall course aims by preparing teacher education students to evaluate and critique strategies for the teaching of English as an Additional Language (EAL) or Dialect. Whilst the emphasis will be on developing an understanding of appropriate classroom strategies for learners of English as a second language within a mainstream cross-curricula program, particular emphasis will be given to the learning needs of and appropriate pedagogies for Aboriginal and Torres Strait Islander students learning English as an Additional Language/ Dialect.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The purpose of this unit is for prospective teachers to develop an understanding of the individual and contextual factors which influence children's behaviour and to apply this knowledge to building and maintaining positive learning environments. The unit focuses on proactive and preventative measures through the establishment of a healthy learning ecology. It draws upon professional experiences to apply sound theoretical foundations to base approaches to responding to a range of student behaviours while simultaneously promoting student mental health, wellbeing and resilience. The unit provides support for the development of an integrated management plan that reflects the diverse nature of children's behaviour and is informed by both theory and a critical evaluation of personal and professional dispositions.

This subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander education program. This subject introduces teacher education students to the developing and planning processes required to develop Aboriginal and Torres Strait Islander languages and LOTE opportunities across K-6. Students will engage with the complexities in teaching Aboriginal languages. As they engage with a diverse array of themes, debates and contested issues in Australia’s Aboriginal language revitalisation programs they develop understanding about protocols and consultations that are required to deliver programs in schools. Students will learn to create culturally-responsive learning experiences for primary classrooms that embrace Aboriginal and Torres Strait Islander histories and cultures and develop skills and knowledge in teaching Aboriginal languages.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The subject will develop students’ knowledge and skills for planning and teaching in K-6 classrooms using both the Cross-Curriculum Priority Areas (CPPA) through the incorporation of the seven General Capabilities (GC). The subject enables the delivery of learning area content focusing on key learning areas, HSIE and English at the same time as developing knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia and/or Sustainability. The subject will explore how Literacy, Numeracy, ICT capability and Critical and creative thinking are fundamental in students becoming successful lifelong learners whilst the areas of Personal and social capability, Ethical understanding, and Intercultural understanding focus on ways of being, behaving and learning to live with others, and taught through the HSIE and English learning areas.

Through engaged learning, Teachers as Change Makers builds professional teaching skills by enhancing pre-service teachers' understandings of the clientele with whom they will be professionally involved as teachers. This subject includes a practical component requiring a minimum of 25 hours of engaged learning in primary schools that provide support to children from a range of diverse backgrounds and experiences. Through practical experience such as learning support programs, the subject explores the criticality of ethical understandings and teaching practices that may influence the educational outcomes of children. In particular, this subject focuses on promoting the importance of reciprocal and reflexive teaching approaches for providing inclusive settings that make a difference to children’s educational experiences and provides a space to critically explore how teaching practices can empower students and communities.

This unit provides opportunities for students to develop knowledge of the outcomes, subject matter, pedagogies and experiences that define the key learning area of History, Geography, Civics and Citizenship in primary (Kindergarten to Year 6) classrooms. Key concepts of change in family history, local history, and Australia's history and understanding Australia as a Nation are explored. In Geography, concepts that develop a sense of curiosity about environments, peoples, cultures and place, are a priority. In Civics and Citizenship, the focus is on relationships between the individual and the state.? The values and mutual responsibilities and obligations for civil, political and social participation in Australian society are also explored. These areas enable students to develop their own content knowledge and understandings, skills and dispositions necessary for planning, programming and teaching. This unit promotes teaching strategies that prepare primary children to be informed and effective change agents.

In this subject students will engage in an exploration of what it means to be a child in a postmodern world and how different theoretical approaches influence ways of understanding children’s lives. Alongside questions of how gender, sexuality, ethnicity, 'race', language, class, ability and religion are constituted through a child’s identity, students will explore the notion of a child’s subjectivity. A child’s subjectivity is the conscious and unconscious thoughts and emotions of the child, their sense of self, their body and their way of understanding their relationship to the world. Building on this knowledge, students will also explore the four key child-environment identities of the physical child, the social child, the learning child and the natural child and by analysing a variety of scholarly and non-scholarly texts around childhood, children’s bodies and behaviour will reflect on a child’s individuality and emerging identity.

This subject aims to develop students' understanding of children and adolescents' engagement in a digital environment, and how their experiences contribute to their understanding of their world and their role within it. Students will critically explore multiple aspects of digital engagement. This will include the various ways that children and adolescents use technology; the educational, economic, social, cultural and political factors that mediate their experiences; and the implications of their digital engagement for play, learning, social engagements, and identity. Students will examine the social impact of technologies on children and adolescents, and identify strategies to deliver and effect ethical change.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Teachers are continually seeking new ways of understanding and improving their practices in the classroom. A range of applied evidence-based research methods provides valuable tools to aid this process. This unit will introduce students to educational research methods in general and action research in particular. The unit will assist students to become reflective practitioners who are capable of making informed improvements to the way they apply teaching strategies in their professional practice as teachers. Students will apply their evolving understandings of evidence-based practice and focus on how they use ICT supported learning across a range of educational contexts.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to build on students' sociological understandings of primary schooling and how it impacts on First Nation peoples.. The unit builds on experiential, theoretical and curriculum knowledge developed in the course. Schools have a long tradition of working with communities at the 'chalkface' of social change. Such relationships are complex, evolving and spatially/ temporally different because of a local/global sense of place and the socio-political context. Possibilities for promoting socially just practices for different communities are therefore contingent upon a range of strategies for inclusion. This unit examines theoretical frameworks that can assist in understanding the complexities of these processes and will incorporate a 5 day community engagement activity involving First Nation peoples.

This unit explores the importance of the creative arts in the primary classroom, addressing the content and pedagogies appropriate to dance, drama, music and visual arts. This unit has been designed to give students the opportunity to develop their knowledge, understanding, skills, confidence and competence in the five art forms of creative arts. It also provides students with the opportunity to develop their planning and teaching skills in the creative arts, through exploring pedagogies for the teaching of practical arts classes. This unit develops students as teachers who demonstrate creativity when teaching, empathy with diverse groups of student learners, a commitment to socially just schools and classrooms and who understand artistic processes. It aims to give students an understanding of the role of aesthetics, imagination and play in learning. An independent learning program also encourages learners to develop their own arts skills in three strands.

This subject increases students’ understanding of literacy as a dynamic, social and cultural practice. It explores the changing nature of literacy by globalisation, new technologies and the diversity of language/language dialects. Students will explore the importance of valuing children’s culture, home language/dialect as an integral component to identity, particularly for bilingual and Aboriginal and Torres Strait Islander children. Issues of power and language are considered through social, cultural and critical theories surrounding diversity and difference, and how this shapes the decisions of educators to build the literacy capacities of all children. Students will learn about contemporary frameworks of literacy and language and draw on this knowledge to extend children’s literacy learning.

This subject responds to the question of what it might mean to educate "world teachers" for a cosmopolitan age where classrooms and schools are being shaped by the increasing mobility of ideas, people, technology, media and finance. For some time, multicultural education, as policy and practice, has dominated schooling in Australia. While this was an important period in Australia, times have changed. The globalisation of teaching is one dimension of this change as supranational bodies more and more shape what teachers do. Set against these global agendas are the mobilities that teachers must respond to at the local level. This subject examines cosmopolitan social and education theory as a means to understand these dynamics, framing teachers as agents of change.

In 2021, this unit replaced by 102813 - English Talk. This unit offers students a formal study of the workings of the English language as it is used around the world. Using real-world examples, this unit builds on the content and skills which students have developed in the unit: English as an International Language. It prepares students with a thorough knowledge of variations in English across the globe, introducing them to the ways in which English varies at phonological, grammatical and register levels across contexts. This unit is essential for a student's development of more formal skills in the English language, developing their English knowledge and skill into a professional and personal asset.

This subject is designed to build the leadership capacity of educators through exploring, understanding and expressing the values and ethics embedded in policy, practice and educational change. The subject also addresses the importance of ethically informed advocacy and its role in educational futures and democratic processes.

This unit is designed to explore the content and pedagogies of Health and Physical Education (HPE) in the PDHPE NSW K-6 curriculum. Students will develop an understanding of effective pedagogies of HPE. The knowledge and skills developed in this unit can be applied in the other units of study in the course and Professional Experience units. This unit aims to develop teachers who demonstrate empathy with diverse groups of student learners and commitment to socially just schools and classrooms.

This unit explores the key concepts of learning and teaching in the areas of history, geography, civics and citizenship, and incorporates place studies, sustainability and environmental education. Aboriginal and Torres Strait Islander studies in birth to 5 years early childhood settings are a focus in this unit. The unit will explore a broad, complex and engaging field of study which reflects people as social beings who interact together and with the environment through and over time. Perspectives including those of Aboriginal and Torres Strait Islander peoples, socio-cultural influences and place-based pedagogies will be investigated. Students will be encouraged to explore their own place in Australian society and the way in which this contributes to their professional identity and teaching practice.

Effective and inclusive teaching requires knowledge of how students learn as well as proficiency in applying appropriately tailored teaching strategies to cater to needs of all students. The unit provides a foundation of knowledge and practice that facilitates development of appropriate and inclusive attitudes and skills for teaching learners with diverse needs in the regular classroom. It will address professional skills, approaches and relevant legislation in the implementation of the principles of inclusive education practices in primary school settings. In particular, the capacity to structure individualised education programs will be developed drawing on practical experiences and a broad familiarity with the field.

This unit will continue the development of students' understandings about language and literacy in a K-6 context. The unit will focus of the area of writing, including literary, factual, media and multi-media texts. Students will develop their theoretical knowledge about the teaching and learning of writing and the relationship between writing, reading, talking and listening.

The unit extends understandings of English content based on the strands of language, literature and literacy and the NSW Syllabus for the Australian Curriculum: English K-10 with a focus on years 3-6. Students will draw on contemporary theories of literacy learning and teaching, and will examine a repertoire of teaching and assessment strategies for deconstructing and constructing a range of texts in classrooms. By investigating a range of written and multimodal genres, their textual structures and grammar, students will develop their meta-semiotic awareness. This awareness is crucial when they plan to teach primary school students literacy skills related to various learning areas of the Australian Curriculum. In this unit, students' technological, pedagogical and content knowledge is progressively enhanced to prepare them to teach innovatively with digital media with simultaneous infusion of emergent language and literacy practices.

The subject examines ways of understanding English content based on the strands of language, literature and literacy in the Australia Curriculum: English and the NSW K-6 English Syllabus. Students will understand how language skills are acquired and introduced to theories related to language and literacy learning, particularly from a sociocultural perspective. Students will explore the relationships between language, literacy and literature across a range of contexts with the focus on children in the early years, aged five to eight. Students will also develop an understanding of current theoretical and pedagogical approaches for English language teaching and learning with a focus on culturally and linguistically diverse learners. Students will determine young children’s speaking, listening, reading, phonological and graphological awareness, and writing strengths and needs and develop strategies for teaching students in the early years.

This subject engages students in exploring the role of physical environments that support children’s learning in early childhood and community settings. Theoretical perspectives, including Aboriginal and Torres Strait Islander perspectives, sociocultural influences and place-based pedagogies will be investigated. Relevant policy and regulation documents around risk, play and pedagogy will be examined. Through field visits to early childhood and community settings, students will have the opportunity to plan and design indoor and outdoor learning environments that encourage investigation and discovery using natural and open-ended materials. The overall focus of this subject is for students to develop an understanding and appreciation for learning environments that promote a connection to place and sustainability.

This unit explores pedagogy specifically relating to the teaching and learning of primary mathematics in years 3 - 6. This unit is one of 16 units that provide opportunities for students as Pre-service Teachers to prepare for their future employment as a teacher and to engage with the key elements of the New South Wales Education Standards Authority (NESA). Students will develop skills in pedagogy and practice within the area of primary mathematics. The knowledge and skills developed in the other units of study in the course can be applied in this unit and the knowledge and skills developed in this unit can be applied in other units in the course.

This unit focuses on student data and assessment in relation to Pre-service Teachers' curriculum specialisation. As Pre-service Teachers, students will develop the capacity to interpret student assessment data to inform their teaching as well as develop knowledge of formal and informal assessment strategies. The unit has a two week (15 day) placement component, which provides opportunities to examine and interpret student data to inform planning and teaching. It also has one day on campus. Students will employ formal and informal assessment strategies to support student learning and inform teaching. Students are required to analyse their own learning in relation to the Graduate Teacher Standards as a review of the progress of their Learning Portfolio is undertaken in this unit.

This subject explores the key concepts of learning and teaching in the areas of history, geography, civics and citizenship, and incorporates place studies, sustainability and environmental education. Aboriginal and Torres Strait Islander studies in birth to 5 years early childhood settings are a focus in this subject. The subject will explore a broad, complex and engaging field of study which reflects people as social beings who interact together and with the environment through and over time. Perspectives including those of Aboriginal and Torres Strait Islander peoples, socio-cultural influences and place-based pedagogies will be investigated. Students will be encouraged to explore their own place in Australian society and the way in which this contributes to their professional identity and teaching practice.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This subject will build on previous Professional Experience in the program. Students will be placed for 30 days in one of the partner local/regional/rural schools with a high Aboriginal and Torres Strait Islander student population. Students are required to develop skills related to effective planning, programming, evaluating and teaching in a teaching context, which will be assessed against the Graduate Teacher Standards and as part of their Teaching Performance Assessment (TPA). Students will experience how school and classroom curricula and policy are influenced by the nature of the school’s community.

This unit involves a 25 day placement in a long day care setting with children from birth to five years of age. Students are required to reflect on their own learning and the potentials and challenges of the early childhood setting to develop appropriate goals and a relevant action research project. The focus of this unit is philosophy development, curriculum design, pedagogical leadership and reflective practice.

This subject develops students’ capacity to engage with the tenets of research as they investigate and reflect on their teaching practice, pedagogy and professional identity as a practitioner. Students are introduced to research through action research. The students use the Principles and Practices sections from the Early Years Learning Framework to reflect on their pedagogy, which requires them to consider the strength of their practice and the subsequent areas for improvement to develop their teaching practice. Through this process, students develop an understanding of critical reflective practice and improvement cycles. The action research model requires students to explore research processes of data collection, analysis techniques, literature review and using this information to develop a new cycle of investigation.

Responsive, respectful and reciprocal relationships with children are a basic tenet of early childhood education and lead to quality outcomes for children. Interactions among children, adults and environments are key to children’s learning. Responsive pedagogies use a relationship-based approach to nurture children and families’ unique dispositions, cultural and social strengths. This subject promotes respectful interactions that are associated with social justice, equity, inclusivity and ethical practice. Responsive interactions require teachers to be engaged, to connect and use diverse, nuanced knowledge of curriculum and content to extend children’s learning and thinking.

Educators have a key responsibility for guiding and facilitating young children’s positive behaviours, their sense of belonging, and wellbeing. This subject provides students with an opportunity to analyse a range of theoretical approaches and various developmental and socio-cultural contextual factors that influence children’s behaviours, learning and social interactions. Specifically, students will develop knowledge about diverse approaches to guiding children positively in partnership with families that are responsive to the children’s needs, family’s aspirations and expectations. Students will apply the legislative and ethical protocols in designing a guidance plan to support the development of positive behaviours and socio-emotional wellbeing in an early childhood setting. Students will also critically evaluate their personal and professional dispositions relating to guiding young children’s positive learning and behaviours.

This unit explores issues, approaches and stages in the TESOL curriculum design process within a range of contexts. It assists students to identify and implement effective strategies for planning, designing and evaluating language learning programs relevant to the needs of the learners and the contexts of learning.

This unit provides students an opportunity to undertake a professional practice unit which consists of an internship in an English language teaching organisation for students of TESOL. It involves participation in the various aspects of the work of the teaching organisation, including classroom observation, service learning, supervised English language teaching practice component, and volunteer tutoring either in Australia or overseas. In-context placement experience assists TESOL students' career development.

Interest in the relationship between the brain and how people learn is at an all-time high. Surprisingly, most theories of teaching and learning say little about the brain. In an age where 'brain-based' educational products are a multimillion-dollar industry, there is a need for students, parents, and anybody with an interest in education to have some basic knowledge of the brain. This unit is designed to provide students with a straightforward introduction into the limitations and possibilities of brain function, especially with respect to memory and learning. In addition, this unit also examines motivation, exceptional learners, and challenging groups.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. The unit aims to directly challenge students to inquire into, reflect upon, collect classroom data, analyse and respond to the data and subsequently begin to develop a repertoire of pedagogies that cater to the needs of learners within contexts which reflect the diversity of today's educational settings. The unit aims to develop skills related to effective planning, programming, evaluating and teaching in a wide variety of teaching contexts in Primary classrooms.

This unit focuses on equity and social justice issues in diverse communities and educational settings. It explores a range of contemporary theoretical frameworks and pedagogical approaches that will develop students' understandings about the social construction of difference, identity and subjectivity within social, historical and political contexts. A critical awareness of the intersections between language, knowledge, power and discourse provides students with theoretical knowledge and practical analytical tools. Students will analyse and deconstruct inequalities and subjectivity in personal and professional contexts. They will apply this critical understanding to interrogate educational policies, programs, and services, and develop effective teaching and learning strategies for diverse and multilingual learners, including English as an Additional Language/Dialect and Aboriginal and Torres Strait Islander learners.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit investigates the functions and roles of assessment in K-6 classrooms. It considers ways in which assessment can provide positive support that enhances students' progression within the school context. Teacher education students will review, refine and develop their knowledge and skills connected with being an assessment-literate teacher in their own classrooms. The unit will explore both national and international data sets and how these inform policy, classroom practices and professional roles into the future.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences they need to draw together, as a capstone, all the previous units in the course, integrating them through a well-balanced program that allows the students to refine their skills as beginning teachers. This gives them opportunity to reflect on the processes involved, identify their competencies and assist the school by recognising potential issues and assisting in implementation of the resulting praxis. This unit includes all areas of foundations and curriculum complementing a final practicum experience that will show the interrelationship between theory and practice. It also addresses issues that assist in the development of the individual student toward their transition into teaching. Students will produce a professional learning portfolio in this unit to demonstrate achievement of the Graduate Teacher Standards. The learning portfolio will enable students to reflect deeply on their emerging skills and understanding, towards development of a critical perspective of their practice as a teacher.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This subject further builds students’ knowledge and understandings of the NSW Syllabus for the Australian Curriculum: Health and Physical Education K-10 (incorporating Health and Physical Education K-6) with a focus on the personal development and health components. Through an examination of the syllabus, modules and support documents, students will develop the necessary skills to design an effective scope and sequence for K-6 Health and Physical Education (HPE) and develop a program of work suitable for a Year 5 - 6 learner. Assessment and evaluation will be addressed and the need to develop descriptive student profiles relating to student achievement of outcomes will be highlighted.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to enhance teacher education students' understanding of the NSW Syllabus for the Australian Curriculum: Mathematics K-10. The unit provides greater understanding of the content areas of measurement, number, geometry, algebra and statistics in the K-6 classroom focusing on years 5 and 6 and into the secondary school mathematics curriculum. The unit makes clear links to secondary school (year 7) mathematics and will develop the students' conceptual understanding of mathematics and numeracy learning progression from primary to secondary school.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is a 10 credit point unit. The unit is designed to enable students to have direct experience of teaching in schools, building towards a final professional experience. The Professional Experience stream integrates with the curriculum content and pedagogy delivered in other course units. The rationale behind this Professional Experience unit is to give students the opportunity to synthesise and apply their knowledge and skills from all previous units for a total of 20 days. The teaching block will enable students to build or cement relationships with a school community. Teacher Education students will be able to consolidate their teaching through the integration of theory and practice as their final preparation as beginning teachers.

The subject is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This subject is designed to enhance prior work in the science and technology areas with a particular focus on the primary years: 3 – 6. The significance of children’s views is emphasised in the selection, design and sequencing of activities for primary students in science and technology experiences through the four content areas: Biological sciences, Chemical sciences, Earth and Space sciences and the Physical sciences. Emphasis will be given to Aboriginal and Torres Strait Islander science elaborations and to develop authentic locally driven, land based teaching of content and classroom resources.

In this unit students will gain knowledge and understanding about using children's literature and digital texts to teach reading, critical literacy, comprehension, media literacy and how texts convey meaning through choices in language (written) and images (visual). It will explore how children's literature and digital contexts can be used in a K-6 classroom for the teaching of the mechanics of reading, information literacy, comprehension skills (literal, implied, inferential), text design and the social construction of texts. It will develop students deeper understanding of the four resources model of reading and viewing: text decoder, text participant, text user and text analyst. This unit will examine literature experiences and practices in digital environments and the principles of interactivity, connectivity and access that now characterise the reading experience in the digital age. Through the unit, students will be introduced to a language to talk about both written and visual texts by focusing on the meaning making resources used in constructing the texts.

The purpose of this unit is for students to gain exposure to authentic contexts for integrating science, technology, engineering and mathematics (STEM) and to develop knowledge and skills with designing and implementing STEM learning experiences. Students will have the opportunity to complete authentic interdisciplinary STEM tasks, and draw upon this experience to design and implement interdisciplinary STEM learning activities aligned to syllabus outcomes. This unit will allow students to simulate and evaluate the teaching practices associated with high-quality interdisciplinary STEM lessons.

This unit is designed to prepare students for their role as active, thoughtful leaders of learning environments for children in the primary years. It challenges students to inquire and reflect upon contemporary issues that affect learning and teaching in classrooms, including working with students from low socio-economic backgrounds, culturally and linguistically diverse (CALD) students, students who have English as an additional language or dialect (EAL/D), Aboriginal and Torres Strait Islander learners, and students from diverse religious backgrounds. It enables students to investigate and consider a range of contemporary pedagogical approaches to facilitate substantive student engagement, and relate these to educational philosophy and contemporary learning theories.

Early childhood teachers have a significant role in providing the pedagogical leadership required to deliver quality early childhood services for children and families. This unit introduces key concepts of pedagogical leadership which are then applied in other units in the course. In this unit students examine a range of theoretical perspectives and approaches to curriculum and analyse the ways different theories and approaches shape pedagogical practices. Students will have opportunities to research contemporary theories of early childhood education, reflect on their own beliefs and values, refine their personal philosophy of teaching and learning, and consider the implications for their future role as pedagogical and educational leaders in early childhood settings.

This unit examines theoretical models and pedagogical practices for using Dance, Drama and Media Arts in primary classrooms and builds on the unit 102125 Creative Arts. Students will develop a range of skills required in the teaching of the arts that support young learner's self-efficacy and awareness. Aboriginal media and performing arts form the basis for strong cultural identity formations for all students. The unit focuses on positive media representations, personal histories and experiences that shape and influence Aboriginal and Torres Strait Islander peoples and their community life.

This subject includes intensive on-campus workshops, as students complete a 10-day placement with children under the age of two years and a second 15-day placement with children two – three years of age. There is a strong focus on building relationships with children, staff and families as well as adhering to work health and safety and the Australian Children’s Education and Care Quality Authority’s (ACECQA) National Quality Standards. Students will assess children’s learning and socio-cultural context and use this knowledge to plan innovative and engaging play-based learning experiences.

This unit will assist students in the transition from a Pre-Service Teacher into a practising teacher. Students will develop their professional identity and teaching philosophy. The unit is designed to inform students of the importance of continued professional learning, the relationship between professional and community organisations in supporting educators, and how these influence student outcomes. It will build awareness of skills and practices that will help facilitate students' personal wellbeing and resilience in their teaching career.

The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. This unit is designed to extend the development of mathematical concepts, skills and understandings for children from years 3 to 6 based on the Australian curriculum and the NSW Educational Standards Authority (NESA) requirements. An awareness of relevant research and curriculum documents, combined with the practical knowledge of teaching, learning and assessment strategies, will assist teachers to program and implement a series of investigative experiences that will enhance the conceptual knowledge of their students.

This subject explores the history of literacy in the early years from different theoretical perspectives and the tensions between theory, expectations and practice. It breaks down language development for diverse learners and develops students’ understanding of strategies to scaffold children’s language learning and development when working in diverse community contexts. The subject builds on the previous subject of Critical Literacies and focuses the changing nature of literacy and the diverse literacy pathways individuals take up. Students will investigate the processes children go through when speaking, listening, reading and writing in the early years, and the interrelatedness of these processes to make meaning. Students will develop play-based, literacy-enriched experiences underpinned by contemporary literacy perspectives.

This subject explores the complexity of leadership in the early childhood context. Students will analyse leadership theories and consider how the leadership role can and does influence the quality of practitioners’ practices and Early Childhood Education and Care (ECEC) service provision. Students will reflect on their professional identity, values, experiences, knowledge and practices to develop a personal perspective of how effective leadership is enacted to lead staff teams, partner with families and strengthen relationships with the local community. A critical analysis of how leadership influences pedagogy, relationships, collaboration, and change will provide a basis for developing a professional portfolio.

This subject explores the powerful mathematical and numeracy ideas that shape children’s lives from birth to five years. Students will develop the ability to identify, assess and plan for young children’s diverse mathematical and numeracy understandings, whilst using current curriculum frameworks and theoretical underpinnings to guide them. This subject will support students to make connections to mathematics and numeracy in everyday life, develop knowledge of effective pedagogical practices, and develop positive dispositions towards being a teacher of mathematics in the early years.

Students will participate in a 30-day professional experience set in the context of their future profession and under the supervision of qualified teachers. This is the final professional experience unit in your degree. The completion of this Professional Experience recognises you as a conditionally qualified teacher. This unit aims to recognise your shift from pre-service teacher to beginning teacher. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and student learning outcomes. The unit is designed to develop your professional identity and the importance of continued professional learning, the relationship between professional and community organisations in supporting educators, and how these influence student outcomes. It will build awareness of skills and practices that will help facilitate preservice teacher's personal wellbeing and resilience in their teaching career. The unit links theory and practice and enables students to construct new knowledge and new ways of practice as part of their transition into the teaching profession. In line with primary teaching specialisation requirements, your professional experience may focus on teaching, evaluating and assessing in the subject area of Science and Technology. Students are required to analyse their own learning in relation to the Graduate Teacher Standards through the completion of a Learning Portfolio and the TPA (Teaching Performance Assessment).

This unit is an Internship and as such is an intensive period of in-school experience that will induct students into the nature, structure and organisation of schools and the work, roles and responsibilities of teachers. The internship is a valuable opportunity for further professional learning guided by an experienced mentor teacher. To allow a strong focus on quality of preparation, reflection and deep evaluation, the expectation is that each intern will teach 60 per cent of a full teaching load. Interns do not have to be supervised in the same way as a Pre-Service Teacher on previous professional experience units. Interns may be left unsupervised to take responsibility for groups of students. It is expected that Principals and Mentor Teachers will assign duties and responsibilities to Interns at a level appropriate for an early career teacher. The NSW Education Standards Authority (NESA) requires all Pre-Service Teachers entering an internship to have been assessed within the preceding supervised Professional Experience as achieving all the requirements of the Professional Standards for Graduate Teachers. As such the internship provides not only an opportunity for consolidation of these standards but also preparation towards standards appropriate for full accreditation at Professional Competence level in early teaching years.

This subject begins with an intensive on-campus series of workshops. The unit is the final professional experience subject in the Bachelor of Education (Birth – 5 Years), comprising of a 35-day placement with children aged 3-5 years. It has a strong focus on pedagogical leadership, initiating and sustaining collaborative partnerships with staff, children and families, and implementation of integrated curriculum through effective programming and planning. The subject facilitates in-depth investigation and critical thinking, preparing students to connect to children’s social worlds and provide innovative, inclusive and meaningful learning environments. This subject requires students to apply the principles, practices and outcomes of Belonging, Being and Becoming: The Early Years Learning Framework for Australia.

The unit is designed to develop students' skills and expertise in investigating their own teaching in Science and Technology. The unit facilitates a researcherly disposition towards their own professional practice. Students will focus on a specific aspect of their teaching practice related to the concept of engagement and critically reflect upon their own evolving professional identity, philosophy and practice. The unit draws upon key principles and methods of participatory action research to facilitate students' skills and expertise as teacher-researchers. Students will plan an action research proposal that could be implemented in their future practice.

Inclusion is both a right and an expectation for all children. Its effectiveness, however, depends upon teachers having the competencies, dispositions and skills to advocate for equity of access, participation and inclusion for children with a broad range of abilities within early childhood settings. In this subject, students reflect on the social construction of disability, policy and research in relation to the identification of additional needs, intervention and inclusion. Students will learn to assess curriculum and environments for learning, and to design, evaluate and communicate inclusive plans. The subject will focus on enhancing quality inclusive early childhood education through responsive adaptation and modification of the environment, curriculum and teaching practices. The importance of forming genuine partnerships with families and collaborating with the team around the child are advocated as essential for effective inclusion.

The 2016 ABS Census reveals that Australia is a 'fast changing, ever expanding culturally diverse nation'. One in four Australian children come from language backgrounds other than English including children born in Australia and immigrants, refugees and asylum seekers arriving in Australia each year. Many of these students will require English language learning support in the classroom. This support will vary depending on learner needs and language proficiency. The focus of this subject is to provide initial education teachers with a foundation of theoretical principles related to teaching and learning English. The emphasis will be on developing an understanding of appropriate classroom strategies within a mainstream, cross-curricula program, for learners of English as a second language including appropriate pedagogies for Aboriginal and Torres Strait Islander students.

The subject will examine and model effective contemporary classroom practice in teaching Aboriginal Studies in Stages 4 and 5. The subject will provide opportunities to engage with the inquiry pedagogy. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Aboriginal Studies teaching to develop innovative lesson and subject planning, choose relevant and creative texts and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of inquiry, concepts and skills will be presented.

The subject will build on Aboriginal Studies Curriculum 1 and examine and model effective innovative classroom practice in teaching senior Aboriginal Studies and Society Studies in Stage 6. The subject will provide opportunities to engage with the inquiry pedagogy and social science thinking. The specifics of the relevant NSW Education Standards Authority Years stage 6 Syllabuses will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying sociological and Indigenous studies teaching to develop innovative lesson and subject planning, choose relevant sources, and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of senior inquiry project, and subject specific concepts will be presented.

The subject will examine and model effective contemporary classroom practice in teaching Commerce in Stages 4 and 5. The subject will provide opportunities to engage with the inquiry pedagogy. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Commerce teaching to develop innovative lesson and subject planning, choose relevant and creative texts and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of inquiry, concepts and skills will be presented.

The subject will build on Commerce/Business Studies Curriculum 1 and examine and model effective innovative classroom practice in teaching senior Business Studies, Legal Studies and Economics in Stage 6. The subject will provide opportunities to engage with the inquiry pedagogy and historical thinking. The specifics of the relevant NSW Education Standards Authority Years stage 6 Syllabuses will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Business, Economics and Legal Studies teaching to develop innovative lesson and subject planning, choose relevant sources, and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of senior inquiry, and subject specific concepts will be presented.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge in the teaching of English. The subject will provide opportunities to engage with English teaching in all textual forms including spoken, written and visual forms to build meaning. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying English teaching to develop innovative lesson and subject planning, choose relevant and creative texts to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research into the teaching of English and different approaches to the study of texts will be important.

This subject extends pedagogical content knowledge about the teaching of English provided in English Curriculum 1. Responses to texts and composing meaning for communication, knowledge, enjoyment and agency for senior students is presented in this subject. Opportunities for quality literature of past and contemporary societies and engage with the literature and literary heritage of Aboriginal and Torres Strait Islander Peoples is provided. The design, selection and application of pedagogical choices for senior students in lesson sequences, text selections, subject planning and assessment is the focus of the subject. Professional learning and the critical discussion of educational research in teaching English is explored.

The subject will examine and model effective contemporary classroom practice in teaching adolescent reading within the discipline of English. The subject will provide opportunities to engage with adolescent literature. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying English teaching to develop innovative lesson and subject planning, choose relevant and creative texts and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of cultural capacity using critical and imaginative English teaching will be presented.

The subject will examine and model effective contemporary classroom practice in teaching adolescent writing within the discipline of English. The subject will provide opportunities to engage with the craft of writing. The specifics of the relevant NSW Education Standards Authority Years 7-12 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying English teaching to develop innovative lesson and subject planning, choose relevant and creative texts and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of cultural capacity using critical and imaginative writing will be presented.

The subject will examine and model effective contemporary classroom practice in teaching Geography in Stages 4 and 5. The subject will provide opportunities to engage with the inquiry pedagogy. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on the principles underlying Geography teaching to develop innovative lesson and subject planning, choose relevant geographical tools, create authentic assessment tasks, and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of geographical inquiry, concepts and skills will be presented.

The subject will build on Geography Curriculum 1 and examine and model effective innovative classroom practice in teaching senior Geography in Stage 6. The subject will provide opportunities to engage with the inquiry pedagogy and historical thinking. The specifics of the relevant NSW Education Standards Authority Years stage 6 Syllabuses will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on the principles underlying Geography teaching to develop innovative lessons and subject planning, choose relevant geographical tools, create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of senior geographical inquiry, and subject specific concepts will be presented.

The subject build upon curriculum subjects in Human Society and its Environment (HSIE) for teaching in Stages 4 and 5. The subject will provide deeper opportunities to engage with the inquiry pedagogy. The specifics of the relevant HSIE NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying HSIE such as Aboriginal and Torres Strait Islander perspectives, Civics and Citizenship, sustainability and heritage. Opportunities to engage in site and field studies within HSIE will be a strong focus within the subject. The subject will comprise critical exploration of current research particularly related to the development of pedagogical inquiry and concepts.

The subject build upon curriculum subjects in Human Society and its Environment (HSIE) for teaching in Stage 6. The subject will provide deeper opportunities to engage with the critical inquiry pedagogy. The specifics of the relevant HSIE NSW Education Standards Authority Stage 6 Syllabuses will be explored. Emphasis will be placed on principles underlying HSIE such as Aboriginal and Torres Strait Islander perspectives, Civics and Citizenship, sustainability and heritage for senior students in relevant humanities and social science disciplines. Opportunities to engage in project based inquiry to support senior curriculum in HSIE will be a strong focus within the subject. The subject will comprise critical exploration of current research particularly related to the development of pedagogical inquiry and concepts for senior students.

The subject will examine and model effective contemporary classroom practice in teaching History in Stages 4 and 5. The subject will provide opportunities to engage with the inquiry pedagogy. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying History teaching to develop innovative lesson and subject planning, choose relevant and creative texts and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of historical inquiry, concepts and skills will be presented.

The subject will build on History Curriculum 1 and examine and model effective innovative classroom practice in teaching senior History in Stage 6. The subject will provide opportunities to engage with the inquiry pedagogy and historical thinking. The specifics of the relevant NSW Education Standards Authority Years Stage 6 Syllabuses will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Modern and Ancient History teaching to develop innovative lesson and subject planning, choose relevant sources, and how to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of senior historical inquiry, historiography, and subject specific concepts will be presented.

This subject explores contemporary and differentiated approaches to teaching Languages in secondary contexts. Students will use relevant syllabus documents to develop innovative and engaging lesson plans. Students will apply a range of effective teaching strategies designed to engage a diversity of learners in a supportive classroom environment. Digital and other aural/oral resources to assess and improve learning in the discipline to develop language acquisition and cultural understanding will be explored. Opportunities for investigation and discussion of current research particularly related to the development of cultural capacity in Languages teaching will be presented.

This subject explores contemporary and differentiated approaches to teaching Languages in senior secondary contexts and builds on Languages Curriculum 1. Students will use relevant syllabus documents to develop innovative and engaging lesson plans that cater for a range of HSC language courses and levels. Students will apply a range of effective teaching strategies designed to engage a diversity of learners in a supportive, rich and culturally responsive classroom environment. Digital and other aural/oral resources to assess and improve learning in the senior years in the discipline to develop language acquisition and cultural understanding will be explored. Opportunities for investigation and discussion of current research particularly related to the development of cultural capacity in Languages teaching will be presented.

In this subject, the place of Languages in secondary curriculum will be further explored using evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for teaching a range of Languages using inquiry pedagogy. They will a focus on assessment design for range of levels in Language teaching and the importance of culturally situated learning. The subject will demonstrate approaches for engaging diverse secondary learners from native speakers to beginners. Pre-service teachers will develop subject and assessment plans and demonstrate a knowledge of curriculum, learning and assessment theory. The subject requires students to develop original portfolio of teaching artefacts that demonstrate capacity to create and critique resources for effective teaching and learning in Languages.

This subject provides pedagogical and curriculum enrichment to the teaching of Languages and builds on methods and concepts from earlier Languages Curriculum subjects. It explores approaches to language teaching; designing and implementing classroom language learning activities; developing the skills and knowledge to teach the language macro-skills of reading, writing, listening and speaking; classroom management; materials evaluation and selection; technological aids to language teaching/learning; reflecting on and evaluating teaching. Pre-service teachers will develop subject and assessment plans and demonstrate a knowledge of curriculum, learning and assessment theory. The subject requires students to develop critique resources and practices for effective teaching and learning in Languages.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge in the teaching of Mathematics. The subject will provide opportunities to engage with teaching Mathematics across strands and courses in years 7-10. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Mathematics teaching to develop innovative lesson and subject planning, choose relevant data and contexts to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of applied and inquiry based Mathematics learning will be presented.

All students seeking a first secondary teaching area qualification must complete Years 11-12 Mathematics teaching methodology subject. The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabus and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative program, subject and lesson planning and on the role of student data in authentic and appropriate assessment practices. Students will have opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area.

This subject enables students to extend their knowledge of Mathematics education with a particular focus on STEM in years 7-10. Students will explore their role in implementing the general capabilities of numeracy, both within the mathematics curriculum and in supporting the capable and confident use of mathematics across other learning areas at school and in society. A range of informed approaches to catering for the diverse needs of students to the middle years of schooling including intervention and appropriate challenge will be addressed. Issues in education such as Mathematics teaching for productive disposition will be explored with further professional and applied research into Mathematics education.

This subject enables students to extend their knowledge of Mathematics education with a particular focus on differentiated and applied syllabuses in years 11-12. Students will explore their role in implementing the general capabilities of numeracy, both within the mathematics curriculum and in supporting the capable and confident use of mathematics across society and future work. A range of informed and evidence based approaches to cater for the diverse needs and challenges of students in the senior years of schooling will be addressed. Issues in education such as Mathematics self-efficacy, critical and creative thinking will be explored with further professional and applied research into Mathematics education for senior students.

This subject is designed to promote the application and integration of current psychological and educational pedagogy, theory, evidence and best practice in supporting students who may be experiencing mental health challenges in educational settings. A problem-based approach to learning and teaching is used, employing case-based vignettes depicting various specific mental health presentations. Students are required to determine how they will develop student, classroom and curriculum level interventions to promote the wellbeing and learning of young people in educational settings. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

The subject will examine and model effective contemporary classroom practice in teaching Music in Stages 4 and 5. The subject will provide opportunities to engage with the performance, production and composition principles related to the discipline of Music. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabuses and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on pedagogical content knowledge underlying Music teaching to develop innovative lesson and subject planning, choose relevant and creative texts, create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of Music education.

The subject will build on Music Curriculum 1 and examines and models effective innovative classroom practice in teaching senior Music in Stage 6. The subject will provide opportunities to engage with inquiry pedagogy and historical thinking. The specifics of the relevant NSW Education Standards Authority Stage 6 Syllabuses will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Music teaching to develop innovative lessons and subject planning, choose relevant tools, create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of senior music performance, composition and production will be presented.

This subject in Music curriculum, explores in greater depth pedagogical content knowledge established in Music Curriculum 1, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of Music teaching. Pre-service teachers will explore extended theoretical frameworks associated with teaching and learning in Music education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. They will learn to compose good questions, arrange music compositions and analyse music forms and concepts.

This subject will explore the discipline of Music education in contemporary Australian society, and the senior secondary Music extension curriculum. The subject will investigate current evidence-based approaches for curriculum development for quality teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge and praxis of Music. They will learn approaches for engaging adolescent learners and differentiate the curriculum in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate subject and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will develop teaching resources for effective teaching and learning and to link with curriculum. They will critique curriculum implementation in current socio-cultural school contexts.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge in the teaching of Personal Development, Health and Physical Education (PDHPE). The subject will provide opportunities to engage with teaching PDHPE across health and practical skills strands in years 7-10. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles such as games-sense theory that inform PDHPE teaching. This subject will develop current and applied skills in innovative lesson and subject planning, choose relevant data and contexts to create authentic assessment tasks and apply consistent feedback for student learning. Opportunities for investigation and discussion of current research particularly related to the development of applied and health based learning will be presented.

This subject explores contemporary and differentiated approaches to teaching Personal Development, Health and Physical Education (PDHPE) in senior secondary contexts and builds on PDHPE Curriculum 1. Students will use relevant syllabus documents to develop innovative and engaging lesson plans that cater for a range of senior learners. Students will apply a range of effective teaching strategies designed to engage a diversity of learners in a supportive, safe and culturally responsive classroom environment. Digital and practical resources to assess and improve learning in the senior years in the discipline will be developed. Opportunities for investigation and discussion of current research particularly related to the development of Health Education will be explored.

In this subject, pre-service teachers will consider the place of Health education in contemporary Australian society and explore programs in Physical Activity and Sports Studies (PASS). They will explore a range of evidence-based approaches for curriculum development and alignment in PASS and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Health education and how to provide constructive feedback and reporting. This subject will require students to engage in teaching practical skills in areas such as sport, recreational, combat games, physical fitness activities and physical activity for remediation and therapy.

In this subject, pre-service teachers will consider the place of Health education in contemporary Australian society and explore senior programs in Community and Family Studies (CAFS) and Sport Lifestyle and Recreation Studies (CEC). They will explore a range of evidence-based approaches for curriculum development and alignment in CAFS and CEC and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Health education and how to provide constructive feedback and reporting. This subject will require students to engage in teaching wellbeing, positive relationships, responsible care and appreciation for diversity and interdependence in community contexts.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge in the teaching of Science. The subject will provide opportunities to engage with teaching Science across strands and programs in years 7-10. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Science teaching to develop innovative lesson and subject planning, choosing relevant data and contexts to create authentic assessment tasks and applying consistent feedback for student learning. There will be a focus on the development of laboratory skills and techniques including aspects of general and mandatory safety requirements. Opportunities for investigation and discussion of current research particularly related to the development of applied and inquiry-based Science learning will be presented.

The subject will explore senior Science curriculum to develop pre-service teachers' pedagogical content knowledge in the teaching of Science across Biology, Chemistry, Earth and Environment and Physics. The subject will provide opportunities to engage with teaching Science across a range of programs in years 11-12. The specifics of the relevant NSW Education Standards Authority Stage 6 Science Syllabus will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Science teaching to develop innovative lesson and subject planning, choose relevant data and contexts to create authentic assessment tasks and apply consistent feedback for student learning. There will be a focus on the development of laboratory skills and techniques including aspects of general and mandatory safety requirements. Opportunities for investigation and discussion of current research particularly related to the development of applied and inquiry-based Science learning will be presented.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge in the teaching of Science related to STEM. The subject will provide opportunities to engage with teaching STEM projects connected to Science across strands and programs in years 7-10. The specifics of the relevant NSW Education Standards Authority Years 7-10 Syllabus, STEM Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying Science and STEM teaching to develop innovative lesson and subject planning, choose relevant data and contexts to create authentic assessment tasks and apply consistent feedback for student learning. There will be a focus on the development of laboratory skills and techniques including aspects of general and mandatory safety requirements. Opportunities for investigation and discussion of current research particularly related to the development of applied and inquiry-based Science learning will be presented.

The subject will explore senior Science curriculum to develop pre-service teachers' pedagogical content knowledge in the teaching of Investigating Science and Science Extension. The subject will provide opportunities to engage with teaching interdisciplinary Science. Emphasis will be placed on principles underlying Investigating Science and Science Extension teaching to develop innovative lesson and subject planning, choose relevant data and contexts to create authentic inquiry project based assessment tasks and apply consistent feedback for student learning. There will be a focus on the development of laboratory skills within the context of Investigating Science and techniques including aspects of general and mandatory safety requirements. Opportunities for investigation and discussion of current research particularly related to the development of applied and inquiry-based Science learning in Science Extension will be explored in depth.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge. The specifics of the relevant Technology Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative program, subject and lesson planning and on the role of data in authentic and appropriate assessment practices. Students will investigate and discuss current research particularly related to sustainability and diversity in the teaching of specific technology areas.

The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge. The specifics of the relevant Board of Studies NSW Years 11-12 Syllabuses in Technology Key Learning Area and links with the Years 7-10 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative program, subject and lesson planning and on the role of student data in authentic and appropriate assessment practices. Students will have opportunities for investigation and discussion of current research particularly related to sustainability and diversity in the teaching of the specific subject area.

In this subject, the place of Technology and applied STEM in secondary curriculum will be further explored using evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for teaching a range of Technologies using STEM pedagogy. They will focus on assessment design for project and problem-based learning. The subject will demonstrate approaches for engaging diverse senior secondary learners. Pre-service teachers will develop subject and assessment plans and demonstrate a knowledge of curriculum, learning and assessment theory. The subject requires students to develop original portfolio of teaching artefacts that demonstrate capacity to create and critique resources for effective teaching and learning in Technology.

In this subject, the place of Technology Curricula in senior secondary will be further explored using evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for teaching a range of Technologies and how to provide constructive feedback and reporting connected to project and problem-based learning. The subject will demonstrate approaches for engaging diverse senior secondary learners. Pre-service teachers will develop subject and assessment plans and demonstrate a knowledge of curriculum, learning and assessment theory. The subject requires students to develop original portfolio of teaching artefacts that demonstrate capacity to create and critique resources for effective teaching and learning in Technology.

In this unit students will be introduced to research, perspectives and practices associated with successful and culturally appropriate curriculum and pedagogy for teaching Aboriginal and Torres Strait Islander adolescent students. The unit is informed by current research practices, policy developments and curriculum deliverables that require culturally appropriate, responsive, respectful and informed teaching and learning practices that will benefit all education participants. Students will gain knowledge, insight, skills and appreciation of the importance and implications of consultation, negotiation and two-way partnerships with local Aboriginal communities and schools. It will also focus on empowering students to effectively reflect on all aspects of inquiry-based teaching with respect to Aboriginal perspectives and the delivery of lessons and effective support to all secondary students.

In this unit students will apply their knowledge of curriculum and pedagogy to address diversity within the primary mathematics classroom. Students will explore strategies to address a broad range of learning needs incorporating gifted and talented students, students from diverse cultural backgrounds including Aboriginal students and students with additional needs including dyscalculia. Other issues such as gender and mathematics for English as an Additional Language Learners (EALD) will be investigated.

The purpose of this unit is for students to develop knowledge of science teaching for primary aged children of science with additional needs and diverse linguistic and cultural backgrounds. Students will explore a range of needs, including gender issues with science learning, EAL/D backgrounds, learning difficulties, and gifted and talented abilities, and identify strategies to respond to those needs with specific instructional plans. In addition, students will learn to implement culturally relevant and context-based pedagogies in primary science education.

This unit examines research and contemporary classroom practice relevant to the cognitive, physiological, and social/affective needs of adolescents to highlight the reciprocal effects that teaching has on adolescence and how in turn adolescence affects teaching practice. Emphasis is placed on the use of evidenced-based literature in examining adolescent-centred challenges to teaching and learning. Topics addressed include definitions of adolescence past, present and future, biological and cognitive milestones of adolescence, adolescents at-risk, secondary schooling fostering educational and general resilience in adolescents, and helping adolescents thrive.

This is a language-analysis intensive unit with practical application for real situational English language teaching. It offers students theoretical overviews of language analysis, from the sentential-clausal-lexical-grammatical level to highly contextualised discourse study. It requires students to engage with a variety of real-life instances of language use while also investigating the potentialities of extensive linguistic repertoires. By exposing students to both the realities of actual language use and the possibilities inherent in varieties of English, students are better prepared for the demands of English (second and foreign) language teaching across multiple contexts.

Professionals' knowledge and skill in assessment supports the identification, planning, monitoring and evaluation of their work with individuals with additional needs. Assessment not only applies to assessing the needs of the individual, but extends to identifying the needs of the family and the educational setting. This unit explores various models of assessment (and their underlying theory and implications for practice). Various approaches are investigated that are utilised to elucidate a range of educational needs across the lifespan by a range of professionals (e.g. functional, standardised, diagnostic, strengths-based, curriculum-based). Students apply problem-based learning by selecting and critiquing assessment strategies to inform the goals, educational instruction and adjustments, and progress for an individual, their family and educational setting. Students also develop skills in communicating with colleagues and families regarding issues around assessment.

A significant aspect of teachers' work is focused on assessment and mathematics classrooms are renowned for their traditional reliance on pen and paper testing. In this unit students will investigate contemporary formative and summative assessment practices of and for learning mathematics. Students will investigate how to use results from assessments including NAPLAN to plan teaching and learning, and provide intervention where appropriate. A range of intervention programs used in Australian schools will be explored and compared.

The purpose of this unit is for students to be informed of different types of diagnostic, formative, and summative assessment strategies used in primary science contexts. Examination of assessment methods and resources will help teachers develop a comprehensive philosophy of assessment in primary science. Students will develop skills in adapting instructional units to incorporate a research-based assessment system, become familiar with strategies to analyse assessment data, and design interventions in response to assessment data.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. History, politics and ignorance make the cultural interface between Aboriginal and non-Aboriginal Australians contested and fraught. In turn, cultural misunderstanding contributes to inequities in educational attainment, employment and social disadvantage. Students apply a critical perspective to the discourses surrounding Aboriginal disadvantage and white privilege. They develop processes to engage respectfully with local Aboriginal and Islander communities in order to learn and share in a two-way exchange of knowledge. They listen deeply and intersubjectively in their exploration of Aboriginal worldviews, and they reflect on what it means to decolonise their own thinking so as to build partnerships based on mutuality and reciprocity.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. The subject examines the implications of cross-disciplinary research into children’s early life experiences for creating innovative services and service models that both foster children’s early learning and encourage and strengthen families and carers’ capacity to support their children’s early development and wellbeing. In this way, students will gain an understanding of the complex field of early intervention and prevention, consider national and international innovations in policy and service delivery, examine new tools and frameworks for community intervention, analyse discourses associated with family and social disadvantage and consider how communities can best support young children. Studying this subject will provide an opportunity to consider the nexus between early childhood education and child and family services, how these might interact and work together seamlessly and the implications for the kind of knowledge and skills required to work in these innovative contexts. Students will reflect on the complex interrelationship between collaboration, research and practice to identify their role as community leaders enhancing families’ and carers’ capacities and children’s development, learning, health and wellbeing.

This unit will enable students to develop knowledge of computational thinking as it can be applied across the STEM curriculum in schools. Students will learn about the nature of computational thinking as a problem solving approach which can be applied to produce digital solutions. The unit will allow students to undertake a critical examination of innovative, interdisciplinary approaches to the development of computational thinking and relevant pedagogical strategies to maximise student learning and engagement with STEM disciplines.

This multidisciplinary subject seeks to redefine and inform practice about what it means to be part of teacher-led development in the 21st century. Students will need to develop unique skills and understanding necessary for creating, sustaining and expanding communities of practice within and beyond classrooms. Through an examination of relevant literature connected with local and global networks, students will build, an understanding of cultural assets; professional leadership capacity; and what is required to effect change, leadership and innovation in school culture through teaching and learning innovations and program evaluation. Learning outcomes are based on learning about leadership within an established community of practice.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit focuses on processes of creative thinking and creative expression in children and introduces students to the theory and practices of using drama, music, dance, media arts and visual arts in prior to school and school contexts. Arts-based pedagogies, collaborative learning, multiple modes of learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and teaching and learning practices. Students will explore the relevance of the arts in the development of children's play and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as pedagogical approaches across the early childhood and primary years and as creative arts in their own right.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit focuses on the socio-political, economic and cultural milieu that shapes teacher and student subjectivities. Teachers are required to understand the variety of, and changing nature of, discourses and ideologies that both constitute and are constituted in society, schooling, teaching, and learning, in an increasingly multifaceted, globalized and cosmopolitan environment. Within this framework it is also essential that teachers engage with and understand the diversity and fluidity of individuals and the broader Australian community in order to promote equitable practices in schooling and to facilitate educational and professional transformation. Aboriginal and Torres Strait Islander peoples and their relationship to schooling will also be explored in this unit, providing pre-service teachers with deeper understandings of Australia's first nations people. Developing understandings of society, culture and the formation of subjectivities will promote an enhanced awareness of equity issues as well as crucial analytical and critical tools to address the needs of diverse students, their families, teachers, and the broader school community.

This unit examines the role of families and communities in children's learning and emphasizes the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's competencies and build connections between children, families and educators while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit considers the research and theoretical basis of curriculum futures, with a focus on design for learning and learning design, and critically examines contextual factors and their implications for learning design in a range of settings. The unit provides a critical overview of perspectives on curriculum, curriculum design and examines authentic learning and assessment. Examples of curriculum futures will be negotiated and explicated. The overall focus is on curriculum decision-making and planning for improved learning outcomes.

In this unit, students will explore a range of contemporary issues impacting upon adolescent learning in the 21st century and how those issues may be addressed through the thoughtful re-design of teaching and learning. In a future characterised by rapid change and re-conceptualisations of compulsory schooling, attention will be given to the role of the secondary school teacher in assisting their students to develop new ways to think and new ways to work, as well as acquiring new tools and skills for living and working in the 21st century. Students will be encouraged to articulate their own vision for sustainable and engaged secondary education appropriate to the first half of the 21st century. In particular, it is critical that students possess the capacity to develop secondary students' abilities to engage in real world problem solving and collaborate meaningfully through emerging technologies. Students will collect evidence in an e-portfolio to demonstrate they meet the Australian Professional Standards for Teachers at the graduate level. Students begin their e-portfolio in 102086 Designing Teaching and Learning and continue to collect evidence throughout their Master of Teaching (Secondary) course.

The developmental trajectory and quality of life of individuals with additional needs is affected not only by the nature and level of the disability itself but also by the ways in which that disability interacts with the contexts in which they live their lives. In turn, the impact of the disability will affect the individual’s family and those working with them. This subject adopts both a developmental and ecological perspective to enable analysis of the specific impact of disability on an individual, their family, the professionals working with them and the contexts in which they do so. In so doing, it evaluates the efficacy of theoretical models and frameworks available to assist in ensuring best outcomes for the individual and those around them.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit increases students' understandings of the impact of globalisation, new technologies and the diversity of Australian languages and dialects on children's literacy practices. It provides opportunities for students to develop insights into the importance of languages and cultures in children's identity formation, particularly in relation to the importance of the home language and dialect for bilingual and Aboriginal and Torres Strait Islander children. Contemporary social theories of diversity and difference and frameworks of literacy and languages learning will be introduced to students and the links between theory and practice will be applied. Students will have the opportunity to investigate the literacy practices in diverse family and community contexts and apply literacy-enriched play and pedagogies to extend languages learning and literacy for all children.

The unit explores diversity, social justice, equity and learning through the multi-layered operation of social power and privilege. It advances students' understanding of how social and cultural difference in Australia has shaped contemporary education, schooling and cross-cultural relationships. In particular, the unit examines diversity as a social construct that has promoted the differential treatment of particular social and cultural groups and served as the basis for response to subsequent social and cultural inequities by these groups. The unit engages students in critical analysis essential for professional pedagogical practice in education for diversity and social justice in Australia and beyond.

This subject will support students to develop their philosophy, approach to and practice of teaching within the context of a rapidly changing and dynamic human global culture that has important cultural, social, historical and environmental dimensions. The subject explores theoretical perspectives and approaches, including indigenous perspectives, human/nature theories, socio-cultural considerations, inclusivity and place-based pedagogies that support learning and teaching in the curriculum areas of history, geography, civics and citizenship and sustainability for children in early childhood and primary school settings. Drawing on their understanding of theory students will examine key local and international policies and frameworks around risk, play and pedagogy. Through field and / or virtual visits to early childhood and community settings, students will have an opportunity to evaluate the relationship between physical environments and children’s experience of place and everyday learning. Students will also design, plan and rationalise learning experiences that support children’s investigation, discovery, problem solving and meaning making using man made and natural materials. A strong focus of this subject is for students to develop an understanding and appreciation for learning environments that promote a connection to place and sustainability.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This subject aims to develop students’ critical understandings of how numeracy and powerful mathematical ideas shape young children’s lives during their first eight years. Students will develop their ability to provide rich learning experiences that enhance and assess the growth of children’s numeracy and foundational mathematical concepts. The subject will foster positive dispositions towards teaching and applying mathematics and numeracy in diverse settings for children aged birth to eight years, using the current Early Years Learning Framework and the NSW Mathematics K-10 Syllabus curriculum document.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit supports the development of students' knowledge and skills by analysing a range of consultation models; examining the perspectives and needs of families as well as professionals from different discipline backgrounds; and developing effective interpersonal communication skills, collaborative problem solving, dispute resolution, teamwork and teambuilding. In addition, professionals with advanced knowledge of inclusive education and disability studies may serve as agents of change within their professional setting. The unit explores this role and encourages students to reflect upon how they may enact this ability to advocate inclusive education and facilitate the capacity of others.

From 2020 students should note that core subjects are now taught in semesters rather than half yearly sessions. Community engagement is variously seen as a strategy for improving educational outcomes, increasing community ownership and/or empowering citizens to take collective action. Although appeals to ‘community’ often assume a homogeneous ideal, active community engagement needs to respond to a diversity of needs and experiences. This subject begins by exploring the notion of community, its uses and meanings in different discursive and professional contexts. Students will be introduced to theory and praxis aimed at identifying community needs, partnering across diversity and working effectively and inclusively to build community strengths and engagement. The subject’s applied learning focus requires students to develop and implement a community engagement strategy for a selected setting.

This unit provides students with a linguistics background, including English grammar, necessary to excel in English language teaching and assessment. Encompassing the areas of syntax, semantics, morphology, phonology and phonetics, the unit equips students with the technical vocabulary of linguistics and pedagogical grammar as well as the analytical skills necessary to identify and describe both the English language and patterns of performance by second and bilingual language learners. These foundational skills prepare students for success in language teaching, assessment and second language research.

Significant reform has occurred over the last three decades with regard to educating individuals with additional needs. This unit explores the history and current position on disability as well as philosophy, policy, legislation, and practice around educating individuals with additional needs internationally. The research literature examining the benefits and barriers to inclusive education will be analysed. Students will develop skills of critical review required to evaluate the research in the field. Lastly, the unit addresses the ways in which educational settings can be designed to be more responsive to learners with additional needs and how students can promote inclusion through organisational change.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Early childhood educators have a significant role in providing the pedagogical leadership required to deliver quality early childhood services for children and families. This subject introduces the concept of pedagogical leadership which is then explored further in other subjects in this program. In this subject students examine a range of theoretical perspectives and approaches to curriculum and analyse the ways different theories and approaches shape pedagogical practices. Students will have opportunities to research contemporary theories of early childhood education, reflect on their own beliefs and values, refine their personal philosophy of teaching and learning, and consider the implications for their future role as pedagogical leaders.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. In this unit students critically review the ethical, legal and professional accountabilities of early childhood teaching within a complex socio-political context. The conceptual frames of pedagogical and community leadership afford the opportunity to interrogate discourses associated with advocacy, leadership and management across a range of settings. Students will explore dimensions of effective leadership and management practices and consider the efficacy of new and emerging policies and resources in the field.

Becoming a professional is a complex and intricate process. Beyond adequate initial training (both theoretical and the implementation of theory into practice) it takes a commitment and undertaking to career-long learning and professional development. Such commitment and undertaking need not be an isolated process. Educational leaders are available to assist in the promotion of professional development. This unit provides leaders with the understandings and strategies for implementing mentoring and professional development programs.

This unit provides an in-depth exploration of the required mathematics knowledge for primary teaching and for leading other teachers in their professional learning. Students will explore and further develop their pedagogical content knowledge, applying it to the primary mathematics curriculum. They will develop a deep understanding of specific mathematical content, the ways in which children learn that content and appropriate, research based pedagogies.

The purpose of this unit is for students to engage in leadership practices and theory associated with an expert primary science teacher. Students will evaluate curriculum resources and consider strategies for integrating science with other disciplines in primary teaching contexts. Students will develop their capacity for leading science professional learning experiences and innovation to other educators.

This subject involves the study of pedagogy in contexts regarded as ‘challenging’. The main focus will usually be on the contexts of school and early childhood, but alternative sites of education will also be studied as appropriate. The definition of a challenging context will be considered with an emphasis on contexts of poverty. Students will undertake a critical analysis of policies and practices that impact and respond to challenging contexts. The subject is structured around the investigation of dilemmas and specific provocations, and explores engaging pedagogies for education.

From 2020 students should note that core subjects are now taught in semesters rather than half yearly sessions. In this subject students investigate processes of speaking, listening, reading, writing, viewing and representing and creative and critical thinking across the prior to school and primary school years. The subject includes a focus on strategies for supporting emergent literacy and for teaching beginning readers, including strategies for working with children who are learning Standard Australian English as an additional language or dialect. There is a strong focus on the role of the educator in assessing children’s language and literacy learning and planning experiences and lessons that extend learning.

This unit provides professionals with the skills to successfully and systemically manage challenging behaviours exhibited by individuals in classrooms, early childhood, or other educational settings. This unit will focus on managing critical features of the environment to encourage positive behaviours and prevent challenging behaviours from occurring. Intervention strategies are also developed to address significant negative behavioural challenges when preventative measures are ineffective. Professionals will develop competencies in identifying and analysing problem behaviours and designing suitable management plans. Such skills will be helpful to either professionals working directly with individuals with additional needs, or as consultants supporting those who provide direct support to individuals with challenging and diverse behaviours.

In this unit students will explore issues relating to the teaching and learning of mathematics in the contemporary primary classroom. These issues will include promoting positive dispositions of learners, engaging pedagogies and developing creative and critical thinking for critical numeracy. Students will explore theory relating to the integration of information and communication technologies in the mathematics classroom including the development of teachers' Technological Pedagogical Content Knowledge (TPACK).

This unit introduces students to the interdisciplinary fields of linguistics, communication and cultural semiotics. It builds links between these areas of studies and beyond, which provide students with knowledge of how human beings use nonverbal communication systems and channels to achieve effective communication in intercultural and multicultural contexts. This unit covers three key perspectives, including paralinguistics, proxemics and kinesics. Authentic audio and visual materials are used to facilitate students' awareness of the multidimensional process in which people communicate verbally and nonverbally simultaneously. It also helps enhance their sensitivity when they interact with people from diverse linguistic and cultural backgrounds.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This subject is designed to promote the application and integration of current psychological and educational theory, evidence and best practice in creating positive learning environments for the purposes of learning, behaviour and wellbeing. A problem-based approach to learning and teaching is used employing case-based vignettes depicting various specific school-based behaviour management challenges. The subject is delivered by providing students with an unfamiliar problem, situation or task related to promoting students learning, positive behaviour and wellbeing. Students are required to determine for themselves how they will go about solving the problem. This occurs through small group work and self-directed research in which students are encouraged to utilise their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem whilst being supported by their tutor and peers.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit will provide students with the opportunity to explore key concepts of learning and teaching in the curriculum areas of social studies, history, geography, place studies, civics and citizenship, economics, sustainability and environmental education and Aboriginal and Torres Strait Islander studies in early childhood and primary education. The unit will encourage pre-service educators to develop their philosophy and practice of teaching and learning, particularly within the contexts of a rapidly changing and dynamic human global culture that has significant cultural, historical, social and environmental dimensions. The unit will cover a broad, complex and engaging field of study reflecting that people are social beings who interact with one another and with the natural and social environments through and over time. Aboriginal and Torres Strait Islander perspectives, socio-cultural influences and place-based pedagogies will be investigated, and relevant policy and regulation documents around risk, play and pedagogy will be examined.

The shift in educational policy and legislation to one of inclusion has been accompanied by a move to models of service delivery which are person- and family-centred and which also recognise the need for tiers in intervention. Whilst the range of service delivery models currently operating across educational and community settings for varied levels of need and developmental stages will be explored and evaluated, emphasis will be given to person-centred practice. Through an analysis of the literature encompassing both evidence-based practice and practice-based evidence students will evaluate the implications of the model for individuals, families, teachers, other professionals, schools, services, their own practice and for systems practice.

Practising Pedagogical Leadership is a capstone subject for students in the Master of Teaching (Birth – 5 Years) and is undertaken in the same semester as Professional Experience 3-5 Years. In this subject students apply the principles, practices and outcomes of Belonging, Being and Becoming: The Early Years Learning Framework for Australia and understandings of curriculum and pedagogy from other Master of Teaching subjects to design and implement interest-based projects and integrated curriculum. The focus is on curriculum that connects to children’s social worlds and facilitates children’s in-depth investigations, creativity and critical thinking. Students will also develop their research skills by engaging in research into their own teaching practices.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit introduces students to pedagogical theory and practices in the four diverse art forms of Dance, Drama, Music, and Visual Arts in the primary classroom. The unit provides practical knowledge, skills and understandings of the importance of all four art forms both as powerful teaching and learning strategies across the primary curriculum and as the creative arts in their own right for pre-service teachers. This unit builds students' capabilities to demonstrate creativity when teaching, empathy with diverse groups of student learners, a commitment to socially just schools and classrooms and an understanding of artistic processes. This unit will give students an understanding of the role of aesthetics, imagination and play in learning.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to explore key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of a contemporary new literacies environment. It will examine the processes involved in the teaching of oracy and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of oracy and reading of a range of factual and literary texts, involving every day and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children's literature and authentic texts for the development of students' reading skills and abilities. Students will develop skills in pedagogy and practice within the area of K-6 English.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to provide a comprehensive account of the teaching of spoken, written and multimodal texts in the primary years of schooling. Students gain an understanding of different theories related to producing texts in a range of modes for different purposes. They investigate a range of written and multimodal genres, their textual structures and grammar and learn to apply these in planning and teaching in mainstream, English as an Additional Language or Dialect (EAL/D) and Aboriginal and Torres Strait Islander contexts, gaining a critical awareness of varying pedagogic approaches. Students will develop skills in pedagogy and practice, including next practice, within English & Literacy for K-6 students . The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Practice units.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to explore the content and pedagogies of Health and Physical Education (HPE) in the NSW primary curriculum. Students will develop an experiential understanding of the pedagogy of HPE. The knowledge and skills developed in the other units of study in the course can be applied in this unit and Professional Experience units. In this unit students will also continue to develop their research skills. This unit aims to develop teachers who demonstrate empathy with diverse groups of student learners and commitment to socially just schools and classrooms.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Human Society and Its Environment focuses on History, Geography and three cross-curriculum priority areas in: Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia's engagement with Asia; and Sustainability. As a key learning area in the K-6 curriculum HSIE provides opportunities for students to develop knowledge, understanding and skills in the subject matter, as well as proficiency in teaching inquiry learning approaches. In History, key concepts of changes in family history and local history are explored and Australia's history and understanding Australia as a Nation are explored through the relationships between the individual and the state, and the values and mutual responsibilities, and obligations for civil, political and social participation in Australian society. In Geography, concepts that develop a sense of curiosity about environments, peoples, cultures and place, in both Australia and the world are a priority. The unit emphasises pedagogy and lesson design for high possibility classrooms that specifically address the literacy and technology general capabilities. The unit also focuses on inquiry, place and project based learning which engages diverse groups of learners, develops their understanding about local and global communities, and prepares them to become informed and active citizens who contribute to the quality of Australian society.

The unit will develop students' understandings of children's construction of mathematical and numeracy concepts during the years from Kindergarten to Year 3. Students will develop their ability to assess young children's mathematical understandings and numeracy development, and to provide learning experiences for a diversity of learners, including investigation and the use of digital technologies, to enhance the growth of children's mathematical thinking. The unit will study the NSW K-10 Syllabus in all of its strands, with a particular emphasis on the Working Mathematically strand.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit builds on the unit Primary Mathematics and Numeracy 1 with a focus on learners from Year 3 to Year 6, and assumes students have gained familiarity with the knowledge, skills and understandings children require across all strands of the NSW K-10 Syllabus, including the Working Mathematically components. In this unit students develop their understanding of primary mathematics in the mid to upper primary years, with a strong emphasis on aspects of teaching such as student engagement, assessment, differentiation for diversity and the integration of technology. By engaging with this unit, students will have the opportunity to experience, plan and assess a broad range of practices to enhance student learning outcomes and improve student engagement with mathematics.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit will focus on developing scientific and technological pedagogical content knowledge appropriate for teaching science and technology for students in the K-6 years. It models appropriate pedagogical and pedagogical content knowledge. Students use collaborative social learning situations to develop content knowledge, along with interpersonal and communication skills. The pedagogies modelled will be inclusive and demonstrate how scientific and technological learning experiences can be developed to cater for the needs of the diverse groups of student learners in primary schools. Students learn about engaging science and technology activities that empower primary school students and create futures for students where the capacity to engage with and critically evaluate scientific and technological activity will become increasingly necessary. Students focus on themselves as learners and reflect on the implications of their learning and the learning of others in their future professional practice.

This unit provides opportunities to examine and apply evaluation strategies to assess and evaluate learning, educational and social programs and policies. Theories drawn from evaluation will be used to assist students to develop evaluative frameworks and approaches to critically evaluating programs.

This unit provides students with an opportunity to apply the knowledge and skills about teaching students with additional needs to a real-life classroom. In turn, this authentic learning experience enriches their future professional growth and capacity to support individuals with additional needs. Students complete a practicum and, where appropriate, a series of field visits and observations, within an educational setting, that supports individuals with additional needs. The placement will be completed in the student's area of specialisation in an early childhood, primary, secondary or other relevant setting. Students are able to demonstrate a range of skills in planning, implementing and evaluating educational programs for students with additional needs that optimise learning outcomes and inclusion.

In this subject students engage in critical reflection as they apply knowledge of and develop skills in pedagogical leadership during a 25 day placement with children aged 3 - 5 years. The placement includes 5 observation days where students orient themselves to the setting, gain informed consent to work with focus children and undertake detailed observation of the children. Students will work collaboratively with setting staff and families to implement an integrated curriculum that engages children, facilitates in-depth investigation and critical thinking, and connects to children’s social worlds. The subject requires students to apply the principles, practices and outcomes of Belonging, Being and Becoming: The Early Years Learning Framework for Australia to design, implement and evaluate innovative, inclusive and meaningful learning environments. Students must have satisfactorily completed Professional Experience Birth – 2 Years, the School of Education Academic Literacy Assessment Task, child protection awareness training and Working with Children check, and obtained anaphylaxis certification before enrolling in this subject. Students must also meet the Inherent Requirements for the Master of Teaching (Birth – 5 Years / Birth – 12 Years), details of which are available at http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_birth_to_5_yearsbirth_to_12_years . The subject Practising Pedagogical Leadership must be completed in the same semester as Professional Experience 3-5 Years.

This subject has a strong focus on supporting children’s health and wellbeing through the building of relationships with children, staff, and children’s families. Students apply their knowledge of work health and safety and the Australian Children’s Education and Care Quality Authority’s National Quality Standard as they complete 25 days of placement with children under the age of 3. Students will complete a minimum of 10 days working with children under the age of 2 years and a minimum of 10 days working with children aged 2- 3 years. The placement includes 5 observation days that allow students to orient themselves to the setting and the groups of children with whom they will work. Students have the opportunity to document and assess children’s learning and to apply knowledge of curriculum and pedagogy to plan innovative and engaging learning experiences that respond to children’s family and community experiences and funds of knowledge. Students must satisfactorily complete the School of Education Literacy and Numeracy TASKs, Child Protection Awareness Training and Working with Children check and obtain anaphylaxis certification prior to undertaking visits to the early childhood setting and also meet the Inherent Requirements of the Master of Teaching (Birth – 5 Years / Birth – 12 Years), details of which are available at: http://www.uws.edu.au/ir/inherent_requirements/inherent_requirements_for_teaching_courses_postgraduate/master_of_teaching_birth_to_5_yearsbirth_to_12_years

This unit provides students with a professional experience in a primary school, building on their prior experience in early childhood and community-based settings. The professional experience component of this unit consists of 30 days. Students will link theory and practice while exploring issues involved in understanding the needs of learners within specific school and classroom contexts. Students will design and teach experiences, lessons and units of work in ways that enhance student engagement and learning outcomes, and make relevant links with NSW Education Standards Authority syllabus documents that align with the Australian Curriculum. This professional experience unit supports students to meet the Australian Professional Standards for graduate teachers by focusing on developing professional knowledge, practice and engagement in the primary school context. The unit also gives students opportunities to reflect on their own teaching and learning, and to develop professional goals.

Professional Practice Community Engagement is a Professional Experience unit of the Master of Teaching (Secondary), incorporating a five-day or 30 hours academic service learning placement and is designed to develop sustainable practical knowledge and skills that supplement those developed in the other Professional Experience units. This unit will expand Teacher Education students' understandings of the contemporary issues confronting the wider education community. As such, a diverse range of educational settings including secondary school contexts are utilised to provide a deeper perspective for future secondary teachers beyond curriculum matters, and to facilitate engagement with holistic schooling practices. Teacher Education students choose from the available educational contexts to suit their needs, interests, expertise and communities.

Professional project enables students to engage in an intensive study of an aspect of work related learning in order to develop, implement or improve some aspect of current professional or personal practice. It provides opportunities for students to use research skills and related theory directly as they implement a practice-based research-informed project within their own areas of specialisation. Students will be required to consult, present 'work in progress' and prepare a final report for a suitable audience.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Educators have a key responsibility for guiding and leading children in the development of self-discipline, moral autonomy, and a sense of social belonging and wellbeing while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge of child development and children’s social and cultural contexts, the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This subject will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance, to reflect on the impact of these approaches on children’s development and learning, and to critically evaluate their personal and professional dispositions regarding behaviour and guidance. The subject also focuses on the design of learning environments that promote engaged learning and a positive physical and socio-emotional climate.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit aims to develop students' capacity to reflect on and develop their teaching practice and professional identity as practitioner researchers. Vital to this process is the capacity to use research to interpret current educational contexts and the implications for their role as teachers. Students will explore research processes including data collection, analysis techniques and the processes that experienced researchers take in order to ensure their research is valid, reliable, ethical, useful and socially responsible. Contemporary theories as well as social, cultural, economic and political structures important to the role and work of teachers will also be critically reviewed. In this unit students will challenge established, historical conceptualisations of 'teacher' to develop their own understanding of this role in contemporary, early childhood and primary education contexts.

This unit enables students to engage in research practice in their area of professional interest or specialisation. Students will develop deep insight into the application of research in practice contexts and diverse research methodologies appropriate to practitioner research. They will develop skills in analysing, critiquing, and synthesising the literature in a relevant research area. Evaluation of research literature will be the basis for planning a self-directed professional project that employs identifiable research methods and tools to address a question of personal and/ or professional relevance.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit seeks to redefine and inform practice about what it means to be a contemporary STEM teacher by engaging with literature on a specific research topic in STEM education and designing and implementing a research project in a team on that area of STEM education. The focus is also on the role of teacher/practitioner-research as central to professional learning in contemporary education. The central role of practitioner research in the practice of future STEM educational leaders is emphasised. Students will also be required to complete evidence-gathering in an e-portfolio to demonstrate they meet the Australian Professional Standards for Teachers at: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

This subject builds on the interplay between research and practice. It extends students' understanding of the processes and uses of participatory action research, also known in this context as teacher-based inquiry. It reviews theories on engaging practices in diverse professional contexts, with a focus on working with students from low socio-economic backgrounds, Aboriginal and Torres Strait Island learners and students who have English as an additional language or dialect (EAL/D). It also reviews pedagogic approaches linked to 21st century education. It challenges students to inquire into and reflect upon their professional practice and develop engaging classroom pedagogies and assessment practices in the area of their primary teaching specialisation (English, Mathematics or Science and Technology). The unit expands students' research skills through the critical review and application of various approaches to document, measure and evaluate student engagement. In line with NESA primary teaching specialisation requirements, students must apply these research skills and understandings to their school, classroom context and selected curriculum area specialisation.

The purpose of this unit is for students to gain exposure to authentic contexts for integrating science, technology, engineering and mathematics and to develop knowledge and skills with designing and implementing STEM learning experiences. Students will have the opportunity to complete an authentic interdisciplinary STEM task, and draw upon this experience to design and implement interdisciplinary STEM learning activities aligned to syllabus outcomes. This unit will allow students to simulate and evaluate the teaching practices associated with high-quality interdisciplinary STEM lessons, and collaborate with peers who have expertise in different STEM disciplines.

This unit will enable students to engage with knowledge of research-based integrated approaches to the teaching of science, technology, engineering and mathematics in schools. Students will learn about interdisciplinary methods for STEM learning, including project based learning and design thinking. The unit will allow students to undertake a critical examination of innovative, interdisciplinary approaches to curriculum development and relevant pedagogical strategies to maximise student learning and engagement with STEM disciplines.

The purpose of this unit is for students to investigate how primary-age children think scientifically and develop knowledge of the natural world, and explore constructivist strategies for teaching primary science aligned to current reform efforts. An emphasis will be placed on understanding the essential features of inquiry-based pedagogies, scientific practices, and the role of creativity, coding, and technology in teaching and learning science. Students will apply their understandings of learning and constructivist pedagogies to the design of a series of primary science lessons.

Focusing on the process of teaching English as a second or other language, the unit provides students with knowledge about approaches to teaching necessary to plan, design and evaluate curricula most appropriate to the needs of different learners. Students will develop skills in action research to facilitate critical evaluation of their teaching practices as independent professionals.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to prepare students for their role as active, thoughtful leaders of learning environments for primary students. Students will come to an understanding of their trajectory as professional learners as they develop a deeper understanding of who they are as teachers. The portfolio that they begin in this unit will be a vehicle for them to reflect deeply on their emerging skills and understandings and will be part of their development of a critical perspective of their practice as a teacher. Building on previous understanding about how children learn the students will plan lesson sequences using a range of teaching strategies. The unit will familiarise students with the processes needed to implement the mandated national and state curriculums in their unique classrooms with the diversity of students with whom they are working. A study of techniques to create safe and well managed learning environments where school students feel a sense of ownership of their learning will aid successful completion of the associated practicum unit. The practice of continuous assessment, planning, implementation and reflection that is the curriculum cycle will provide an organising principle around which the understandings gained in the curriculum units can be built.

This subject explores the pedagogical issues which shape the ways in which teaching and learning for adults might be organised in a variety of contexts. It is suitable for leaders, teachers, tutors, trainers and other staff working in schools, organisations, workplaces and communities. The subject will draw upon a range of theoretical perspectives including approaches to learning, knowledge and assessment, the relationship between organisational context, teaching and learning, and the role of the adult educator as a ‘practical theorist’.

Assistive technologies have the potential to meet a range of simple to complex needs for individuals with additional needs, and boost an individual’s participation, communication, learning outcomes and quality of life. As such, professionals must develop both knowledge and skill in identifying and embedding appropriate technology into the assessment, goal-setting, teaching and evaluation cycle. Emphasis will be placed on demonstrating deep knowledge of the literature and demonstrating skills in assessment and instructional practices employing technology to support learning, communication, curricular, and instructional access either in a learning or natural setting. Students will be expected to critically examine the educational function and efficacy of communication technology, assistive technology, digital and multimedia text, or educational software.

Play provides a foundation for children’s development, learning and wellbeing in the early years. An integral part of this subject will be the focus on inquiry, emphasising a critical approach to play and its pedagogical potential to facilitate children’s development and wellbeing. Various theoretical orientations will be considered in the study of play. Further, the subject provides guidelines to educators for implementing play based curriculum, an integral component of The Early Years Learning Framework as well as the Health and Physical Education curriculum in the school years. Students will apply their knowledge of theory and research to undertake a case study of a child and make recommendations for practice.

This subject provides opportunities to examine and apply theories drawn from critical pedagogy, transformative learning and ecological thinking. It challenges students to critically examine the relationships through which personal and social knowledge is constructed and their efficacy in the construction of learning for the future. Inherent in such thinking are questions about the processes of change in education systems that lead through equity, inclusiveness, wellbeing, social justice and ecological sustainability.

From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to facilitate prospective teachers to develop the dispositions and critical skills to create learning communities that are academically challenging, developmentally responsive, socially equitable and promote social and emotional wellbeing. The unit highlights the interacting contributions of biology and environment to the development of children and explores how teachers' knowledge of this process informs their instructional strategies. Specifically, this unit examines a body of classic, as well as current theories, research and practice relating to the cognitive, physiological, and social/affective needs of children and focuses on the relevance of these for classroom practice. Particular emphasis is given to developing responsive teaching practices which promote social and emotional wellbeing of children and are underpinned by high-quality relationships which extend to include the valuing of families and the wider community.

Developing the ability to meet the needs of a diverse group of learners within a flexible learning situation is critical to promote inclusion. This subject reviews multiple approaches and strategies employed (e.g. accommodation, adjustment, differentiation) and advocates for Universal Design for Learning to achieve this goal. Strategies are critiqued based on their capacity to enhance learning outcomes for individuals with additional needs and to advance inclusion. These analyses are then used to develop strategies and methods which can facilitate the learning and inclusion of individuals with a range of abilities, skills and needs. Students evaluate strategies, plan and reflect on a learning experience based on Universal Design for Learning.

This unit develops in-service teachers' knowledge and skills in the application of mathematics and science in the STEM (science, technology, engineering and mathematics) disciplines. The unit content and assessments are designed to (1) build teachers' foundational skills in science/mathematics, and (2) build teachers' professional skills in the implementation of science/mathematics in their classrooms. A particular focus of the unit is how science/mathematics can be used to authentically integrate curriculum content from across the different STEM disciplines through inquiry- and problem-based learning, with the ultimate aim of enhancing student engagement and achievement in the STEM disciplines.

This unit develops in-service teachers' knowledge and skills in the application of robotics and coding in the STEM (science, technology, engineering and mathematics) disciplines. The unit content and assessments are designed to firstly build teachers' foundational skills in robotics/coding, and secondly, build teachers' professional skills in the implementation of robotics/coding in their classrooms. A particular focus of the unit is how robotics/coding can be used to authentically integrate curriculum content from and across the different STEM disciplines through inquiry- and problem-based learning, with the ultimate aim of enhancing student engagement and achievement in the STEM disciplines.

This unit examines the theoretical, legislative, ethical and policy frameworks that inform inclusive practices in early childhood and school settings. Inclusive principles and evidence-based practices will be critically analysed to identify best practice for assessment for learning, effective planning, teaching, monitoring, and evaluating learning when working with children and young people with a range of abilities and disabilities. The importance of establishing collaborative partnerships with families, educational professionals and community support services will be examined and the role of such partnerships in promoting social inclusion and enhanced learning outcomes, health and wellbeing for all children and young people determined.

This subject is the first Professional Experience subject of the Master of Teaching (Primary) and Master of Teaching (Secondary) programs. This subject incorporates a 30-day placement in a NSW school. It is designed to introduce all students to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in diverse, contemporary educational settings. The aim of this subject is to enable you to proactively engage in real-life educational settings to learn and enhance your professional development as a future teacher. This subject gives you the opportunity to explore the relationship between practical and theoretical knowledge of teaching. This subject will provide you with an opportunity to explore a range of learning activities that occur inside and outside the classrooms, and the roles of the teaching and non-teaching staff within the school. Through ongoing observation, supervised teaching and contribution in the wider school community, the subject ensures you work towards the achievement of the national standards for a graduate teacher.

Professional Experience 2 is a final capstone unit in your Master of Teaching course. The aim of this unit is to enable education students to proactively engage in real-life educational settings to learn and enhance their professional development as a future teacher. This second professional experience unit provides 30 of the 60 required professional experience days. This provides you with an opportunity to explore ranges of learning activities that occurs inside and outside the classrooms and the roles of the teaching and non-teaching staff within the school. You will also have opportunity to reflect on the teaching and learning cycle and refine your competencies as a beginning teacher under the supervision of qualified educators. This unit includes the TPA (Teaching Performance Assessment) which is designed to assess Teacher Education Students teaching as measured by the Australian Professional Standards for Teachers at the Graduate level.

This subject builds the capacity of students to work in culturally competent and sensitive ways in relation to Aboriginal and Torres Strait Islander education in primary schools. It allows for the development of understandings of the similarities and/or diversities of local Aboriginal and Torres Strait Islander groups including culture, histories, languages and identity. It examines the social and cultural contexts that influence engagement by Aboriginal and Torres Strait Islander children, families and communities in schooling. It explores ways of improving engagement through effective school culture, curriculum and community approaches. The unit explores the protocols for successfully working with Aboriginal children, families and communities in education settings to maximise learning outcomes for Aboriginal and Torres Strait Islander students. By investigating current approaches for teaching Aboriginal and Torres Strait Islander children and integrating Aboriginal knowledges, perspectives and culturally sensitive pedagogies into schooling, the students develop their own practices in providing an inclusive learning environment for all children. The unit explores the protocols for successfully working with Aboriginal children, families and communities in education settings to maximise learning outcomes for Aboriginal and Torres Strait Islander students.

This unit provides an opportunity for students to engage with literature on a particular aspect of a research topic and design a research project in a team. Students will: locate and select relevant research literature to investigate a particular research question; analyse key ideas, assumptions and domains of knowledge in the literature around that question; identify appropriate research methods and designs for answering it; critically apply appropriate forms of data collection and data analysis to that research design, and develop research findings into an informed discussion linking to broader academic conversations around the field being researched.

This unit builds on the premise that, in contemporary education environments, teachers continue to develop their professional knowledge and practice through their engagement in reflective inquiry. The capacity to read and make sense of research is an important professional attribute for teachers interested in sustainable practices, engaged inquiry learning by adolescents, and diversity, social justice and equity. The unit provides pre-service teachers with a starting point and practical insights into the day-to-day decision making of educators. The content will follow the order and logic that experienced researchers take in order to ensure quality in their research, and also to ensure that it is valid, reliable, ethical, useful and socially responsible. Given the professional skills required by teachers, the unit pays particular attention to the elements involved in action research.