This subject highlights the interacting contributions of biology and environment to the development of children and explores how teachers' knowledge of this process must inform their pedagogy. Specifically, this subject examines classic and current theories and research evidence-base relating to the biological, cognitive, social, emotional, and moral development of children and the implications of these for learning and classroom practice. It includes theoretical perspectives on the brain and learning including memory formation, retention and models of motivation, attention, and knowledge acquisition. This subject dispels common educational neuromyths and focuses on evidence-informed pedagogical practices that support learning, engagement, motivation, and wellbeing in culturally responsive classrooms. This subject is included in the Foundation Phase of the Bachelor/Diploma of Education.

The primary purpose of this subject is to equip students with personal literacy and numeracy skills necessary for 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 will be required to undertake the national literacy and numeracy test mandated by the Australian Government. As a pre-service teacher, students will also 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 subject 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 subject addresses the diverse needs of children in complex contexts. It will provide 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.

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 subject 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 will empower students to be a leader for a sustainable future.