Course descriptions

EDUC1000 Contemporary theories on child development and learning: 0-8 years
This course explores theories of early child development and learning within a lifespan perspective. Students will analyse development and learning across Emotional, Personal, Social, Physical, Cognitive, Language, Spiritual and Creative Domains. The course content is designed to support deep engagement with the early childhood theoretical perspectives that shape teaching and learning constructs such as curriculum and policy frameworks and pedagogical choices.

EDUC1003 Understanding and Guiding Children's Behaviour: 0-8 years
This course develops pre-service teachers’ understanding about the human relationships, experiences, and contexts that shape children’s behaviour. Students explore how behaviour is related to child development (neurologically, cognitively, socially and emotionally) with a particular focus on the social and emotional expression that exists within children’s behaviour. This basis is used as a foundation to explore behaviour management and behaviour guidance theories. This content provides a broad base for understanding contemporary preventative and interventionist approaches to supporting children’s behaviour and social competencies. Pre-service teachers are encouraged to review their own beliefs and assumptions regarding children behaviour to ensure a strong emphasis is placed on maintaining each child’s sense of worth and dignity.

EDUC1006 Learning and Development
In this course students critically examine a range of issues that impact learning. They read, critique and discuss learning and developmental principles relating to pedagogy, assessment, motivation, intelligence and learner characteristics. A major focus in this course is on theories of learning and how developmental aspects affect learning at different stages of development. All topics are underpinned by current theoretical and research perspectives in the area of learning and development.

EDUC1009 English Language and Literacy
In this course students learn to use language in multiple forms for different purposes. They examine a contemporary multiliteracies understanding of the English language and literacy that will help them become more successful autonomous learners. Students examine theory, research and concepts that are foundational to literacy and the skills to apply that learning to critical reading and writing tasks. They also critically examine contemporary understandings of literacy with a specific focus on academic writing and critical reading skills.

EDUC1011 Digital Technologies
In this course students learn the role of digital technologies in teaching and learning. They examine theoretical and practical models to integrate technology across the school curriculum and create digital pedagogical resources to enrich teaching practices. Students also learn about the practical issues concerning ethical behaviour, security and safety in the online environment.

EDUC1015 Creating a Positive Learning Framework
This course will examine the research and theory related to the organisation and management of the classroom including space, behaviour and activities appropriate to the secondary classroom. A range of classroom management theories and models will be studied as well as the integration of these models into a management plan. The nature of issues and problems confronting children will be examined in order to gain an understanding of the context of classroom management. The course will introduce students to the philosophical foundations of being a teacher in an Australian classroom and creating a positive learning environment.

EDUC1016 Mathematics and Numeracy
In this course students develop their own skill and confidence in mathematics and numeracy through a focus on, as well as an assessment of, their mathematical content knowledge. They demonstrate their mathematical understanding through explanation and questioning techniques and continue to develop their personal numeracy as a result of completing this course.

EDUC1017 The Global Citizen
This course introduces students to universal human rights as underpinned by the principles of social justice and service learning. The course links theory and perspectives with social action and change. Students work collaboratively to address a social problem within the local social, cultural or political environment and apply the principles of social justice to their social action response.

EDUC1021 Science and Technology
In this course students extend their knowledge and understanding of scientific and technological concepts and ideas in ways that are directly relevant to Primary teaching. Through working scientifically, they develop skills in scientific inquiry and an understanding of the importance of scientific evidence in making decisions about the use and influence of science and technology.

EDUC1022 Creating environments for children to learn through play
This course provides the skills and knowledge required to structure learning environments that are conducive to learning through play. The Early Childhood learning environment is made up of the aesthetic and practical physical space; the materials within it; and the human qualities which support the child’s engagement with it. Students will apply theoretical knowledge of how young children learn to practical situations and design indoor and outdoor environments for learning through play.

EDUC1023 Supporting the developing child (0-8)
This course explores child development from birth to 8 years of age within a Lifespan Perspective and examines how an educator or parent can support young children’s learning and development. Topics covered include Emotional, Personal and Social Development; Physical, Cognitive and Language Development; Children’s Thinking Skill Development from critical, creative and moral perspectives; and Early Childhood Theoretical Foundations and Trends including seminal theorists, socio-cultural influences, contemporary developmental neuroscience, the role of play and experiential learning.

EDUC1024 Supporting young children to learn through play
This course examines the importance of play within a child’s development and learning and focuses on how children can be supported in their play to maximise positive developmental and learning outcomes. In this course, students will explore play theory; educational policy on play-based learning; local, national, and international examples of quality practice in play-based learning; how to observe, interpret, evaluate and document children’s learning through play; and how to plan for and support children to learn through play.

EDUC1025 Supporting Children’s Behaviour and Social Engagement
This course focuses on the social and emotional expression that exists within children’s behavior. It presents content on the human relationships, experiences and contexts that shape children’s behaviour. This basis is used as a foundation to explore behaviour management and behavior guidance theories. This content provides a broad base for understanding contemporary preventative and interventionist approaches to supporting children’s behavior and social engagement. Students are encouraged to review their own beliefs and assumptions, regarding children’s behaviour to ensure a strong emphasis is placed on maintaining each child’s sense of worth and dignity.

EDUC1026 Academic Skills and Digital Literacy
In this course students examine current and emerging digital technologies and learn about behaviour, security, and safety in the digital environment. Students develop academic skills to become independent learners in areas including academic writing, digital literacy, critical reading, academic integrity, and professional and interpersonal communication.

EDUC1027 Inclusion and diversity in early childhood
This course introduces students to the principles, values, tools, policies and pedagogies that support diversity and provide inclusivity. A range of diversity contexts will be explored through a rights-based perspective. These include: language diversity, learner diversity, physical diversity, neurodiversity, family-based diversity, international cultural diversity, Indigenous Australian diversity and Aboriginal and Torres Strait Islander perspectives. Students will have the opportunity to critically reflect on values-aligned responses to children with diverse needs and backgrounds. The course content is structured to align with a rights-based, early childhood policy framework that includes The United Nations Convention on the Rights of the Child, The Convention of the Rights of the Person with Disability, The Early Years Learning Framework (EYLF), The National Quality Standard (NQS) and The Declaration on the Rights of Indigenous People.

EDUC1028 Teaching and learning in context
This course introduces students to the pedagogies, curriculums and policy frameworks that shape quality Early Childhood Education and Care practice. To support student’s understanding of policy linked practice in the early years, the course content will explore planning and pedagogy through an educational policy lens. Students will study the Early Years Learning Framework (EYLF), the National Quality Standards (NQS), the National Australian Curriculum and the Australian Institute of Teaching and School Leadership (AITSL) graduate standards.Students will have the opportunity to apply their knowledge of policy linked practice through the completion of an embedded practicum experience. This 10-day practicum will take place in a Kindergarten or Pre-Primary context over the semester and forms a mandatory component to the effective completion of the course.

EDUC1032 Contemporary Theories on Child Development and Learning
This course explores theories of early child development and learning within a lifespan perspective. Students will analyse development and learning across Emotional, Personal, Social, Physical, Cognitive, Language, Spiritual and Creative Domains. The course content is designed to support deep engagement with the early childhood theoretical perspectives that shape teaching and learning constructs such as curriculum and policy frameworks and pedagogical choices.

EDUC1033 Understanding and Guiding Children's Behaviour
This course develops pre-service teachers’ understanding about the human relationships, experiences, and contexts that shape children’s behaviour. Students explore how behaviour is related to child development (neurologically, cognitively, socially and emotionally) with a particular focus on the social and emotional expression that exists within children’s behaviour. This basis is used as a foundation to explore behaviour management and behaviour guidance theories. This content provides a broad base for understanding contemporary preventative and interventionist approaches to supporting children’s behaviour and social competencies. Pre-service teachers are encouraged to review their own beliefs and assumptions regarding children behaviour to ensure a strong emphasis is placed on maintaining each child’s sense of worth and dignity.

EDUC1034 Play as Pedagogy
This course examines the importance of play to a child’s development and learning and focuses on how children are supported in their play to maximise positive outcomes. Students explore the history of early childhood education and historical perspectives of play pedagogy and develop knowledge of the impact of these on theories and practices in early childhood education. They examine current theoretical perspectives to understand the proactive role of the educator and the significance of play as a key medium for learning and teaching. In this course students explore play theory; educational policy on play-based learning, and local, national, and international examples of quality practice in play-based learning. Students will apply their knowledge and understandings to interpret children’s learning and plan for intentional teaching through play. In addition, this course provides the skills and knowledge required to create learning environments that are conducive to play-based learning.

EDUC1035 Health, Wellbeing and Fundamental Movement Skills
This course is designed to assist prospective teachers in furthering the knowledge necessary to successfully teach Health and Physical Education across the early childhood and primary contexts. It assists students to develop specialised skills in this learning area through gaining an understanding of the importance of Fundamental Movement Skills in the early years and the presentation of planning support materials in both Health and Physical Education.

EDUC1036 Holistic Care for Young Children
This course examines the health, well-being, nutrition and safety of young children and provides a comprehensive overview of childhood illnesses and problems faced by young children, their families and communities. Students will acquire relevant and practical information to enhance the safety, nutrition, health and well-being of young children and engage in collaborative team based decision making in early childhood settings. The caring and educative relationships and interactions between young children, families and early childhood educators within early childhood settings are also examined. Students will develop the understanding that early childhood educators need an integrated approach to issues affecting the well-being of young children. They and will interrogate ethical dilemmas and different perspectives concerning practices that affect health and wellbeing in early years environments. The course draws on policies, regulations, theory and research to inform holistic care practice for educators and empower young children to make positive, healthy lifestyle choices.

EDUC1040 Development & Learning
In this course students critically examine various factors influencing learning. Students analyse principles of learning and development related to pedagogy, motivation, intelligence, and learner traits. Emphasis lies in exploring theories and understanding developmental impacts on learning supported by contemporary research, theoretical frameworks, the brain and learning.

EDUC1041 Mathematics 1: Personal Numeracy
This course is designed to provide first-year pre-service primary teachers with a comprehensive understanding of fundamental mathematical and numeracy concepts. Throughout the course, participants will engage in interactive learning experiences, problem-solving tasks, and discussions to develop their mathematical content knowledge. Emphasis will be placed on cultivating a deep conceptual understanding of mathematical concepts, fostering critical thinking, problem-solving abilities, and promoting mathematical reasoning. By the end of this course, students will be equipped with a range of strategies, resources, and practical skills necessary for fostering mathematical understanding, critical thinking, and problem-solving abilities.

EDUC1042 Integral Human Development in Education
This course will introduce students to the goal of integral human development and its role in Catholic education. In the course, students will learn about the key principles of integral human development as they have developed in the Catholic Intellectual Tradition. Students will consider the intellectual, spiritual, emotional, and moral development of persons. Furthermore, students will study the development of persons in the context of ecology, economy, health, migration, security, and the call to care for our common home. The course will tackle both the philosophical and theological underpinnings of how we understand the goal of integral human development in our time. A central focus of this course will be the relationship between the goal of integral human development and education.

EDUC1111 Information Literacy Skills for Education Studies
Information literacy is the capacity to know when you need information, what sort you need, where to find it, and how to evaluate it and organise it. This module is designed to provide the concepts and skills needed to obtain and use information effectively. The emphasis is on the location and use of information in the field of Education but the strategies learned can be used in any subject area. Major information sources covered include the library, databases, and the Internet. The use of information in assignments, including correct referencing, is also covered.

EDUC1113 Introduction to ICT for Teachers
This course provides beginning education students with an introduction to information and communication technologies (ICT) with a particular focus on document production, web management, representing data visually and presenting information. No previous knowledge or skill is assumed and students are given the opportunity to develop personal skills in the use of ICT.

Student-teachers need to know about, and be able to confidently use a number of software applications (e.g., Word/Pages, PowerPoint/Keynote). They will also be required to demonstrate familiarity with web-based materials, especially those with a teaching application. This course provides an introduction to these skill areas and builds understanding.

EDUC1119 Mathematical Competency for Teachers
This course provides students with an intensive study of mathematical concepts and practical solutions to topics covered in New South Wales Board of Studies Higher School Certificate Band for Standard Mathematics at Band 4 performance level.

EDUC1120 Introduction to Teaching and the Curriculum Frameworks
This course is an introductory survey of the key concepts that are required in a pre-service teacher's formation as a future professional. Students will be challenged to think about what has drawn them to teaching as a vocation and profession. Students will learn about the literature on effective teaching and be introduced to key skills and conceptual understandings: classroom management, developmental psychological theories and issues related to the social and emotional well-being of children. Students will also be introduced to principles of lesson planning and the curriculum frameworks that support those plans, as well as exploring the Curriculum support materials provided by the School Curriculum and Standards Authority of WA, the National Australian Curriculum and the Australian Institute of Teaching and School Leadership (AITSL) graduate standards. The course concludes with a focus on ethical standards defined by the profession in Western Australia, which complements the Introduction to Ethics Core Curriculum course.

EDUC2003 Visual Arts
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students learn to plan and implement an authentic and integrated visual arts program at the primary school level. They develop pedagogical content knowledge and teaching methodologies, whilst analysing curriculum documents and subject specific pedagogies in the areas of visual arts. Students also develop the tools and language to analyse art.

EDUC2004 Reading, Viewing and Listening
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students critique various conceptual frameworks and theoretical ideas in English language and literacy and expand these within a multiliteracies approach to learning and teaching primary English. A major focus is on reading, viewing and listening. Students learn to use a range of effective, research-based pedagogies to develop children's reading and viewing knowledge, skills and dispositions. They also learn to use diagnostic assessment for planning and programming for English. Students' own competence with Australian English is seen as fundamental to acquiring knowledge of the content/discipline for Key Learning Area: English/literacy; this competence is specifically addressed in the parallel study of grammar across various levels of text.

EDUC2006 Mathematical Foundations and Perspectives
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students learn the foundational concepts of the teaching and learning of numeracy and Mathematics from early childhood through to Stage 3. They investigate pedagogy that is developmentally appropriate for the learning of numeracy and Mathematics and is supported by appropriate resources. Further, students explore the strands of the Mathematics Curriculum: Working Mathematically, Number and Algebra, Measurement and Geometry and Statistics and Probability. Students plan and assess Stage appropriate mathematical experiences.

EDUC2007 Health and Physical Education
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students explore the content of the Personal Development, Health and Physical Education (PDHPE) curriculum in the NSW syllabus. They develop an experiential understanding of the pedagogy of PDHPE by exploring various learning environments and differentiated learning programs to address the social, emotional and physical needs of learners. There is a focus on children’s wellbeing and the use of collaborative learning techniques in support of achieving student learning outcomes.

EDUC2008 Australia and the World
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students develop knowledge, skills and understandings to teach History and Geography through inquiry-based learning. They analyse societal factors that shape people and places in a diverse and connected world. Students examine pedagogical theory and practices including the role of information and communication technologies (ICTs) in teaching and learning in History and Geography, with a specific focus on Australia's geopolitical context.

EDUC2009 Mathematics 2
This course will complement knowledge developed in Mathematics 1 in the Early Years. It will explore the strands of the Australian Curriculum: Working Mathematically, Number and Algebra, Measurement and Geometry and Statistics and Probability. This exposure to the curriculum will be underpinned by recognition of the need to plan developmentally appropriate tasks. Students will learn a range of strategies to plan for stage appropriate challenging and engaging experiences for all learners of Mathematics in the primary school classroom which will contribute to developing their confidence to teach mathematics in their professional experience block. Students will be challenged to recognise and develop their own skill and confidence in Mathematics through a deliberate focus on, as well as an assessment of, their mathematical content knowledge. Students will have the opportunity to demonstrate their mathematical understanding through explanation and questioning techniques in their lesson planning. They will continue to develop their personal literacy and numeracy as a result of completing this course.

EDUC2015 Programming in the Early Years
In this course students will be encouraged to reflect on and clarify their philosophy, approaches and pedagogies for teaching young children. The focus will be on planning for children's learning and development in ways that provide individuals and groups with opportunities for extended, sustained and meaningful engagement. Students will learn to plan and evaluate stimulating and responsive programs to help all children progress towards learning outcomes identified in Belonging, being and becoming: The Early Years Learning Framework for Australia. Students will explore and learn to use a range of observation and documentation techniques to identify children's strengths, capabilities, interests and needs. Skills of analysis will be developed as they interpret information and use it in the design of learning opportunities and learning environments. They will learn how to clearly communicate children's progress in ways that are accessible to children, their families and other professionals.

EDUC2018 Teaching Method 1 – Commerce
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2019 Teaching Method 1 – Drama
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2020 Developing Historical Skills
This course focuses on History, and Civics and Citizenship. Students will develop knowledge about history in terms of a "futures orientation", focused on the rich diversity of the Australian people and their distinctive position within the Asia-Pacific region. The course extends students' skills in inquiry-based learning and the development of authentic tasks for history and civics education. Students will deepen their understanding of history and learn specific pedagogical skills for history education. They will extend their learning with regard to meeting the diverse needs of learners in history through integration of information and communication technologies and progressive pedagogies.

EDUC2021 Teaching Method 1 English
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2022 Teaching Method 1 - History
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2023 Teaching Method 1 Mathematics
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2030 Reading & Literacy in the Early Years
This course focuses on early reading instruction and literacy experiences, with particular focus on the teaching of phonics and phonemic awareness. The course draws on evidence-based practice across components critical to the development of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language. Students will acquire knowledge of phonics and phonics instruction along with understanding of explicit and systematic approaches to reading and literacy pedagogy. Students will use curriculum frameworks to develop young children’s literacy capacity, confidence and positive dispositions in the years prior to school and into the early years of formal schooling.

EDUC2032 New Evangelisation through Secondary Religious Education
This course is designed to help students acquire the understanding and skills to teach Religious Education in Catholic Secondary schools according to principles set out in key church documents. Students will explore the place of Religious Education as the first learning area and as a ministry of the Word of God. This course will help students apply secular pedagogies in harmony with pedagogies of faith, thus enabling them to invite learners in their classes to engage with Catholic faith and practices. In particular, students will explore appropriate ways to provide an accurate and attractive Catholic Religious Education, in the context of classes in which not all learners are from a Catholic background. This course is required by students seeking accreditation to teach Religious Education in Catholic schools.

EDUC2033 Teaching Method 1: Studies of Religion
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development and EDUC1020 Literacy, Numeracy & ICT
In this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their Key Learning Area. The NSW Stage 4 and 5 syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of the Key Learning Area. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learner and how this effects behaviour, motivation and learning. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC2034 Foundational Principles of Teaching
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC1020 Literacy, Numeracy & ICT
In this course students critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies and building positive learning environments that inform the learning and teaching cycle. Students learn the importance of an integrated approach to planning teaching and assessment. They build a repertoire of informal and formal strategies to gather evidence about children's achievement and to provide feedback to improve learning. Engaging classroom practices that focus on positive behaviour and learning are paramount.

EDUC2037 Understanding and Guiding Behaviour
Students study contemporary ideas about classroom organisation, management and guidance approaches appropriate to prior-to-school settings and primary classrooms. Emphasis is placed on maintaining each child's sense of worth and self-esteem. Theoretical and practical aspects of teaching and learning are explored. Students focus on developing an understanding of the cognitive, affective, physical, behavioural, and communication differences that exist in early childhood centres. Students examine a range of strategies for adapting and modifying programmes, the learning environment and meeting the social and emotional needs of a typical group of children.

EDUC2039 Building Positive Relationships
Students in this course learn the importance of classroom organisation and management within the context of building positive learning environments. Students will analyse various models of classroom management and approaches to student behaviour that are commensurate with valuing the individual child and enhancing children’s self-worth and self-esteem. Building learning communities within the context of primary classrooms and establishing the conditions for effective learning is a major focus.

EDUC2042 Planning and Pedagogy in the Early Years
Pre-requisite: EDUC1012 Creative Arts in the Early Years and EDUC1013 Learning Environments and Play in the Early Years
In this course students use the planning cycle to implement quality programs, underpinned by the National Quality Standards in prior-to-school settings and for smooth transition to school. There is a focus on inclusive, responsive pedagogies involving intentional teaching through play and investigation, to promote creativity, communication, problem solving and wellbeing for all young children. Students become cognisant of provisions that seamlessly integrate opportunities for child choice, initiative, and development of self-regulation across the day. They enhance their understanding and use of contemporary documentation strategies to communicate children's progress in ways that are accessible to, and involve children, their families and other professionals.

EDUC2043 Professional Experience 1: Primary
Pre-requisites: EDUC1004 Academic Skills, EDUC1006 Learning and Personal Development, EDUC1009 English Language and Literacy, EDUC1016 Mathematics and Numeracy, EDUC1021 Science and Technology and EDUC1017 The Global Citizens
Professional Experience 1 is a nine-week placement and provides an opportunity for students to be part of the school environment and to enhance their understanding of the diverse role of a classroom teacher. Students complete observations, write lesson plans and participate in school activities as part of their classroom teaching experience. They increase their teaching time incrementally during the professional experience and are encouraged to become involved in the extra curricula activities, which are part of the teacher’s working life.

EDUC2044 Professional Experience 1: Early Childhood
Pre-requisites: EDUC1004 Academic Skills, EDUC1006 Learning and Personal Development, EDUC1009 English Language and Literacy, EDUC1016 Mathematics and Numeracy, EDUC1021 Science and Technology and EDUC1017 The Global Citizen
Professional Experience 1: Early Childhood and Primary is a nine-week placement and provides an opportunity for the teacher education student to be part of the prior to school environment in an early childhood centre, to enhance their understanding of the diverse role of early childhood teachers. Teacher education students complete observations and write lesson plans. Teacher education students develop the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. Teacher education students develop a commitment, enthusiasm and the interpersonal skills to assume a professional role within early childhood centres and their broader communities and to contribute to the operations of an early childhood centre as a whole.

EDUC2045 International Baccalaureate Education, Primary Years & Diploma Programs
In this course, students are introduced to the International Baccalaureate, both as a philosophy and framework for teaching and learning. This course is for undergraduate students studying in either Primary or Secondary education. It will contribute to a development of knowledge and understanding of the International Baccalaureate Mission Statement and how it is enacted through the Learner Profile. Students will analyse and develop a knowledge of international education within the International Baccalaureate framework.

EDUC2046 Foundations of Language and Literacy
This course introduces students to language and literacy learning in the early years. Theoretically underpinned by a strong socio-cultural perspective connected to the Early Years Learning Framework, this course encourages students to consider pedagogical practices that account for diversity amongst children related to development, culture, and socio-economic status. Students engage with theoretical content and practical experiences to develop their understanding of the developmental language phases and milestones of young children. They observe children’s language development to plan literacy-oriented experiences and environments. The importance of play, children’s literature, family partnerships and respect for the home learning environment, is acknowledged as a foundation for literacy learning.

EDUC2048 Creative Arts in the Early Years
In this course students develop a comprehensive awareness of the theoretical and practical aspects of the role of creative arts in prior-to-school settings and the importance of play in building on their innate interactions with art forms. Students critically examine the philosophy of creative arts education reflecting the principles, practices and outcomes of Belonging, being and becoming: The Early Years Learning Framework for Australia. They also learn the importance of building on children’s diverse backgrounds and range of experiences in the arts.

EDUC2050 Teaching the Sacraments
In this course students learn about the concept of sacramentality, and then examine each of the seven Sacraments of the Catholic Church. Scriptural, historical, theological and liturgical principles of each of the seven Sacraments will be covered. Students analyse and develop resources and strategies for teaching the Sacraments to primary students at various developmental stages. They engage with documents both from the Church and from contemporary scholarly sources.

EDUC2052 Mathematics and ICT
In this course students critique and apply digital technologies in the teaching and learning of mathematics. They are exposed to digital technologies related to mathematics education with emphasis on appropriate pedagogical use and the production of multimedia-based resources for teaching and learning. Students acquire a theoretical and practical understanding of techniques to enrich their repertoire of strategies that support mathematical learning and problem solving. Furthermore, they learn to embed digital technologies to extend children’s numeracy development and understanding across the curriculum and become aware of the need to teach those concepts in other KLAs to highlight the relevance of mathematics in a variety of circumstances.

EDUC2054 Knowledge about Language: Grammar
In this course students learn about Standard Australian English grammar. They explore the grammatical features used to make meaning in the texts that children compose and comprehend. Students learn contemporary pedagogy and develop resources for teaching and learning grammar in Stage 1 to Stage 3.

EDUC2055 Professional Experience 1: Secondary
Pre-requisites: EDUC1004 Academic Skills, EDUC1006 Learning and Development
Professional Experience 1 is a nine-week placement and provides an opportunity for students to be part of the school environment and to enhance their understanding of the diverse role of classroom teachers. Students complete observations, write lesson plans and participate in school activities as part of their classroom teaching experience. Students increase their teaching time incrementally during the professional experience and are encouraged to become involved in the extra curricula activities, which are part of the teacher’s working life. Students progress from working with small groups to teaching engagements with a whole class.

EDUC2056 Facts and Fiction in Contemporary Science and Technology
Students undertaking this course explore contemporary issues and advancements in science and their technological applications. Students are challenged to consider their knowledge, understanding and opinion of current scientific discoveries in order to discern facts from fiction.

EDUC2058 Working with Indigenous Students
This course has been developed within the context of The University of Notre Dame's commitment to the process of reconciliation and in empowering you as teachers to create opportunities to enhance educational outcomes for Aboriginal students. In attempting to meet this commitment, this course offers you an opportunity to understand more fully Australia’s historical and contemporary race relations with Australia’s First Nations people and how these impact upon the cultural, social and language knowledge which Aboriginal students bring with them into the classroom. This course aims to raise your awareness about some of the important issues facing Aboriginal students in Australian schools and for you to gain a deeper understanding and appreciation of Aboriginal people and culture that will enrich your pedagogy in the teaching of both Aboriginal and non-Aboriginal students.

EDUC2059 Mathematical Development: 0-5 Years Numeracy and Mathematics
In this course students will engage with numeracy and mathematics for children 0- 5 years of age. Students will investigate the teaching and learning of mathematics, develop their understanding of early mathematical concepts for this age group and explore how to best design the learning for this vital period of growth and development. Students will be exposed to early years pedagogies and research-informed best-practices which connect to mandated frameworks in the area of mathematics.

EDUC2064 Pedagogical Documentation in Early Childhood
The course explores pedagogical documentation from an early years perspective. Students explore various types of pedagogical documentation for planning and assessment purposes. A key component of pedagogical documentation is acknowledging the voice of the child and ways of achieving this are explored within the course. Students begin with investigating assessment as the starting point for planning. Students examine how to choose appropriate assessment tasks and apply assessment results to future planning experiences for children’s learning. Students learn how to plan for the strengths, needs and interests of individual children in their care to ensure meaningful learning experiences. Curriculum designs that inform pedagogy are also explored as these underpin the way in which learning is constructed. Critical reflection is embedded throughout the course as a method for evaluating the plan, teach and assess cycle.

EDUC2066 Catering for Students with Special Needs
The course aims to provide pre-service teachers with the knowledge and skills required to facilitate the education of children with special needs in all settings. It will examine the principles and procedures that inform modifications to the classroom environment, curriculum, instruction and assessment of students with special needs.

EDUC2067 Integrating Language and Literacy Through the Arts
In this course students develop a comprehensive awareness of the five disciplines within the creative arts (Music, Dance, Drama, Visual Arts and Media Arts), whilst also building an understanding of how the integration of The Arts enriches children’s language and literacy development through play-based experiences. This course is structured around the themes of ‘Being, Belonging and Becoming’ as outlined within the Early Years Learning Framework. As students engage with course content, they consider how the creative arts facilitate opportunities for children to be, become and belong. Central to the course is children’s literature and meaning making. Students will explore how literature provides a platform for authentic, rich, and meaningful arts, language, and literacy experiences for young children. Students will use mandated curricula and other resources to plan for integrated arts experiences to teach and assess children’s pre-literacy and literacy skills.

EDUC2068 Scientific and Digital Inquiry in Early Childhood
This course examines the significance of the science learning area for early childhood education. Students will build an understanding of scientific inquiry and support its inclusion in the early years by drawing on the Early Years Learning Framework (EYLF) and the Australian Curriculum: Science. Students will further develop their understanding of constructivist theory in relation to science education. Digital technologies will be investigated for their application to the inquiry process. Students will explore science in connection to play-based pedagogies, the learning environment and in awakening children's natural curiosity.

EDUC2069 Mathematics 2: Teaching Number & Algebra
Pre-requisite: EDUC1041 Mathematics 1: Personal Numeracy
This is the second in a sequence of four courses in Mathematics Education. This course explores the Number and Algebra strand of the Australian Mathematics Curriculum. There is a focus on both the content of this strand and the development of appropriate pedagogical strategies relating to the teaching of Number and Algebra from the Childcare setting to late Primary. There is an emphasis on how children learn mathematics and the implications for teaching. Students will be introduced to a range of resources including the use of ICT to support mathematics learning and teaching. Students are also introduced to the use of curriculum and planning documents for developing mathematics lesson plans. There is a continued focus on the mathematics skills and knowledge of students, with demonstrated competency required with primary level mathematics topics.

EDUC2070 English 2: Reading Pedagogy
This course supports preservice teachers with the knowledge and skills necessary to develop and implement effective reading and viewing teaching and learning programs. Students will explore the key components of literacy instruction, including oral language, phonological awareness, phonics, vocabulary, comprehension, and fluency. They will use and analyse relevant curricula to plan teaching and learning experiences related to reading. Quality children’s literature is emphasised as a cornerstone of quality literacy teaching and learning. Students are provided with opportunities to enhance their confidence in reading to students. The needs and rights of students from diverse learning and language backgrounds will be explicitly addressed throughout the course. Students will be encouraged to continually reflect on how to support these children. Through a combination of theoretical exploration and practical application, students will learn how to integrate components of oral language, phonological awareness, phonics, vocabulary, comprehension, and fluency into a cohesive and holistic approach to literacy instruction.

EDUC2071 Introduction to Teaching Principles
In this course students explore research and classroom methodologies tailored to address the cognitive, physiological, and socio-emotional needs of learners. Students study fundamental concepts concerning teaching and education, elucidating the teacher's role, the attributes of effective classroom practitioners, and reflective practice in educational contexts. Central to the curriculum is the adoption of evidence-based pedagogies to optimise the learning-teaching cycle. Students learn to integrate teaching and assessment methodologies, emphasising the significance of a holistic approach to teaching.

EDUC2073 Professional Experience 2- Primary (Sydney)
In this course, students will undertake a 10-week professional experience placement at a primary school. This provides an opportunity for students to be part of the school environment and to enhance their understanding of the diverse role of classroom teachers. Students complete observations, write lesson plans and participate in school activities as part of their classroom teaching experience. Students increase their teaching time incrementally during the professional experience and are encouraged to become involved in the extra curricula activities, which are part of the teacher’s working life. Students progress from working with small groups to teaching engagements with a whole class during the placement.

EDUC2076 Exploring Science in Primary Education: Integrating Technology
This course provides the knowledge and skills required to structure learning environments that are conducive to learning science while recognising the contribution of technology. You will be introduced to appropriate state and nationally based curriculum materials to support the teaching of primary science and its integration with technology. You will explore content from the living world, chemical world, physical world and from Earth and space while learning about digital technology that positions science as a human endeavour. You will gain a tangible insight into brain function by recognising that children learn and understand science concepts when concepts are unpacked and taught as discrete knowledge components to minimise cognitive overload. You will learn about effective pedagogical models that facilitate teaching and learning in science that actively incorporate technology. This will be taught in the context of social constructivist learning theory. At its core, this course aims to facilitate the development of confident and competent primary teachers who integrate technology while teaching science.

EDUC2077 Positive Learning Environments
In this course students explore the significance of classroom organisation and management to foster positive learning environments. They examine diverse models of classroom management and behaviour approaches that prioritise student autonomy and contribute to their self-worth. Emphasis is placed on cultivating learning communities within classrooms and establishing conducive conditions for effective learning. Through the critique of various management approaches, students learn to apply evidence-based strategies.

EDUC2078 Applied Language and Literacy
This course offers students the opportunity to apply English language and literacy knowledge and skills in planning, learning, teaching, and assessment in diverse K-6 classes. It offers a learning environment where participants engage directly with the application of theoretical knowledge in a combination of authentic settings such as tutorials, microteaching, workplace integrated learning, service learning and critical reflective practice. Students develop skills and competencies needed to support language and literacy development in oral and written language, phonological awareness, phonics, vocabulary, accuracy, fluency and comprehension. Using Universal Design for Learning principles students also learn to assess a combination of individual oral/aural, reading and writing abilities using a variety of assessment tools. Students design tailored learning activities and lesson plans to address diverse student needs and implement evidencebased instructional strategies to enhance language and literacy proficiency. Students gain valuable insights into the complexities of teaching language and literacy, including the importance of differentiation, scaffolding, and creating a positive learning environment. Through this course students develop greater confidence in the teaching of language and literacy and make meaningful contributions to children’s development and proficiency in reading, writing, listening, speaking and viewing.

EDUC2079 Inclusive Environments for Students with Disability
This initial specialisation course is crafted to immerse you in the complexities and nuances of educating students with disability. It aims to deepen your understanding of the current challenges and evolving paradigms in this vital field of education. Throughout the course, we will explore the various social, emotional, academic, and behavioural supports essential for students with disability, highlighting the necessity for tailored accommodations in diverse educational settings. Engaging comprehensively with the tiered levels of intervention, the course will guide you through the structured frameworks implemented in schools today to meet the differentiated needs of these students. You will learn to effectively identify and implement strategies within specialized and inclusive environments, ensuring every student receives the support they require to thrive. Moreover, this course will unpack the multifaceted social, legal, and educational issues that influence the education of students with disabilities. It emphasizes a holistic perspective that champions an inclusive learning atmosphere.

EDUC2080 Teaching Methods 7-10: English
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2081 Teaching Methods 7-10: Mathematics
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2082 Teaching Methods 7-10: Drama
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2083 Teaching Methods 7-10: History
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2084 Teaching Methods 7-10: HSIE
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2086 Teaching Methods 7-10: Science
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2090 Intervention for Learning Disabilities
Pre-requisites: EDUC2135 Introduction to Teaching Skills AND EDUC2000 Play and Pedagogy: 0-8 years
This course is designed to provide students with an understanding of the diverse nature of learning disabilities, a familiarity with effective instructional design and the knowledge of a wide range of intervention strategies. Practical experience in the identification of students with learning disabilities, specific areas of need, the planning of individualised intervention programmes and the implementation of these programmes will be course features.

EDUC2097 Teaching Methods 7-10: Languages other than English
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2098 Teaching Methods 7-10: Visual Arts
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2099 Teaching Methods 7-10: Music
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2100 Teaching Methods 7-10: Outdoor Education
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2101 Teaching Methods 7-10: Food Science Technology
In this course, students develop knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will learn about, participate in, and use evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will explore the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC2218 Principles of Secondary Religious Education I
This course is designed for students to acquire an understanding of the theological and pedagogical principles of the mandated diocesan Religious Education (RE) Guidelines. Students explore the context of religious education as a Ministry of the Word and as the first Learning Area in a Catholic school. From this context students examine the relationship between God's self-revelation with people and the processes of integrating faith and life within the lower secondary RE Courses of Work. The Course assists students to develop skills in identifying the life and faith situations of lower secondary school students and to inculturate the content of the Catholic Faith to address their questions, concerns, hopes and fears. It is a requirement for those seeking 'Accreditation to Teach Religious Education in a Catholic School' as religious educators in a Catholic secondary school.

EDUC2315 Learning Mathematics in the Middle Years
This course is designed to prepare pre-service teachers to teach mathematics effectively to students in the middle years (typically years 6-9). It will address the particular needs of students in the early adolescent phase of learning. It will focus on developing an understanding of fluency of mathematical reasoning, an ability to apply mathematics to authentic problems, an ability to evaluate significance of results, strategies to solve problems for which solutions are not obvious and the acquisition of mathematical intuition. Operating within the three strands of the Australian Curriculum, students will gain a knowledge of the content, an understanding of the concepts, mathematical literacy and teaching strategies that are appropriate to meet the needs of students in the middle years of schooling. How students’ best learn mathematics and the implications this has for teaching mathematics will be at the core of this course. A range of resources (including ICT) to engage and support learning will be investigated.

EDUC2395 Teaching Method I: Primary
The course will provide regular opportunities for student-teachers to gain resources and acquire information about teaching strategies to apply to the teaching of lessons during the course School Experience 1. By working closely with Learning Area Specialists, student-teachers will work towards the closer integration of theory and practice.

EDUC2595 Teaching Method I: Early Childhood
The course will provide regular opportunities for student-teachers to gain resources and acquire information about teaching strategies to apply to the teaching of lessons during the course School Experience 1.  By working closely with Learning Area Specialists, student-teachers will work towards the closer integration of theory and practice.

EDUC2618 Principles of Primary Religious Education I
Principles of Primary Religious Education 1 is designed to enable preservice teachers to acquire a foundational understanding of the purpose of Catholic Education and Religious Education in Western Australia. Students will explore the aims and purpose and culture of the Catholic school, the significance of Religious Education and will develop an understanding of current pedagogy in its teaching. Current and significant developments in Australian Catholic education will be examined to assist students in understanding aspects of the religious dimension of Catholic primary schools. The primary and central role of Religious Education in the curriculum of Catholic schools will be introduced. Students will examine some of the basic theological and educational principles underpinning the Religious Education curriculum used in Western Australian schools. Students will also be introduced to the Revised Perth Archdiocesan Primary Religious Education Courses of Work. Particular attention will be given to issues regarding student diversity, and strategies that may enhance the teaching and learning of Religious Education.

EDUC2619 Principles of Primary Religious Education 1
Pre-requisite: EDUC1018 Introduction to the Bible and Church and EDUC1019 Teaching the Sacraments
EDUC2619 is designed for participants to acquire an understanding of Religious Education in the Catholic Primary school. It will address the basic theological and educational principles underlying the Religious Education Curriculum used in the Sydney Archdiocese and various other dioceses. Students will explore the nature, purpose and mission of the Catholic school and the place of Religious Education as the first learning area. Basic theological understandings of the human person, the Catholic community, Christology and the integration of faith, life and culture will be addressed. Participants will also be introduced to the revitalised Sydney Archdiocesan Religious Education Curriculum and related students RE books, noting the educational and religious processes of integrating knowledge and understanding, skills and values. Particular attention will be given to issues regarding planning, teaching and learning and student readiness for Religious Education. The teachers' use of the RE Courses in equipping themselves to be teachers of Religious Education is foundational.

This course is a requirement for those seeking Accreditation to teach Religious Education in a Catholic Primary school.

EDUC2623 Health and Physical Education
This course is designed to assist prospective teachers in furthering the knowledge necessary to successfully teach Health and Physical Education across the early childhood and primary contexts. It assists students to develop specialised skills in this learning area through gaining an understanding of the importance of Fundamental Movement Skills in the early years and the presentation of planning support materials in both Health and Physical Education.

SOJS2230 Education, Service and Community Engagement
This course introduces students to community service learning. Notions of service and education are examined and critiqued. As well as intellectual understanding of key concepts (at the completion of the course) students will be encouraged to undertake a commitment to a community service placement. Reflection of one's personal experience, academic reading in the growing area of community service-learning, social analysis, and researching particular social issues / situations, are essential elements of the course.

SOJS2231 Education, Service and Community Engagement
This course introduces students to community service learning. Notions of service and education are examined and critiqued. As well as intellectual understanding of key concepts (at the completion of the course) students will be encouraged to undertake a commitment to a community service placement. Reflection of one's personal experience, academic reading in the growing area of community service-learning, social analysis, and researching particular social issues / situations, are essential elements of the course.

SOJS2250 Religion and Belief 1
This course focuses on a phenomenological overview of the religions of Abrahamic monotheism. Attempts to define religion and belief systems are discussed, as well as various methodologies used to study belief systems. The Nordic and Celtic ancient religions are studied followed a focus on the Aztec religion to illustrate archaeological and anthropological insights. An historical approach is used to trace the influences of earlier religions on Judaism, Christianity and Islam. While overviewing each of these religions, opportunities are taken to illustrate theories that attempt to explain the place of ritual and ethics in religion and sociological explanations of variations and movements within religions. A field trip is undertaken to allow students to apply understandings gained about the experiential aspects of sacred places and pilgrimage. Issues surrounding the State of Israel and peace in the Middle East are treated from to illustrate the interaction between religion and politics. This naturally leads to a discussion of psycho-social aspects of ascetical movements in Abrahamic religions and the influence of Abrahamic religions on the pursuit of world peace.

SOJS3260 Religion and Belief 2
Pre-requisite: SOJS2250 Religion and Belief 1 
This course builds on the outcomes of Belief Systems I, beginning with a sampling of more recent methods of analysing religion and going on to focus on some Religions of Asia. The overview begins with Taoism, leading to Shinto and Confucianism and their political utility as state religions. Before delving into Buddhism, Hinduism is studied from its origins and according to the phenomenological dimensions. Its diversity is illustrated with a discursion into the debate regarding the extent to which Hinduism is polytheistic and to what extent it can flourish away from the region where it developed. This issue leads into a treatment of the interaction of religions in multi-faith Australia. The relationship with Buddhism is outlined and then Buddhism itself is analysed. This allows for students to compare and contrast various religious approaches to personal transformation, starting from the Buddhist doctrine and practices relating to Enlightenment. The course moves from this to the issue of asceticism in the Religions of the East and their teachings regarding violence. Aboriginal Spirituality is introduced and the Totem is treated as a unifying element through which insights are possible regarding the ways the various dimensions of the Aboriginal belief system are intertwined. The devastation caused by the arrival of Europeans is overviewed as well as the gradual steps towards reconciliation. This leads to a historical and sociological review of the more positive influences of non-Indigenous religion on Australian communities, as well as a socio-metric study of changes in religious adherence in Australia over time. A sampling of New Religious Movements from a psychological point of view follows, as well as a review of non-religious weltanshauungen and their influence, leading to the debates regarding secular religions and post-secular society. The course concludes with a historical and philosophical treatment of the right to religious freedom.

EDUC3002 Music, Dance and Drama
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students learn the concepts, skills, processes and values of the arts, specifically in relation to music, dance and drama. They examine the basic elements and concepts relevant to these art forms through practical exploration; thus, building a repertoire of relevant arts pedagogies. Students also develop appropriate strategies for promoting the arts in primary school. They learn to use ICT to increase the range of forms for personal expression that generate ideas and where appropriate, use digital tools and environments to represent their ideas and art works. Relevant theories, principles and philosophies are analysed as a basis for developing a quality arts program.

EDUC3004 Writing, Representing and Speaking
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students critique various theoretical models in English language and literacy and learn about writing, representing and speaking in the primary English Curriculum. Writing focuses on text forms and structures for making meaning within school and social/cultural contexts beyond school. Pedagogy considers various approaches to learning and teaching writing and particular strategies for teaching, assessment and reporting. Representing focuses on making meaning through modes other than print language: graphic texts, visual organisers, along with gestural and spatial texts in drama and film/video media. Students learn to use a range of effective, research-based pedagogies to develop children's writing, representing and speaking knowledge, skills and dispositions. Students continue the study of literature and further develop personal literacy knowledge.

EDUC3005 Maths, ICT and the Curriculum
This course complements the work done in Mathematics 1, 2 and 3. Mathematics 4 addresses specific curriculum priority areas such as engaging with digital technologies in the teaching and learning of mathematics, the delivery of problem-solving techniques and the embedding of numeracy across all key learning areas (KLAs).
Students will be exposed to digital technologies related to mathematics education with emphasis on appropriate pedagogical use and the production of multimedia-based resources for teaching and learning. Likewise, students will acquire a theoretical and practical understanding of the main heuristics techniques in order to enrich their repertoire of strategies and become effective problem-solvers. Furthermore, they will learn to embed numeracy concepts across the curriculum and become aware of the need to teach them in other KLAs and highlight the relevance of mathematics in real-life.

EDUC3008 Professional Experience 4 – Internship
Pre-requisites: EDUC3020 Professional Experience 3: Primary, EDUC3028 Inclusive Education, EDUC3017 Diversity in Education EDUC3009 Physical and Chemical Sciences, EDUC3002 Music, Dance and Drama, EDUC3004 Writing, Representing and Speaking and EDUC3010 Mathematical Understanding & Fluency
This course will incorporate a 10-week professional placement as the nexus between university course work, the work of schools and the development of a skilled and dedicated educator. The professional experience facilitates student's commitment and interpersonal skills to assume a professional role within various school environments and their broader communities.

EDUC3010 Mathematical Understanding & Fluency
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies and EDUC1017 The Global Citizen
In this course students extend their knowledge and skills of mathematics and the mathematics curriculum. They focus on differentiating mathematics for the various skill levels of students and reflect on the nature of mathematics in the primary classroom. Students are introduced to open-ended mathematical tasks and a problem-based inquiry approach to teaching mathematics. They acquire skills and strategies to engage learners to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices in mathematics.

EDUC3014 Teaching Methods 2: Drama
Pre-requisite: EDUC2019 Teaching Method 1 - Drama
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3016 Professional Experience 4 – Internship
Pre-requisites: EDUC1014 Professional Experience 1: Introduction to Teaching and Curriculum, EDUC2017 Professional Experience 2: Development and Learning, EDUC3015 Professional Experience 3: Inclusive Education,EDUC3018 Vocation Transitioning
This course will incorporate a 10-week professional placement as the connection between university course work, the work of schools and the development of a skilled and dedicated educator. This professional experience will facilitate a student's commitment and interpersonal skills to assume a professional role within various school environments and their broader communities.

EDUC3017 Diversity in Education
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC1020 Literacy, Numeracy & ICT
In this course students examine appropriate practices for teaching diverse school student populations, including Aboriginal and Torres Strait Islander learners and learners with English as an Additional Language or Dialect. They critically analyse the principles of inclusion to develop the knowledge and skills to differentiate learning to be responsive and respectful of all learners. Through this course students develop a deeper understanding and appreciation of the diverse cultures they may encounter in the classroom.

EDUC3020 Professional Experience 3: Primary
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen, EDUC2006 Mathematical Foundations & Perspectives, EDUC2013 Biological and Earth Sciences and EDUC2004 Reading, Viewing and Listening.
Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within primary schools and their broader communities and to contribute to the operations of a school as a whole. Students will complete lesson plans and write a unit of work.

EDUC3021 Gifted Education
This course will develop students’ ability to identify and respond to the cognitive and affective needs of intellectually gifted learners in their classes, including gifted learners from minority and disadvantaged backgrounds. It will cover methods of identification, issues in gifted learners’ cognitive and affective development and ways of differentiating the curriculum in response to the learning characteristics and needs of gifted learners.

EDUC3022 Educational Leadership
Pre-requisite: EDUC3020 Professional Experience 2: Primary or EDUC3029 Professional Experience 2: Secondary
In this course students locate their knowledge of the professional practice of teaching within the context of leadership. They explore the foundational principles of educational leadership and examine the perspectives and importance of leadership in schools and educational institutions. The roles and responsibilities of leaders at all levels are examined. Students reflect on the qualities of leaders and understand the importance of becoming leaders themselves.

EDUC3023 Service Learning
Pre-requisite: EDUC3020 Professional Experience 2: Primary or EDUC3029 Professional Experience 2: Secondary
In this course students apply the concept of service learning to an international context. Emphasis is placed on social justice along with cross-cultural understanding and awareness. The academic learning in the course focuses on key issues such as human rights, globalisation, and community development. The experiential component explores ethical decision-making, leadership development, and balancing the needs of the individual, the community and the natural environment.

EDUC3028 Inclusive Education
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC1020 Literacy, Numeracy & ICT.
Students will gain practical and theoretical knowledge, which focuses on inclusive education. Students will develop an understanding of the meaning and importance of an inclusive classroom. There will be regular opportunities for reflective practice; the purpose of which is to prepare students for the diversity in classrooms and assist future planning. Students will learn to cater for children with diverse abilities in regular educational settings. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist in classrooms. Students will, for a typical class of children, examine a range of strategies for adapting and modifying programmes, the learning environment and the social and emotional needs of children.

EDUC3029 Professional Experience 3: Secondary
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1020 Literacy, Numeracy & ICT and EDUC2041 Professional Experience 2: Secondary
Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within secondary schools and their broader communities and to contribute to the operations of a school as a whole. Students will complete lesson plans and write a unit of work.

EDUC3031 Teaching Method 2: English
Pre-requisite: EDUC2021 Teaching Method 1 - English
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3033 Teaching Method 2: Mathematics
Pre-requisite: EDUC2023 - Teaching Method 1 - Mathematics
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3034 Teaching Method 2: Studies of Religion
Pre-requisite: EDUC2033 Teaching Method 1 - Studies of Religion
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3035 Teaching Method 2: Ancient History
Pre-requisite: EDUC2022 Teaching Method 1: History
Co-requisite: Teaching Method 2 (first or second teaching area)
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3036 Teaching Method 2: Modern History
Pre-requisite: EDUC2022 Teaching Method 1: History
Co-requisite: Teaching Method 2 (first or second teaching area)
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3037 Teaching Method 2: Legal Studies
Pre-requisite: EDUC2018 Teaching Method 1: Commerce
Co-requisite: Teaching Method 2 (first or second teaching area)
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3038 Teaching Method 2: Economics
Pre-requisite: EDUC2018 Teaching Method 1: Commerce
Co-requisite: Teaching Method 2 (first or second teaching area)
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3039 Teaching Method 2: Business Studies
Pre-requisite: EDUC2018 Teaching Method 1: Commerce
Co-requisite: Teaching Method 2 (first or second teaching area)
In this course students critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge of their Key Learning Area in Stage 6. Students will focus on the NSW Stage 6 syllabus with links to the relevant Stage 4 and 5 syllabus. Emphasis is on authentic learning and assessment. The students learn to use effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

EDUC3042 Science and Technology: Curriculum and Pedagogy
Pre-requisite: EDUC1021 Science and Technology
In this course students explore research-based pedagogical content knowledge in Science and Technology. They are exposed to theoretical and practical models to adapt teaching to optimise science learning for all learners. Students deepen their knowledge, understanding and application of the Primary Science syllabus through collaborative social learning situations that consider a diverse range of learners.

EDUC3044 Professional Experience 2: Primary
Pre-requisites: EDUC2043 Professional Experience 1: Primary or EDUC2044 Professional Experience 1: Early Childhood and Primary
Professional Experience 2 is a nine-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within primary schools and their broader communities and to contribute to the operations of a school as a whole. Students will complete lesson plans and write a unit of work.

EDUC3045 Australia and the World
In this course students develop knowledge, skills and understandings to teach History and Geography through inquiry-based learning. They analyse societal factors that shape people and places in a diverse and connected world. Students examine pedagogical theory and practices including the role of information and communication technologies (ICTs) in teaching and learning in History and Geography, with a specific focus on Australia's geopolitical context.

EDUC3046 Aboriginal and Torres Strait Islander Students: Culturally Responsive Connections
This course focuses on Aboriginal and Torres Strait Islander culture, history and knowledges,  reflecting a commitment to the process of reconciliation. It aims to foster values and skills relating to the concepts of reflection, recognition, respect and relatedness as they connect to People, Culture, Identity, Country and Place.

Theory and intercultural perspectives link with pedagogies of immersion, social action and transformation to enhance educational outcomes for Aboriginal and Torres Strait Islander students.

EDUC3047 Professional Experience 2: Secondary
Pre-requisite: EDUC2055 Professional Experience 1: Secondary
Professional Experience 2 is a nine-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within secondary schools and their broader communities and to contribute to the operations of a school as a whole. Students will complete lesson plans and write a unit of work.

EDUC3048 Health and Physical Education
Pre-requisites: EDUC1004 Academic Skills, EDUC1006 Learning and Personal Development, EDUC1009 English Language and Literacy, EDUC1016 Mathematics and Numeracy, EDUC1021 Science and Technology, EDUC1017 The Global Citizen
Students will develop a working knowledge of the current curriculum - NSW Board of Studies (BoS) Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus and the Early Years Learning Framework and supporting documents as well as the Australian Curriculum Health & Physical Education. They will apply their knowledge and skills to the planning, implementation and assessment of a HPE program. The use of collaborative learning techniques in support of achieving student learning outcomes will be a focus as will children’s wellbeing.

EDUC3049 Literacy, Numeracy & ICT
This course provides the opportunity for students to improve their levels of literacy and numeracy to a standard that will assist them to successful complete their studies in this program. Information and Communications Technologies (ICT) skills and competencies are also examined across different contexts to ensure students have contemporary understandings of the use of ICT in higher education. Students critically examine contemporary understandings of literacy with a specific focus on academic writing and critical reading skills. They explore numeracy that is critical to their studies

EDUC3050 Introduction to the Bible and Church
In this course students will be introduced to the foundational principles of Divine Revelation and Biblical interpretation in the Catholic Church for use with a non-specialist clientele - Catholic primary school children. Students engage with documents from both the Church and contemporary scholarly sources. Further, students outline strategies and develop resources for teaching the Bible to children. A wide variety of resources and teaching strategies will be presented for consideration and personal evaluation.

EDUC3051 Learning Environments and Play in the Early Years
In this course students develop knowledge of the history of early childhood education and the ways that research has impacted on theories and practices of early childhood education over time. They examine current theoretical perspectives to understand the proactive role of the educator and the significance of play as a key medium for learning and teaching. Students apply their knowledge and understandings about young children to planning and creating safe, stimulating, effective and appropriate learning environments that foster the development of the whole child.

EDUC3052 Mathematics in the Middle Years
In this course students extend their knowledge and understanding of the mathematics curriculum by exploring the concepts and procedures encountered in mathematics in the middle years (Stage 3 & 4). They develop a deep understanding of the mathematical knowledge and skills required to support and extend learners' engagement to facilitate success in the middle years mathematics classroom.

EDUC3053 Science and Technology in the Middle Years
Students undertaking this course extend their knowledge and understanding of the Science and Technology curricula by exploring the ideas and concepts in the middle years (Stage 3 and 4). Students will develop a deep understanding of the scientific and technological skills and knowledge required to support learner engagement and success in the upper primary school science and technology classroom. This will be facilitated by an understanding of the scientific and the technological skills and knowledge taught in Stage 4.

EDUC3054 The Reflective Practitioner
This courses focuses on reflective practice as a cycle of ongoing learning to enhance and build on teaching skills and manage educational change. Students explore the concept and role of critically reflective practice in early years education to support a culture of professional inquiry. They will develop a deep understanding of the importance of critical evaluation to systematically examine and improve aspects of their practice in order to advance the learning and development of young children. A key aspect will include reflecting on the impact and effectiveness of their current practice to enable a culture of learning and make informed judgements about practice, based on evidence. The 10 day professional experience component is designed to facilitate the integration of theory with practice and provides an avenue for critically engaging with reflective practice in an early childhood setting.

EDUC3055 Theory to Practice: K/PP Professional Experience (30 days)
Pre-requisites: EDUC2053 Early Intervention in Early Childhood AND EDUC1028 Teaching and learning in context
This course is a practical placement in an early years setting (K/PP). During this professional experience, pre-service teachers will engage in planning, teaching, assessing and reflecting on children’s learning. The placement requires 30 days to be competed as a 6 week block. This immersive experience facilitates the pre-service teachers actively engaging in the full process of planning, teaching and assessing children at the point of need. Pre-service teachers undertake the placement under the guidance of an industry mentor and a University supervisor.

EDUC3056 Trends in Early Childhood Education and Care
This course explores the origins and applications of current practice, policy and research trends within Early Childhood Education and Care. Students will be supported to identify trends in international and national contexts. These trends will be explored through a learning and development lens with an emphasis on pedagogical approaches, holistic student experience and documentation. Students will also have an opportunity to critically reflect on the relationship between current trends and their practicum experience.

EDUC3058 Theory to Practice: K/PP Professional Experience (50 days)
Pre-requisite: EDUC2053 Early Intervention in Early Childhood AND EDUC1028 Teaching and learning in context 
This course is a practical placement in an early years setting (K/PP). During this professional experience, pre-service teachers will engage in planning, teaching, assessing and reflecting on children’s learning. The placement requires 50 days to be competed as a 5 week block. This immersive experience facilitates the pre-service teachers actively engaging in the full process of planning, teaching and assessing children at the point of need. Pre-service teachers undertake the placement under the guidance of an industry mentor and a University supervisor.

EDUC3061 Families and Partnerships in Teaching and Learning
Effective partnerships recognise the important but different educational roles both families and teachers play in relation to the child's overall learning. This course gives students an understanding of the complementary nature of the role of the family, teacher, education assistant, and the community in the education of the child. Students develop strategies in communication, negotiation, collaboration and conflict resolution. Central to this course is recognising the professional role of the teacher in reaching out to families who may be considered ‘hard to reach’ and in connecting families to community services. Respect for cultural diversity is at the core of this course.

EDUC3063 Language and Literacy 1
Pre-requisite: EDUC2046 Foundations of Language and Literacy
This course examines the current theory, research and practices essential for language and literacy teaching and learning in early childhood. Building on previous courses, pre-service teachers will consolidate and deepen their understanding of emergent reading, viewing and writing development in the early years. Students will examine a range of evidence based early years pedagogical approaches for the teaching of early phonological awareness, phonics, vocabulary, comprehension, oral language and fluency. Practises for differentiating teaching to identify, assess and support emerging literacy learners are an integral part of this course. Appropriate early years resources and curriculum materials to support the teaching of literacy will be introduced including the use children’s literature, visual texts, and multimodal texts.

EDUC3064 Early Intervention in Early Childhood Contexts
This course provides a foundation for students to understand the need for all early childhood educators to support children and families with complex and multiple needs through sound early intervention practices. Aligned to this course is 20 days of required professional experience in a childcare setting. This practical experience offers an opportunity for students to gain a further insight to early intervention practices within an authentic context. Throughout the course, students will develop an understanding of the philosophical principles that underpin early intervention for young children and their families. Students will be given practical opportunities and experiences to prepare them to identify the additional needs of children in both early childhood education and care settings. Central to this course, is the promotion of equity to instil and equip students with the knowledge and skills to advocate for all children and their families.

EDUC3065 Communication Needs and Challenges in Early Childhood Communication
In this course, students will develop an understanding of the communication needs and challenges of children in early learning, including addressing those with complex communication requirements. The course will introduce theory around the development of pre-intentional and intentional communication and issues that may impact the development of constructive communication. Practice in the form of strategies to provide scaffolding for children to effectively communicate with others and use of a variety of tools for communication (i.e., picture cues, AAC) will be explored. The aim of the course is to build upon theories of childhood development and focus specifically on the area of communication issues, which can impede the development of learning if not recognised and addressed appropriately.

EDUC3067 Mathematics 3: Teaching Measurement & Statistics
This third-year preservice teacher course provides a comprehensive introduction to mathematical topics, focusing on measurement, spatial geometry, statistics, probability, and numeracy. Students will explore concepts such as length, mass, area, time, volume, capacity, and proportionality. Emphasis will be placed on teaching through a variety of effective approaches including explicit teaching, problem-solving approaches, fostering mathematical reasoning, and developing spatial geometry skills. Students will learn the language and principles of statistics and probability, including data collection, organisation, interpretation, and analysis. Ethical and social considerations related to numeracy, statistics, and probability will also be discussed. Throughout the course, assessment strategies and cross-curricular connections will be examined to ensure effective teaching and learning. By the end of this course, students will have a strong foundation in these mathematical topics, equipped with the necessary knowledge and skills to teach numeracy, statistics, probability, and spatial geometry effectively in the primary school setting.

EDUC3068 Health & Physical Education
This course is designed to assist pre-service teachers in furthering the knowledge necessary to successfully teach Health and Physical Education across the early childhood and primary contexts. It assists students to develop specialised skills in this learning area through gaining an understanding of the importance of Fundamental Movement Skills in the early years and the presentation of planning support materials in both Health Education and Physical Education.

EDUC3069 Wonders of the World: Humanities in the Primary Curriculum
In this course students develop the necessary knowledge, skills, and understandings to effectively teach the Humanities in the Primary context, using inquiry-based learning and place-based learning methodologies. Students engage in understanding curriculum and stage requirements for creating meaningful learning opportunities in history, geography, civics and citizenship and Economics and Business. Students will gain understanding between societal factors and their impact on shaping people and places within an increasingly diverse and interconnected world. Through critical analysis and exploration of pedagogical theories and practices, participants will gain insights into First Nations perspectives and the role of Information and Communication Technologies (ICTs) in enhancing teaching and learning experiences in the fields of Humanities and Social Science. With a specific focus on Australia's geopolitical context, students will develop a
comprehensive understanding of how to engage learners in meaningful exploration and understanding of historical and geographical phenomena.

EDUC3070 English 3: Writing pedagogy
This course explores the relationship between writing, language, and literacy development, providing teacher education students with the tools and knowledge to effectively teach writing across diverse classroom settings. Students will gain a deep understanding of how writing evolves as a fundamental aspect of language acquisition and literacy. Participants will learn to teach various genres, utilising a range of text types and modes in alignment with NSW and WA English curricula. Emphasis will be placed on integrating literacy resources to enhance teaching practices. The course addresses the diverse needs of learners by developing strategies for differentiating writing instruction. Special focus will be given to supporting students with learning difficulties, special needs, Aboriginal and Torres Strait Islander students, and English as an Additional Language or Dialect (EAL/D) learners. Grounded in current theoretical models, students will explore contemporary approaches to writing and representation. Key components such as visual and multimodal literacy, text forms, spelling, grammar, punctuation, and handwriting will be covered to reflect modern theories of language learning. Additionally, the course equips future teachers with a variety of developmentally appropriate assessment strategies. These tools will enable effective evaluation and support of students’ writing and literacy development, ensuring comprehensive and inclusive literacy education.

EDUC3072 Professional Experience 3 - Primary (Sydney)
Pre-requisite: EDUC2073 Professional Experience 2 - Primary (Sydney)
Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The professional relationship built between a mentor teacher and a pre-service teacher facilitates students' development of commitment, enthusiasm, and interpersonal skills, allowing them to assume a professional role within primary schools and their broader communities and contribute to the operations of a school. Students will complete lesson plans, write two Forward Planning Documents and engage professionally with staff, parents and students.

EDUC3074 Professional Experience 3 – Secondary (Sydney)
Pre-requisite: EDUC2075 Professional Experience 2 (Secondary) - Sydney
Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The professional relationship built between a mentor teacher and a pre service teacher facilitates students' development of commitment, enthusiasm, and interpersonal skills, allowing them to assume a professional role within primary schools and their broader communities and contribute to the operations of a school. Students will complete lesson plans, write two Forward Planning Documents and engage professionally with staff, parents and students.

EDUC3075 Pedagogical grammar
This course offers students an in-depth understanding of all systemic aspects of Standard Australian oral and written English language - lexical, morphological, syntactical, and phonological, and their associated structures and functions. The course explores the grammatical features used to make meaning in spoken and written texts and raises awareness of the pedagogical applications of linguistic knowledge. In this course students evaluate and develop resources for teaching and learning grammar in the K-6 context. They also develop the ability to assess the spoken and written language abilities of diverse learners at different levels of English language proficiency and monitor their development through language learning stages and progressions.

EDUC3076 Teaching Jesus, the Christ
This course introduces students to the kinds of questions that arise concerning the person, life, work, and significance of Jesus Christ. The course considers answers offered in the Christian tradition and current Christological scholarship. It is designed to enable preservice teachers to acquire a foundational understanding of the purpose of Catholic Religious Education based on the Person of Jesus Christ and will develop an understanding of current pedagogy in the teaching of the Kerygma. The primary and central role of Religious Education in the curriculum of Catholic schools will be introduced. Students will examine some of the fundamental theological and educational principles underpinning Catholic Religious Education which have their basis in Jesus Christ.

EDUC3077 Targeted Practices for Students with Disability
Embark on a transformative educational journey tailored to deepen your understanding and refine your skills in supporting students with disability. This course is meticulously designed to enhance your professional insights and practices through a comprehensive exploration of targeted approaches for meeting the needs of students with disability concerning the vital curriculum priorities associated with literacy and numeracy development. Critical self-reflection is a cornerstone of this course. Engage in introspective analysis to identify and seize opportunities for your professional development. By understanding your current capabilities and areas for growth, you will be equipped to advance your teaching strategies and interventions. We will also delve into crucial policies and provisions that govern the education of students with disabilities. This includes an in-depth discussion on protective behaviours and the critical area of restrictive practices in schools. Equip yourself with the knowledge to navigate and implement these policies responsibly, enhancing both your effectiveness and compliance in the educational landscape.

EDUC3078 Positive Behaviour Supports and Social Skills Development
Dive into the enriching realm of behaviour management and social skill development in our specialised course designed for those passionate about enhancing the lives of students with disability. This course aims to provide a thorough understanding of positive behaviour strategies and the intricacies of social skills development, empowering you to support students effectively. You will develop a robust understanding of the biological, psychological, and environmental factors that influence behaviour. Our journey will include critical examinations of contemporary behaviour management theories, enabling you to discern and discuss the suitability of various classroom strategies. We will also focus on mastering the process of data collection related to challenging behaviours and analysing the underlying functions of these behaviours. This insight will be crucial in crafting tailored interventions that meet individual needs. Prepare to evaluate and implement cutting-edge strategies for social skill enhancement, specifically designed for children with disability. The course also emphasises the application of positive behaviour techniques, beneficial not only for individuals but also for small groups. Equipped with practical skills and theoretical knowledge, you will be ready to make a significant impact in both regular and specialised educational settings.

EDUC3079 Teaching Methods 11-12: English
Pre-requisite: EDUC2080 Teaching Methods 7-10: English
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3080 Teaching Methods 11-12: Mathematics
Pre-requisite: EDUC2081 Teaching Methods 7-10: Mathematics
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3081 Teaching Methods 11-12: Drama
Pre-requisite: EDUC2082 Teaching Methods 7-10: Drama
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3087 Teaching Methods 11-12: Modern History
Pre-requisite: EDUC2083 Teaching Methods 7-10: History
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3088 Teaching Methods 11-12: Ancient History
Pre-requisite: EDUC2083 Teaching Methods 7-10: History
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3089 Teaching Methods 11-12: Business Studies
Pre-requisite: EDUC2084 Teaching Methods 7-10: HSIE
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3090 Teaching Methods 11-12: Economics
Pre-requisite: EDUC2084 Teaching Methods 7-10: HSIE
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3091 Teaching Methods 11-12: Legal Studies
Pre-requisite: EDUC2084 Teaching Methods 7-10: HSIE
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3092 Teaching Methods 11-12: Studies of Religion
Pre-requisite: EDUC2083 Teaching Methods 7-10: History
This course is designed to develop pre-service teachers knowledge, skills, attitudes, and values necessary for the successful implementation of Health and Physical Education programs in schools considering AITSL standards. This course continues to develop a deeper understanding of the Health & Physical Education curriculum. This will cover curriculum requirements with a review of syllabus documents. Both theoretical and practical components of the Health and Physical Education curriculum will be examined as well as pedagogical strategies required to teach and assess in both subject areas.

EDUC3093 The Educational Leader
This course explores the influential and central role of the educational leader in enabling the delivery of high-quality teaching and learning experiences in early childhood settings guided by the learning outcomes of the Early Years Learning Framework or other approved learning frameworks. The course unpacks the key responsibilities of: leading curriculum development and thoughtful decision making; scaffolding implementation of an effective educational program and planning cycle; and guiding, challenging or extending the pedagogy and practice of educators. Students will examine how the educational leader supports educators to advocate for, and facilitate, play and inquiry that is responsive to children’s ideas, interests and needs and to uphold the rights and wellbeing of children. Furthermore, students will learn how to build a culture of professional inquiry and reflective practice to support continuous improvement with educators.

EDUC3094 Professional Experience 3: Early Childhood Education (3-5 years)
This course is a practical placement that provides opportunities for students to gain teaching experience in early childhood education settings with children aged 3-5 years. It affords students the opportunity to apply the theories and knowledge around early childhood development and teaching covered in other courses of study in a practical context. During this professional experience, pre-service teachers will engage in planning, teaching, assessing and reflecting on children’s learning. The placement requires 30 days to be competed as a 6 week block. This immersive experience facilitates pre-service teachers to actively engage in the full process of planning, teaching and assessing children at the point of need. Pre-service teachers undertake the placement under the guidance of a supervising teacher and a University tertiary supervisor.

EDUC3099 Teaching Methods 11-12: Languages other than English
Pre-requisite: EDUC2097 Teaching Methods 7-10: Languages other than English
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3099 Teaching Methods 11-12: Languages other than English
Pre-requisite: EDUC2097 Teaching Methods 7-10: Languages other than English
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3100 Teaching Methods 11-12: Visual Arts
Pre-requisite: EDUC2098 Teaching Methods 7-10: Visual Arts
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3101 Teaching Methods 11-12: Music
Pre-requisite: EDUC2099 Teaching Methods 7-10: Music
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3103 Teaching Methods 11-12: Outdoor Education
Pre-requisite: EDUC2100 Teaching Methods 7-10: Outdoor Education
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3104 Teaching Methods 11-12: Food Science Technology
Pre-requisite: EDUC2101 Teaching Methods 7-10: Food Science Technology
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11 & 12). Students will use their knowledge of the relevant Year 11 & Year 12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3105 Teaching Methods 7-10: Biology
Pre-requisite: EDUC2086 Teaching  Methods 7-10: Science
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It applies these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students will use their knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to apply effective teaching strategies in the context of the upper secondary years. Students will also research and discuss effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply and justify their approach. In doing so, students will build skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC3619 Principles of Primary Religious Education 2
Pre-requisite: EDUC1018 Introduction to the Bible and Church and EDUC1019 Teaching the Sacraments
Principles of Primary Religious Education 2 is designed to enable preservice teachers of kindergarten, pre-primary and primary school students to acquire a sound knowledge and understanding of best practice in planning and delivering Religious Education. Building on the understanding of educational and theological principles underlying the Perth Archdiocesan Primary Religious Education Courses of Work, students will develop skills in forward planning, lesson preparation and assessment. Students will also explore the distinctive elements of the Catholic school curriculum, with a focus on the religious dimension. Presentation and planning of religious education lessons during school internship is an integral part of this course.

EDUC4000 Curriculum, Pedagogy and Assessment
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC1020 Literacy, Numeracy & ICT
In this course students synthesise their knowledge and understandings of the New South Wales Education Standards Authority syllabus documents and develop a holistic idea of curriculum, pedagogy and assessment and their impact on students' learning. They investigate complementary research-based approaches, pedagogies and assessment, which deepen their understanding of the educative process. Students critically analyse various research-based approaches to curriculum, pedagogy, assessment and reporting to improve the learning and teaching cycle.

EDUC4006 Professional Engagement
Pre-requisites (Bachelor of Education Primary students): EDUC2043 Professional Experience 1: Primary AND EDUC3044 Professional Experience 2: Primary OR (Bachelor of Education Secondary students): EDUC2055 Professional Experience 1: Secondary AND EDUC3047 Professional Experience 2: Secondary
Co-requisites (Bachelor of Education Primary students): EDUC4027 Professional Experience 3: Primary Internship OR (Bachelor of Education Secondary students): EDUC4031 Professional Experience 3: Secondary Internship In this course students examine the requirements of the teaching profession in relation to the responsibilities inherent in their internship and transition to the profession. A major part of this course is a teaching performance assessment, which assesses students' impact on student learning in the classroom.

EDUC4007 Professional Experience 4: Internship
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC3020 Professional Experience 3: Primary
Co-requisite: EDUC4006 Professional Engagement
Professional Experience 4:Internship is a ten-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 60% of a full-time teacher's workload. In the final five weeks this is expected to increase to 80%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptors of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

EDUC4008 Leadership and Management in the Early Years
In this course students learn leadership and management strategies to enable effective participation in group decision-making for the development of high quality programs and services. They develop an understanding of how management structures impact on programs and service provision. Students develop a theoretical basis and practical strategies for enhancing their leadership skills. The concepts of social justice, ethics, and equity are taught as integral to the development of a strong professional identity required for successfully leading and managing early childhood settings.

EDUC4009 Family and Community Partnerships in the Early Years
Pre-requisite: EDUC1012 Creative Arts in the Early Years and EDUC1013 Learning Environments and Play in the Early Years
In this course students explore a sociological approach to explain the main external spheres of influence on children, with a specific emphasis on birth to age eight. They explore different ways of working effectively with all families and communities. Identification of suitable communication strategies demonstrate how this supports strong partnerships and positive relationships between all stakeholders in early childhood settings, schools, families and communities. Consideration of diversity issues provides a focus on how to ensure the rights of parents and families so that teachers engage in activities that support and involve families and communities in the educational process.

EDUC4010 English as an Additional Language or Dialect
Pre-requisite: EDUC3004 Writing, Representing and Speaking
In this course students extend their knowledge, skills and understandings of the teaching children with English as an Additional Language or Dialect (EAL/D). They learn profiling and diagnostic assessment techniques for English Language Leaners (ELL), personalised learning, cross-curriculum priorities and how to develop EAL/D teacher resources. The course content draws on the student diversity areas of the Australian Curriculum and NSW Syllabus documents.

EDUC4012 Literacy across the curriculum
Pre-requisite: EDUC3004 Writing, Representing and Speaking
In this course students gain a comprehensive understanding of children's acquisition and development of literacy within Key Learning Areas other than English. A research-based understanding of cross-curricula theory, inquiry-based learning, and multiliteracies theory is foundational in this course. Students continue to develop their knowledge in identifying opportunities to teach and develop literacy skills across the curriculum and to recognise the literacy needs and challenges implicit in each Key Learning Area. They are taught to apply their knowledge, skills and understandings in designing lessons, lesson sequences and units of work.

EDUC4013 Teaching Reading: Assessment and Intervention
Pre-requisite: EDUC3004 Writing, Representing and Speaking
In this course students learn about diagnostic reading assessment tools, both formal and informal, and intervention approaches for readers of varying abilities. They focus on the nature of diagnostic assessment, and assessment tools typically found in NSW primary schools. Students learn how to implement, score and analyse results of diagnostic tests. The course also focuses on intervention approaches and strategies that address the needs of a full range of reader abilities. Particular attention is given to differentiation of teaching and learning based on reader readiness. Students critically evaluate intervention programs and resources.

EDUC4019 Extending Mathematical Understanding
Pre-requisite: EDUC3010 Mathematical Understanding & Fluency
In this course students explore critical issues that affect learners in the middle years, such as retention and engagement to effectively prepare them in Stage 3 for the transition to secondary school mathematics. Students also explore methods of extending primary students' mathematical understanding and strategies to support mathematically gifted and talented learners.

EDUC4020 using ICT in the Teaching of Mathematics
In this course students critique and apply digital technologies in the teaching and learning of mathematics. They are exposed to digital technologies related to mathematics education with emphasis on appropriate pedagogical use and the production of multimedia-based resources for teaching and learning. Students acquire a theoretical and practical understanding of techniques to enrich their repertoire of strategies that support mathematical learning and problem solving. Furthermore, they learn to embed digital technologies to extend children’s numeracy development and understanding across the curriculum and become aware of the need to teach those concepts in other KLAs to highlight the relevance of mathematics in a variety of circumstances.

EDUC4021 Mathematical Projects
Pre-requisite: EDUC3010 Mathematical Understanding & Fluency
In this course students engage with mathematical projects at three levels: classroom-based investigative projects, school-wide projects, and teachers' own classroom research projects. With the latter, students engage with mathematics education research literature to design and implement a contemporary action research project in their classroom.

EDUC4022 Educational Law for Teachers and School Leaders
In this course students locate their knowledge of the professional practice of teaching within the context of the legal and ethical environment in which they, as teachers and school leaders, operate. They develop an understanding of the sources of law and of the legal and non-legal obligations, including ethics, with which they must comply as educational professionals. They engage with a series of case studies through which they will critically analyse the application of legal and non-legal principles and practices to protect the physical and psychological well-being of students and others in the school community with a focus on managing risk.

EDUC4023 Professional Experience 3: Secondary Internship
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1020 Literacy, Numeracy & ICT and EDUC3029 Professional Experience 3: Secondary
Professional Experience 3: Secondary Internship is a ten-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 70% of a full-time teacher's workload. In the final five weeks this is expected to increase to 100%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptor of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

EDUC4024 Catholic Teaching and History
In this course students will be introduced to a broad sweep of historical developments of Catholic teachings. They will learn how doctrine develops, usually in response to historical challenges that provoke a clarification of how her teachings should be explained and lived. By studying key figures in Church history students will be able to see the way in which human beings and their lived experiences influence the way that the historic teaching of Jesus unfolded and became clarified over time. This provides context for understanding how and why the Church comes understands the teachings of Christ made present in contemporary culture.

EDUC4026 Inclusive Education
Pre-requisites: EDUC2043 Professional Experience 1 Primary or EDUC2044 Professional Experience 1 Early Childhood and Primary
Students will gain practical and theoretical knowledge, which focuses on inclusive education. Students will develop an understanding of the meaning and importance of an inclusive classroom. There will be regular opportunities for reflective practice; the purpose of which is to prepare students for the diversity in classrooms and assist future planning. Students will learn to cater for children with diverse abilities in regular educational settings. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist in classrooms. Students will, for a typical class of children, examine a range of strategies for adapting and modifying programmes, the learning environment and the social and emotional needs of children.

EDUC4027 Professional Experience 3: Primary Internship
Pre-requisite: EDUC3044 Professional Experience 2: Primary
Professional Experience 3 is a nine-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 60% of a full-time teacher's workload. In the final five weeks this is expected to increase to 80%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptors of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

EDUC4028 Principles of Primary Religious Education 2
Pre-requisite: EDUC2619 Principles of Primary Religious Education 1
Principles of Primary Religious Education 2 is designed to enable preservice teachers of kindergarten, pre-primary and primary school students to acquire a sound knowledge and understanding of best practice in planning and delivering Religious Education. Building on the understanding of educational and theological principles underlying the Sydney Archdiocesan Primary Religious Education courses, students will develop skills in forward planning, lesson preparation and assessment.

EDUC4029 Extending Scientific and Technological Thinking and Exploration
Students undertaking this course explore critical issues that affect students in the middle years, such as the process of scientific and technological inquiry, engagement and misconceptions in science and technology, to effectively prepare upper primary students for the transition to secondary school science. Students also explore methods of extending primary students’ scientific and technological knowledge and strategies to support gifted and talented learners.

EDUC4030 Music, Dance and Drama
Pre-requisite: EDUC3044 Professional Experience 2: Primary
In this course students learn the concepts, skills, processes and values of the arts, specifically in relation to music, dance and drama. They examine the basic elements and concepts relevant to these art forms through practical exploration; thus, building a repertoire of relevant arts pedagogies. Students also develop appropriate strategies for promoting the arts in primary school. They learn to use ICT to increase the range of forms for personal expression that generate ideas and where appropriate, use digital tools and environments to represent their ideas and art works. Relevant theories, principles and philosophies are analysed as a basis for developing a quality arts program.

EDUC4031 Professional Experience 3: Secondary Internship
Pre-requisite: EDUC3047 Professional Experience 2: Secondary
Professional Experience 3 is a nine-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 70% of a full-time teacher's workload. In the final five weeks this is expected to increase to 100%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptor of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

EDUC4032 Research and Inquiry in Science and Technology Education
Students undertaking this course engage with contemporary science and technology education research literature to design an inquiry project focused on a science or technology topic and design a school-wide science or technology education project.

EDUC4033 Personal Development, Health & Physical Education
Students undertaking this course explore the content of the Personal Development, Health and Physical Education (PDHPE) curriculum in the NSW syllabus. Students develop an experiential understanding of the pedagogy of PDHPE by exploring various learning environments and differentiated learning programs to address the social, emotional and physical needs of the learners. Children’s wellbeing and the use of collaborative learning techniques in support of achieving student learning outcomes will be a focus.

EDUC4034 Research and Ethics with Young Children
This course introduces students to the fundamentals of professional ethics and research when working with young children and is underpinned by a rights-based perspective, including the right to participation and digital rights. The focus is on a theoretical and practical exploration of ethical reasoning and decision making in relation to early years education and teacher professional identity, and how this can be articulated into students’ own ethical teaching practice. This course is built on the notion of respectful, inclusive and democratic participation of children and supporting their agency in research and pedagogical documentation processes. Issues and processes of informed consent are addressed to make children’s involvement in research and documentation a positive experience that upholds their rights. A key aspect is the view of children as competent and as protagonists in their own learning whose voices must be considered and acted on in all decisions affecting them in early childhood settings and communities. Conceptions of children and childhood are critiqued though examining historical and contemporary perspectives.

EDUC4035 Sustainability and Environmental Education
In this course, students will develop an understanding of the concepts of environmental education and sustainability and learn about explicit strategies for introducing sustainable practices into early childhood settings. The course will combine an introduction to theory and practice with linkages to social, political, environmental and economic dimensions in the field of environmental education. A key aim is to empower pre-service teachers to integrate effective advocacy for sustainability in their professional teaching role. Students will explore issues in environmental education and develop critical analytical skills to research current and future environmentally sustainable practices for positive change. A particular focus will be on different understandings of nature and the environment, including Australian Indigenous perspectives and ways of knowing and the implications of these for early years education. Furthermore, strategies will be explored to enable young children to participate as active citizens and agentic leaders in protecting the environment for a sustainable future.

EDUC4036 Research Capstone
This course provides students with the opportunity to develop skills of scholarship and research. Students are provided with an introductory overview of qualitative and quantitative research methods and their application within education-based research. Students are supported to identify a question or problem related to their Major in Inclusive Education or on a topic of significance in early childhood. Students then engage with the scholarly debates in relation to their chosen topic and produce a scholarly paper that reflects a deep understanding of the topic.

EDUC4037 Humanities and Social Sciences in Early Childhood
In this course, students will encounter and develop the skills of planning, teaching and assessing in the learning area of Humanities and Social Sciences in the Early Childhood classroom. The students will be involved in planning authentic tasks to complement their knowledge of pedagogy by integrating Humanities and Social Sciences into other learning areas. Participants will use the Australian Curriculum to explore all subjects in the HASS curriculum. Within the course, students will also examine how cultural beliefs, values, abilities and ethical positions and interconnected.

EDUC4038 Professional Engagement
Co-requisite: EDUC4041 Teaching Internship
This course is designed to provide students with the content and required skills to prepare for their final school-based professional experience. The course includes a blend of theory and practical elements. The course facilitates students in the process of preparing, organising, and evaluating children’s data and subsequently supports students to compile their GTPA submission. Students will have the opportunity to develop skills in applying for the profession such as interview techniques and the application process.

EDUC4042 Autism Spectrum in Early Childhood
Austisic children have particular needs that require specific understandings, knowledge and strategies from educational professionals. This course will provide the opportunity for students to develop their knowledge and understanding of autism and related disorders. Students will be exposed to current research and understandings in the field of Autism Spectrum and the best ways to include autistic students in early learning contexts. Strategies for promoting inclusive learning will be presented, including the management of challenging behaviours and use of appropriate resources and supports.

EDUC4043 Differentiated Learning Project
This course is designed to build upon the previous courses of the Major in Inclusivity and Disability. It is practical in nature and involves the students applying acquired knowledge and skills to the education of young children with a disability. Students will design a programme in a particular curriculum area to meet the needs of children with and without disability. They will be expected to demonstrate their understanding of catering for all children’s individual needs by designing differentiated activities to meet learning outcomes.

EDUC4044 Advanced Pedagogy and Professional Ethics
In this course, students integrate their understanding of evidenced-based teaching and learning to form a comprehensive view of curriculum, pedagogy, and assessment. Additionally, students appraise how teachers impact students’ learning. They reflect on theoretical and practical learning acquired throughout their degree, guiding them to engage with their legal, professional, and ethical obligations as educators.

EDUC4045 Cultivating Creativity: The Arts in Education
This course explores the value of the arts in the primary curriculum and its role in fostering holistic learning, well-being and cultural expression. Students learn the concepts, skills and processes of Visual Arts, Music, Dance and Drama as well as the features of authentic arts curriculum and pedagogy. Relevant theories, principles and philosophies are analysed as a basis for developing creative, engaging, and meaningful arts learning experiences. Through practical exploration, students build a repertoire of relevant arts pedagogies and gain foundational skills in planning for quality arts lessons. Students will learn about the importance of Cultural responsiveness and inclusion in art-based lessons.

EDUC4046 Mathematics 4: Advanced Pedagogy
This fourth-year preservice teacher course provides students with understanding and practice in advanced pedagogical techniques in mathematics teaching. Students will learn how to support students with disabilities and misconceptions in mathematical learning through evidence-based explicit teaching practices and extend students’ mathematical proficiency through structured problem-solving. Students will gain aptitude with the use of frameworks and learning progressions to identify students’ mathematical strengths and weaknesses and adapt their teaching to target the most effective ideas for advancing student understanding. Students will develop competence with using literature and ICT to enhance student learning in mathematics. By the end of this course, students will be equipped with multiple essential pedagogical techniques that they can apply in the classroom when teaching students in all three strands of the Australian Curriculum: Mathematics.

EDUC4047 English 4: Engaging all Literacy Learners
Students will explore children's literature spanning Kindergarten/Foundation to Grade 6, cultivating a nuanced understanding of literary quality and its implications for literacy development. Through an interdisciplinary lens, participants will engage with diverse literary forms including poetry, picture books, novels, film, and emerging digital media, scrutinizing texts for their intrinsic literary value and their potential to serve as pedagogical tools. Guided by theoretical frameworks such as the Technological Pedagogical Content Knowledge (TPACK) model, this course delves into the integration of digital practices within literacy education. Participants will interrogate principles of ICT communication, investigation, and creation, discerning their application within educational contexts to enhance literacy learning. Students will examine the intersection between literacy and science, history, health and physical education and also mathematical education. Through an analysis of subjectspecific vocabulary and discourse, educators will gain insights into fostering authentic and context-based literacy among students through all Key Learning Areas. Finally, differentiation of literacy instruction will be examined, exploring strategies for accommodating diverse learner profiles and needs within inclusive learning environments.

EDUC4048 Exploring Technology in Primary Education: Integrating Science
This course facilitates the development of confident and competent primary teachers of science and technology who have the knowledge and skills required to structure learning environments that explore the dynamic relationship of these two fields of human endeavour. You will study state and national science and technology curricula and explore technological innovations from the perspectives of science and society. The course will emphasise the use of engineering design principles and production systems for effectiveness and efficiency and to manage risks and create a safe working environment. First Nations histories and cultures will be explored using Aboriginal and Torres Strait Islander technologies of communication. You will learn to enhance the technological and scientific literacy of your students through implementing literacy, numeracy and digital technology in learning activities.

EDUC4050 Professional Engagement and Internship – Primary (Sydney)
Pre-requisite: EDUC3072 Professional Experience 3 - Primary (Sydney)
Students will undertake a ten-week professional experience placement at a primary school and complete a Graduate Teacher Performance Assessment (GTPA). They will critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers by engaging in reflective practices. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum.

EDUC4052 Professional Engagement and Internship – Secondary (Sydney)
Pre-requisite: EDUC3074 Professional Experience 3 (Secondary) -Sydney
Students will undertake a ten-week professional experience placement at a secondary school and complete a Graduate Teacher Performance Assessment (GTPA). They will critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers by engaging in reflective practices. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum.

EDUC4053 The Church and Her Saints - a Guide to Moral Living
The Catholic Church is a wonderful living organism. In this course a broad sweep of the development of Catholic doctrine and practice through the Ages of the Church will be provided. Drawing on the riches of the Catholic intellectual and cultural tradition the course will introduce students to a plethora of inspirational Catholic men and women (particularly her saints) who have helped shape the life of the Church throughout its history. Students will learn how doctrine and its lived expression develops, usually in response to historical challenges that provoke a clarification of how her teachings should be explained and lived. This provides context for understanding how the Church understands the teachings of Christ made present in contemporary culture. The course explores both the dogmatic, moral and social teaching of the Catholic Church as well as her cultural heritage which has ever been used to teach and express the faith to succeeding generations.

EDUC4054 Supporting Students with Language and Communication Difficulties
This final specialisation course takes you through an in-depth exploration of the range of pedagogies and strategies associated with the fascinating realm of language and communication development. The course works to equip educators with the necessary knowledge and skills to effectively support students who experience these difficulties. With approximately 7% of the student population presenting with a language disorder significant enough to have severe functional impact on their learning, it is imperative for educators to have an understanding of early identification of language difficulties and explicit instruction to support language development. This course develops an understanding of evidence-based assessment practices, to identify areas of need in literacy, numeracy, and social skills. You will uncover innovative efficacious pedagogical strategies to nurture language development in children with communication disorders and develop targeted interventions tailored to individual student learning needs. By evaluating and applying appropriate strategies and augmented and alternative communication devices (AAC), you will gain the confidence to support the needs of students with language and communication difficulties. Through engagement in this course, educators will be empowered to create learning opportunities conducive to the growth and success of all students.

EDUC4056 Professional Experience Internship: Early Childhood Education
Pre-requisite: EDUC2046 Foundations of Language and Literacy AND EDUC3094 Professional Experience 3: Early Childhood (3-5 years)
Co-requisite: EDUC4038 Professional Engagement
This is the final course in the suite of professional experience subjects and is referred to as the Internship. This course enables students to refine their role as future leaders and strengthen their autonomy and independence as early childhood teachers. Further, students demonstrate their attainment of skills, knowledge and attributes as an early childhood professional during a sustained professional experience placement. With expanding confidence, students will be able to justify their decision making as an early childhood teacher that responds to the daily challenges of working in an early childhood centre. The Internship requires the 45 days to be completed as a 9 week block. Students will be required to demonstrate that they meet all the descriptors of the Australian Professional Standards for Teachers at the Graduate Career level and complete the Teaching Performance Assessment.

EDUC4057 Essential Elements for Teaching in a Catholic School
In this course, students examine the mission and goals of the Catholic school in the context of the Church and society today as well as the structure and influence of the Catholic education Sector. It focuses on the essential elements that contribute to the Catholic character of Catholic school communities. These elements, reflected in the life and curriculum of the school, form the culture of Catholic schools. This culture is supported and promoted by the varying roles and responsibilities among teachers, parents, students and administrators, within the Catholic education sector. A significant aspect studied in this Course is the religious dimension of the policies, pastoral care and curriculum of the Catholic school. The crucial role of the teacher is explored along with the challenges facing Catholic schools in the future.

EDUC4060 Ethical Leadership for Today's Organisation
The course analyses aspects of the 'new thinking' that is currently challenging the traditional, mechanistic world-view prevalent for much of last century. The cultural life and espoused values of organisations are examined in the light of decision-making, communication networks, research and management structures, leadership, professional development and personal worldviews. Models of successful organisational development will be studied from a 'value based' stance that promotes the integration of life and work. Leaders of the future will bring a new style of shared leadership where they will give witness to values they espouse in their personal and professional lives. Such leaders create organisations that have a service ethic that will ultimately contribute not only to the nation's growing economy but to the quality of life in a democratic society.

EDUC4070 Sustainability: Systems, World Views and Futures
This course challenges students to explore current research findings and scholarly writing in areas related to the notion of sustainability. The aim is to help students develop a framework in which to explore emerging ideas that are currently questioning certain fundamental assumptions of the modern world, in particular the "consumer approach" to life. The course's content is organised into modules dealing with the sacredness of all life, national and international ecological issues, the role of education and care for the earth.

EDUC4098 Preparation for Internship in a Secondary Context
This course engages the student in preparation for Internship and for transition into the workplace. The course foregrounds the mandatory requirements of competence for graduate teachers. Further, the course focuses on the growth of the teacher in the workplace. This course examines what is required of a teacher in terms of professionalism and responsibility, including the role of the teacher in the 21st century. Legal and ethics obligations of the teaching profession and career-long professional development will be explored in addition to a range of practical considerations in preparation for internship and recruitment.

EDUC4129 Necessary Elements of the Catholic School
This Course examines the mission and goals of the Catholic school in the context of the Church and society today as well as the structure and influence of the Catholic education Sector. It focuses on the necessary elements that contribute to the Catholic character of Catholic school communities. These elements, reflected in the life and curriculum of the school, form the culture of Catholic schools. This culture is supported and promoted by the varying roles and responsibilities among teachers, parents, students and administrators, within the Catholic education sector. A significant aspect studied in this Course is the religious dimension of the policies, pastoral care and curriculum of the Catholic school. The crucial role of the teacher is explored along with the challenges facing Catholic schools in the future.

EDUC4130 Advanced Teaching Skills
Pre-requisite: EDUC2135 Introduction to Teaching Skills
In this course, participants will further develop their abilities to assess and report on student performance. Students will have the opportunity to view student work samples related to content topics at a specific year level, below, at, or above the achievement standard defined by the Australian Curriculum. The practical analysis of work samples will allow students to reflect on how an assessment task might be improved to facilitate greater learning. Using student work samples, students will gain experience in providing children with effective feedback. Students will be required to critically analyse assessment items, defend the judgement they have made about a student work sample and explain how the feedback they would provide to the student will facilitate their progress. In doing so, students will develop a sound understanding of the AITSL graduate standard 5. “Assess, provide feedback and report on student learning”. In particular students will engage with the demands of standard 5.1 “make consistent and comparable judgements.”

EDUC4145 Transition to Teaching
This course helps to prepare students for their first teaching appointment. It will springboard from the Internship and prepare students for the exigencies of first year teaching. As such, it bridges the gap between university and the workplace. Topics to be covered include work-related aspects such as teacher unions and teacher registration; writing a curriculum vitae; the job application process; employment interviews; 'relief' teaching; teaching in the country and in remote locations; setting up a classroom; planning the first week's work; establishing and reinforcing classroom rules and standards; pastoral care; diagnostic testing; communicating with parents and parent/teacher meetings; access to professional associations and journals.

EDUC4156 Teaching NESB Students
This course is an introduction to the practical application of current theories of language acquisition to the teaching of English language to Non-English Speaking Background (NESB) students in a variety of different contexts, ranging from intensive on-arrival language centres to similar needs mainstream classes. Students learn to assess the language needs of NESB learners and use a variety of different approaches to develop their own materials and teaching activities to meet the diverse language, cultural and educational needs of NESB learners.

EDUC4236 Planning, Pedagogy and Assessment
This is a foundational course in the Graduate Diploma of Education (Secondary) course. Students will be introduced to Planning (lesson planning, planning a unit of work, planning documentation, etc); Pedagogy (relationship formation, positive reinforcement, questioning, giving directions and instructions, demonstrations, etc); and Assessment (principles of assessment and evaluation, assessment strategies including rubric analysis, record keeping, forward planning documents, daily work pad, situational analysis, etc). Students are required to pass this course prior to attempting the Teaching Internship.

EDUC4238 Creating a Positive Learning Environment in a Secondary Context
This is a key course in the Graduate Diploma of Education (Secondary) course, introducing students to the skill of classroom management within a framework of understanding adolescent behaviour. Topics covered include theories and models of classroom management; cognitive, psycho-social, moral and physical development of adolescents; catering for children with special needs; and gender-related differences. Completing this course will give students better insight into adolescent behaviour.

EDUC4287 Teaching Internship: Secondary
This course is designed to provide Bachelor of Arts / Bachelor of Education (Secondary) students with the opportunity to develop their teaching skills and professionalism to the point where they are ready to assume the full responsibilities of a teacher. By the conclusion of the practice, Interns are expected to display the professional attitudes and skill-base of a fully autonomous teacher.   It is closely linked to EDUC4146, Preparation for Internship and Transition to Teaching in which the students prepared for their Internship by focusing on aspects of teaching that contribute to the development of advanced teaching skills. These are short and long term classroom planning, advanced instructional skills, monitoring student learning and reporting student achievement.

EDUC4303 Final Professional Experience: Graduate Secondary
The Teaching Internship is the qualifying practicum. Student-teachers observe, program, sequence, plan and teach lessons, gradually building to a substantial teaching load by the end of the 10 week block. This course provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher by assuming responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.

EDUC4390 Teaching Internship: Primary
The Teaching Internship is the qualifying practicum. Student-teachers observe, program, sequence, plan and teach lessons, gradually building to a substantial teaching load by the end of the 10 week block. This course provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher by assuming responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.

EDUC4599 Teaching Internship: Birth to Twelve
The Teaching Internship is the qualifying practicum. Student-teachers observe, program, sequence, plan and teach lessons, gradually building to a substantial teaching load by the end of the 10 week block. This course provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher by assuming responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.

EDUC4710 Digital Rhetoric and Literacy for Teachers
The rise of digital media has generated considerable, heated debate both in the academic and general communities. A particular issue is the degree to which digital media create and change ideas. This course aims to give teachers both insights into these theoretical issues and practical skills and understanding in the use of digital media to support teaching and learning in schools. The course assumes that students will have basic computing skills in the use of web searching, email and the production of text documents. While not strictly necessary, students are strongly advised to bring and use personal laptop computers in the workshops.

EDUC4723 Key Learning Area: Personal Development, Health and Physical Education 2
Pre-requisite: EDUC2723 Key Learning Area: Personal Development, Health and Physical Education 1
Co-requisite: EDUC4130 Advanced Teaching Skills
This is the second of two courses that will prepare students to teach the NSW Board of Studies (BoS) Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus and to be able to competently work with the supporting documents. The course addresses the Personal Development and Health aspects of the curriculum. In particular, the focus of the course will be the Healthy Choices and Self-Relationship strands. In order to do this, students will apply their understanding and skills to the planning, implementation and assessment of a PDHPE program. The use of collaborative learning techniques in support of achieving student learning outcomes will be a focus. This is the second course of PDHPE in the series and will primarily focus on the Health and Personal Development related content strands.

EDUC5009 Global Learning in Higher Education
This course takes a theoretical and historical perspective to explore the complexity of the current dual phenomena of internationalisation and globalisation of higher education. It explores both the global and the local manifestations of the phenomena of globalisation on Australian campuses and beyond. The course actively engages students in the application of their learning through the development of an authentic curriculum and learning and teaching practices that recognises student diversity with an emphasis on intercultural perspectives, international students, and importance of global citizenship of all students (domestic included). This foundation enables students (educators) to internationalise their pedagogy, discipline content, and teach and model the incorporation of the positive role of different cultural practices in preparing students for careers in a global economy.

EDUC5010 Assessment and Differentiated Instruction for Mathematics Teaching
Pre-requisite: MATH5007 The Theory and Method of Number and Algebra
Assessment is a key driver of learning and teaching. Not all students learn in the same way and there exists significant diversity in primary mathematics classrooms. In this course students investigate how to use data, including results from standardised tests, to plan teaching and learning for diverse cohorts, and provide intervention as appropriate. A variety of evidence-based intervention strategies used in Australian schools will be evaluated.

EDUC5011 Introduction to the Scholarship of Teaching and Learning
Pre-requisite: EDUC5115 Introduction to Teaching in Higher Education, EDUC5116 Designing Curriculum for Effective Learning, EDUC5117 Principles and Practices of Assessment and Evaluation
Students are introduced to the Scholarship of Teaching and Learning (SoTL) and its identity as a discipline with a dedicated research base. It examines the role of SoTL in the practice of educators in higher education and how SoTL can be used to enhance and evidence positive student outcomes. It explores the means by which educators can engage in SoTL, share practice globally and improve their practice. It requires students to critically analyse their own and others’ learning and teaching practice and to reflectively plan for improvements.

EDUC5012 Aboriginal and Torres Strait Islander Peoples in Higher Education
This course examines the cultural, historical and socio-political determinants of the place of Aboriginal and Torres Strait Islander Peoples in higher education. Embracing a transformative learning paradigm it moves from cultural awareness and diversity, personal engagement and relevance, to the wider institutional context and finally the broader national movement towards Reconciliation. It prompts students to ask what leadership they can enact in their role within higher education. Students will also learn how to implement effective teaching strategies for Aboriginal and Torres Strait Islander students and create culturally responsive classrooms.

EDUC5013 Leadership in Learning and Teaching in Higher Education
Higher education requires leaders who are adept at managing continuous change, transparency, consultation, collaboration and accountability. This course takes a growth approach to assist academics to be effective leaders in learning and teaching and actively advance their careers. It does this through providing a foundation in leadership capabilities and competencies, contemporary leadership theories, and values-based strategic leadership frameworks.

EDUC5015 Understanding and Identifying Gifted and Talented Learners
Students focus on current concepts of intelligence and learning in order to lead and implement processes associated with the identification of gifted and talented learners in schools. Identification models currently used in Australia and internationally are critically evaluated. The strengths and weaknesses of subjective and objective measures will be analysed, as well as cognitive and socio-affective characteristics that may indicate giftedness. The need to provide alternate identification tools for the creatively gifted, twice exceptional and learners from minority groups are also examined.

EDUC5016 Differentiated Instruction for Gifted and Talented Learners
Students develop an understanding of the cognitive and socio-affective characteristics of gifted and talented learners that can impact their learning. Students critically evaluate strategies to address the aforementioned needs to lead and implement innovation at both the classroom and school level. Students also examine the research on current program options for gifted and talented learners in Australia such as acceleration, cluster grouping and early entrance. Various evidence-based strategies and models of differentiation specifically designed for gifted learners are also examined.

EDUC5025 Bridging Course: Intro to Early Childhood Education
The purpose of the course is revisit students’ knowledge gained in their primary initial teacher education course and extend this to emphasise a sociocultural approach to understanding child development with a specific focus on birth to five years. Additionally, the course provides students with in-depth knowledge of the Early Years Learning Framework and connections with the Australian Curriculum as they examine the learning continuum in language and literacy, mathematics and numeracy and science concepts.

EDUC5027 Special Populations in Gifted and Talented Education
Students will address key issues in the identification and education of gifted and talented students. Various definitions of giftedness and talents will be discussed. Attention will also be given to the types of identification tools that align with the different domains of gifts and talents. The importance of multiple criteria in the form of objective and subjective measures will be highlighted as this impacts on the nature of the approach to gifted and talented education. Students will focus also on the types of behaviours typically displayed by gifted and talented students as well as developmental indicators such as early speech.

EDUC5028 Social and Emotional Needs of Gifted and Talented Students
Students will lead and implement strategies aimed at addressing the social and emotional needs of gifted learners at their educational settings. They examine both the exogenous and endogenous aspects of education that can impact the motivation levels and overall wellbeing of gifted and talented earners. Students also investigate current research on the type of affective outcomes that need to be in place in order to promote the development of a gift and a talent. Theoretical models that address the use of social coping strategies, perfectionism and under-achievement are critically analysed.

EDUC5029 English Language in the TESOL Context
Students undertaking this course develop advanced knowledge about the English language to understand the complexities and challenges faced by EAL/D learners in order to lead and implement programs at the classroom and school level. Students learn how language works to make meaning across spoken and written modes by focussing on Australian school grammar. Students focus on standard Australian English and its relationship to global and intercultural varieties such as Australian Aboriginal English. Students also learn about first and second language acquisition and develop analytical skills for assessing EAL/D learners.

EDUC5030 Leading Learning and Teaching in TESOL
Students focus on developing TESOL teaching methodologies for EAL/D learners in mainstream classrooms. Students develop advanced knowledge and practices for leading TESOL teaching and learning and engaging with para-professionals. Students learn about approaches to planning, designing and evaluating curricula, drawing on communicative competency and challenge-and-support models of learning. Students also develop specific teacher leadership skills to facilitate critical evaluation of teaching practices as independent professionals.

EDUC5031 Assessment and Profiling in TESOL
Students undertaking this course are introduced to language assessment and testing based on key concepts and practical aspects that allow fair representations of test-takers' abilities. Students develop knowledge and expertise in key language components for assessment, assessment design and development to lead programs at the school and classroom level. Students will also learn about current theory and practice of various assessment approaches that impact on the learning and teaching of English as a second or other language/dialect in local and global contexts.

EDUC5032 Communicative Competency and EAL/D Learners
Students connect their learning about TESOL to the classroom and in relation to leading whole educational programs. Students focus on the complex diversity of EAL/D learners in relation to cultural, sociological, psychological and cognitive differences. Students engage in instructional leadership, planning, teaching and evaluating strategies for developing communicative competence at levels of speech, pronunciation and discourse through drama and communicative play. Students will also identify, implement and evaluate assessment practices for children's speaking and listening.

EDUC5068 Teaching Religious Education
Critical Issues in Religious Education explores a range of ecclesial and educational developments which influence the theory and practice of religious education in Australia both historically and in the contemporary context. The course explores classroom, curriculum, and pedagogical issues pertaining to the nature and purpose of religious education within Catholic schools. The ways in which approaches to religious education are linked to addressing these issues are examined. The course introduces students to and systematically examines the current body of research in religious education and encourages students to critically analyse and apply research findings to their current professional practice in religious education.

EDUC5115 Introduction to Teaching in Higher Education
This course introduces students to current perspectives on university teaching across the disciplines and professions. Educational theory and best practice are explored as a way to develop learning and teaching skills and encourage student engagement. As part of the course, students undertake a series of practical tasks related to the professional practice of learning and teaching in academic, workplace and clinical settings. Reflecting current trends, the course explores blended learning and mobile technologies and supports students in reflecting on their practice in relation to Australian standards for Higher Education.

EDUC5116 Designing Curriculum for Effective Learning
The lens used to create curriculum in this course is constructive alignment. Students will examine curricula as an iterative design that is a product developed through: shared deliberation on context, policy, politics; scholarship of teaching and learning; and pedagogical imagination. This includes opportunities to examine curricula paradigms for inclusion, blended learning, research, constructivist approaches and authentic workplace and service-learning. Curriculum is presented as space that should be negotiated, communicated, managed and improved within clear processes that reflect quality practices. With this grounding students can build and evaluate a teaching activity, module, course and / or a course.

EDUC5117 Principles and Practices of Assessment and Evaluation
Good assessment and evaluation in Higher Education has the potential to improve student learning, satisfaction, confidence in academic standards and retention. This course allows teachers in higher education to advance their understanding of contemporary assessment practice by a critical engagement with contemporary assessment literature. From this foundation, students have the opportunity to examine how assessment is woven into the teaching and learning cycle and design and develop assessment instruments appropriate to Higher Education.

EDUC5119 Supervising Postgraduate Research
A high standard of supervision is central to the retention of research students and the completion of their course requirements. The purpose of this course is to develop an understanding of what constitutes best practice for supervising research students and provide an opportunity for students to reflect on and enhance their own supervisory practice. Students will deepen their understanding of the processes involved, and develop their skills and personal resources to equip them with the capacity to manage the challenges of supervision. This course is designed for academic staff who are, or who intend, to supervise students undertaking all levels of research including Masters and Honours dissertations and Higher Degrees by Research.

EDUC6005 Inclusion: Theory to Practice
Students will explore and analyse both theoretical and practical aspects of teaching and learning within the context of authentic, developmentally appropriate and inclusive experiences for children. The course is designed to assist students in catering for children with diverse abilities in regular educational settings. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural, and communication differences that exist in classrooms. Students will examine a range of strategies for adapting and modifying programmes, the learning environment and the social, emotional needs of a typical class of children. The purpose of this course is to put theory into practice by giving students the opportunity to develop a small scale project based on their inclusive education interests. On completion of the course students will have the tools to allow all children to experience educational success.

EDUC6006 Religious Education Curriculum
Pre-requisite: Undergraduate Degree
In this course students learn about the curriculum and methodology required for accreditation to teach religious education in Catholic primary schools in Victoria, New South Wales and Queensland. The course covers developmental theory and curriculum principles as applied to the religious education of students in primary schools. Students will be able to undertake professional work in this field, and also use it as a basis for further learning.

EDUC6007 Ethical Leadership and Management in the Early Years
Ethical leadership is a critical element in the support of effective management and ongoing development of all aspects of prior-to-school educational settings: preschools, kindergartens, childcare centres, family day care, outside school hours care and integrated services. In this course students enhance their knowledge of leadership and management strategies to enable competent participation in group decision making for best use of resources in the human and physical environment. They will also enhance their understanding of the way management structures and managerial capacity impact on programs and services that operate within our current legislative environment and the National Quality Framework. There is a focus on anticipating, responding to, and advocating for appropriate change. Social justice, ethics, and equity are integral to the development of a strong professional identity required for successfully leading and managing in early childhood settings, and will be incorporated into this course.

EDUC6008 Learning Environments and Play in the Early Years
In this course students build on knowledge of current theory, research and practice of inclusive learning environments that reflect our diverse communities. Students will apply knowledge of and understanding about young children to create safe, inviting and stimulating, learning environments that foster development of the whole child. There is a focus on the proactive role of educators to adapt and respond to the intentions and interests of young children and to appreciate the significance of play as a key medium for learning. An awareness of the history of early childhood education will also contribute to students' depth understanding of current early childhood practices.

EDUC6010 Pedagogy, Programming and Planning in the Early Years
In this course students build on their current philosophy, approaches and pedagogies for teaching, to enable them to use the planning cycle to implement quality programs, underpinned by the National Quality Framework, in prior-to-school settings and for smooth transition to school. There is a focus on inclusive, responsive pedagogies involving intentional teaching through play and investigation, to promote creativity, communication, problem solving and wellbeing for all young children. Students will be cognisant of provisions that seamlessly integrate opportunities for child choice, initiative, and development of self-regulation across the day. Students will enhance their understanding and use of contemporary documentation strategies to communicate children's progress in ways that are accessible to children, their families and other professionals. There will be a specific focus on strategies appropriate to birth to two years as distinct from three to five years.

EDUC6011 Professional Experience in Early Years Settings
Pre-requisite : EDUC6008 Learning Environments and Play in the Early Years; EDUC6010 Pedagogy, Programming and Planning in the Early Years; EDUC6007 Ethical Leadership and Management in the Early Years
This course comprises a 12-week supervised professional experience placement in prior-to-school and school settings, working with children from birth to 8 years. It is framed around the National Quality Standard. Students will spend at least two weeks with children birth-2 years, at least three weeks with children 3-5 years, and at least two weeks with children aged 5-8 years. The remaining five weeks can be completed in any of the three settings. The course is the nexus between university coursework, early education settings, and schools to create skilled, reflective professionals. This enables the student to consolidate and extend current knowledge and understanding of young children's learning and development. In the placements students will apply their professional skills to engage in the planning cycle to implement and critically appraise programs that establish a strong foundation for children's wellbeing and future success. They will evaluate a range of strategies for adapting and modifying programs, the learning environment and for addressing in inclusive ways, children's physical, social, emotional, cognitive, and spiritual domains.

EDUC6012 English and Literacy across the Curriculum
Students undertaking this course explore approaches in an integrated curriculum, focusing on the cross-curricular demands of English language and literacy. Students critically examine a contemporary multiliteracies understanding of English literacy. This requires appraisal of the Australian Curriculum: English and the NSW Primary English Syllabus. Students synthesise literacy and cross-curriculum pedagogies by exploring current teaching practices. The course leads to application of specialist knowledge of literacy and pedagogy for planning cross curricula lessons and sequences.

EDUC6013 Mathematics and Numeracy Across the Curriculum
Students undertaking this course examine theoretical perspectives and pedagogy that promotes critical thinking, problem solving skills and the development of mathematical understanding. Students explore key concepts in the teaching of mathematics across a range of Key Learning Areas through a focus on cross-curricular planning. The course leads to application of specialist knowledge of the numeracy continuum and pedagogy for planning cross-curricular lessons and sequences.

EDUC6014 Literacy and Numeracy Across the Curriculum
Students undertaking this course explore key concepts in the teaching of literacy and numeracy skills across a range of Key Learning areas through a focus on cross-curricular planning for teaching and learning. Students critically examine contemporary understandings of literacy and teaching with a specific focus on the how these concepts are understood in schooling contexts. In the numeracy component of the course, students explore the three strands of the mathematics syllabus and examine how these strands relate to various aspects of other Key Learning Areas.

EDUC6015 Inclusive Education
Students undertaking this course examine appropriate practices for teaching diverse school student populations, including: Aboriginal and Torres Strait Islander learners; learners with English as an Additional Language or Dialect; learners with special education needs; and, gifted and/or talented learners. Students critically analyse the principles of inclusion in order to develop the knowledge and skills to differentiate learning that is responsive and respectful of all learners.

EDUC6016 Development, Learning and Engagement
Students undertaking this course critically examine a range of issues that impact learning. Students read, critique and discuss learning and developmental principles relating to pedagogy, assessment, motivation, intelligence, class room management and learner characteristics. A major focus in this course is on conceptualisations of teaching and learning practice that address the challenges of compulsory schooling in the 21st century.

EDUC6017 Introduction to Scriptures in the Church
Pre-requisite: Undergraduate Degree
This course introduces the Bible as the source document of Christianity. Students learn about the Bible and its interpretation according to the Catholic Tradition for learners in schools. They will be able to undertake professional work in this field, and also use it as a basis for further learning.

EDUC6018 KLA History and Geography
Students undertaking this course develop knowledge, skills and understanding to teach History and Geography through inquiry-based learning from prior to school through to year six. Students analyse societal factors that shape people and places in a diverse and connected world. Students examine pedagogical theory and practices including the role of information and communication technologies (ICTs) to differentiate teaching and learning practices in History and Geography to be inclusive of all learners.

EDUC6019 Science & Technology Education
Students undertaking this course explore research-based pedagogical practice and syllabus content knowledge in Science and Technology from prior to school through to year six. Students are exposed to a broad range of theoretical and practical models to differentiate teaching to optimise learning in science and technology to be inclusive or all learners, with a specific focus on learners who have English as an Additional language or Dialect (EAL/D). Students deepen their knowledge, understanding and application of the primary science syllabus through collaborative social learning situations.

EDUC6020 Positive Learning Frameworks
Students undertaking this course examine current theories and models of effective classroom practice, with a focus on creating positive learning environments for the purposes of promoting learning, positive behaviour and wellbeing. A specific focus of this course is on applying the knowledge to develop a pedagogical framework that can maximise the learning potential of learners, while also building social and emotional resilience. Students also explore the role of information and communication technologies (ICTs) in the teaching and learning continuum and the ways that this affects learner engagement and classroom behaviour. Students are exposed to practical school related issues concerning ethical behaviour, security and safety in the Internet environment.

EDUC6023 KLA English
Students undertaking this course critique various conceptual frameworks and theoretical ideas in English language and literacy. Students investigate pedagogical practices that are inclusive of all learners and enable the development of learners' literacy knowledges, skills and understandings. Students develop appropriate pedagogical practices for teaching reading and writing with a particular focus on differentiation for diverse learners from prior to school through to year six.

EDUC6024 KLA Mathematics
Students undertaking this course Students are introduced to the three strands of the Mathematics syllabus and examine how these strands can be taught through a problem-based inquiry approach. Students acquire the skills and strategies to engage learners, so as to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices in mathematics.

EDUC6026 Positive Education: Wellbeing and Student Achievement
This course is an examination of the field of Positive Education exploring topics related to positive thinking, values, character strengths, resilience, mindfulness and the concept of social and emotional learning programs. It is designed for leaders in schools who wish to evaluate and strengthen established programs or implement new ones. The course will familiarise students with the fields of Positive Education and Positive Psychology in the context of contemporary schooling. Participants will draw on theoretical literature across both areas to critically evaluate current programs in school settings and apply theoretical knowledge to develop programs in their own school context.

EDUC6027 Internship and Transition to Teaching
Pre-requisite: EDUC6009 Planning for Effective Teaching
Students undertaking this course examine the requirements of the teaching profession in relation to the responsibilities inherent in their internship and transition to the profession. The course includes both a theoretical component and a ten-week professional experience placement in a school. Learners consider aspects of ethics and practice intrinsic to professional performance including communication, the obligations for engagement with stakeholders within and beyond the school setting, collaboration with other professionals and career-long professional development.

EDUC6028 Authentic Learning Contexts
Students undertaking this course learn to use assessment data to develop classroom action plans to improve the educational outcomes for all learners. Students critically analyse various research based approaches to curriculum, assessment and reporting to improve the learning and teaching cycle. Students critically examine self and peer assessment through which to encourage autonomy and learners' efficacy in learning.

EDUC6029 KLA PDHPE
Students undertaking this course explore the content of the Personal Development, Health and Physical Education (PDHPE) curriculum in the NSW syllabus. Students develop an experiential understanding of the pedagogy of PDHPE by exploring various learning environments and differentiated learning programs to address the social, emotional and physical needs of all learners from prior to school settings through to year six. Students also explore pedagogical strategies to develop empathy, acceptance and tolerance of diverse learners in the context of a commitment to socially just and inclusive classrooms and schools.

EDUC6030 Education Research Project
Pre-requisite: EDUC6015 Inclusive Education
In this course students undertake a semester long research project on effective and inclusive learning and teaching. Students choose to research an aspect of inclusive education to further their understanding of inclusion with regard to: Aboriginal and Torres Strait Islander learners; learners with English as an Additional Language or Dialect; learners with special education needs; or, gifted and/or talented learners.

EDUC6031 KLA Arts
Students undertaking this course learn about the importance of the Arts and its role across the curriculum in fostering creativity. Students examine evidence-based pedagogy for teaching the Visual & Creative Arts to children from prior to school through to year six. There is also a focus on the importance of a differentiated curriculum and reflective practice that recognises inclusivity of all learners. Students research literature about Arts connections with health and wellbeing, cultural awareness, digital technologies, and Aboriginal and Torres Strait Islander peoples.

EDUC6033 Teaching Method 1: Drama
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: Drama. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of drama. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6034 Teaching Method 1: Commerce
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: Commerce. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of commerce. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6035 Teaching Method 1: English
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: English. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of English. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6036 Teaching Method 1: Geography
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: Geography. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of geography. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6037 Teaching Method 1: History
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: History. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of history. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6038 Teaching Method 1: Mathematics
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the Years 7-10 teaching area: Mathematics. The relevant NSW junior secondary syllabus is analysed and critiqued within the context of the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of mathematics. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6039 Teaching Method 2: Ancient History
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6040 Teaching Method 2: Business Studies
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6041 Teaching Method 2: Drama
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6042 Teaching Method 2: English
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6043 Teaching Method 2: Geography
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6044 Teaching Method 2: Mathematics
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6045 Teaching Method 2: Modern History
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6046 Introduction to the International Baccalaureate
Students are introduced to the International Baccalaureate program, both as a philosophy and framework for learning and teaching. Students examine the essential elements of the International Baccalaureate model including the International Baccalaureate mission statement. Students critique successful teaching practices within these programs. Students focus on developing understandings of international education, values education, and the centrality of the Learner Profile to an International Baccalaureate education as well as exploring theoretical implications of international mindedness.

EDUC6047 Applied Pedagogy
Students completing this unit develop an advanced understanding of the International Baccalaureate pedagogical strategies to promote and maximise student learning and engagement. Students learn about the developmental approach to learning and teaching with a particular focus on inquiry-based learning. Students investigate research-based pedagogies and apply them to children's and adolescents' learning. Students develop a capacity to think critically about the way pedagogies are applied in different circumstances for varying purposes, taking into account the broad social, political, and economic context of schools. A focus of the content is on non-traditional pedagogical approaches that foster and encourage student's creative capacities through their own inquiry.

EDUC6048 Assessment in the Diploma Program
Students critically examine the integral role of assessment and reporting for learning and teaching. Students will develop theoretical and practical understanding of the principles of assessment, with a specific focus on assessment as a tool to promote student achievement and methods of evaluation. Students extend their knowledge of assessment as an evaluative tool that contributes to the ongoing effectiveness of the curriculum and supports different learning needs. In alignment with the mandated International Baccalaureate unit planners, students explore assessment specific to the International Baccalaureate Diploma Program and critically examine processes such as self and peer assessment as models by which to encourage autonomy and learner efficacy.

EDUC6049 Curriculum in the Diploma Program
Students explore challenges for learning and teaching in relation to: breadth and depth of the specialisation; higher order thinking; subject integrity and transdisciplinarity; individual, community, social and global consciousness; and assessment. There will be a specific focus on the individual components of the IB Framework including: creativity, activity, service (CAS); theory of knowledge (TOK) and the extended essay (EE). There will be a strong theoretical and critical evaluation on the development and implementation of curriculum that is intended to support both the acquisition of essential knowledge and skills, and the search for meaning.

EDUC6050 Assessment in the Primary Years Program
Students critically examine the integral role of assessment and reporting for learning and teaching. Students will develop theoretical and practical understanding of the principles of assessment, with a specific focus on assessment as a tool to promote student achievement and methods of evaluation. Students extend their knowledge of assessment as an evaluative tool that contributes to the ongoing effectiveness of the curriculum and supports different learning needs. In alignment with the mandated International Baccalaureate unit planners, students explore assessment specific to the International Baccalaureate Primary Years Program and critically examine processes such as self and peer assessment as models by which to encourage autonomy and learner efficacy.

EDUC6051 Curriculum in the Primary Years Program
This course explores curriculum and instructional design principles and practices that support the International Baccalaureate's Primary Years Programme (PYP). Students explore IB curricular texts to develop their understanding about different types of curricula and issues of curriculum articulation. Starting with a course planner that fits with principles articulated by the IB curriculum guides, students move on to a systematic critique of their own course planner. Students identify potential challenges that current IB educators face in the gaps between the written and taught curricula and gaps between ideals and practice.

EDUC6052 Teaching Method 1: Studies of Religion
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within Studies of Religion. This course emphasises authentic learning and assessment of teaching Studies of Religion. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. A major focus is on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners. Students analyse strategies for differentiating learning programs and learning environments with regard to the social, emotional and physical needs of learners.

EDUC6053 Teaching Method 2: Studies of Religion
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6054 Teaching the Sacraments
Pre-requisite: Undergraduate Degree
This course introduces the teaching of sacraments and sacramentality. Students learn about sacramentality and sacraments for learners in schools. They will be able to undertake professional work in this field, and also use it as a basis for further learning.

EDUC6056 Catholic Teaching and History - An Overview
Pre-requisite: Undergraduate Degree
This course traces the historical development of Catholic life and teaching since post-Apostolic times is explored briefly. Students learn about Catholic teachings, an awareness of its principles of development and an understanding of how this can be presented to students at various levels. They will be able to undertake professional work in this field of and also use it as a basis for further learning.

EDUC6057 Educational Law for Teachers and School Leaders
Pre-requisite: Undergraduate Degree
In this course students locate their knowledge of the professional practice of teaching within the context of the legal and ethical environment in which they, as teachers and school leaders, operate. They develop an understanding of the sources of law and of the legal and non-legal obligations, including ethics, with which they must comply as educational professionals. They engage in a series of case studies through which they will critically analyse and examine the application of legal and non-legal principles and practices to the physical and psychological well-being of students and others in the school community with a focus on managing risk.

EDUC6058 Educational Leadership
Pre-requisite: Undergraduate Degree
In this course students locate their knowledge of the professional practice of teaching within the context of leadership. They explore the foundational principles of educational leadership and examine the perspectives and importance of leadership in schools and educational institutions. The roles and responsibilities of leaders at all levels are examined. Students reflect on the qualities of leaders and understand the importance of becoming leaders themselves.

EDUC6059 Designing a Pedagogical Action Research Project
Pre-requisite: EDUC5011 – Introduction to the Scholarship of Teaching and Learning
Co-requisite: MEDI5000 Research Methods, RSCH7002 Scholarly Reading and Writing
Students will apply their knowledge and experience of learning and teaching to design a pedagogical action research project which aims to enhance student learning. The focus is likely to be at the course level, and might investigate a specific practice such as assessment, work integrated learning/professional placement or learning strategies or activities. The design will utilise an action research framework which will require students to consider a targeted intervention, and critically select the most appropriate social research methods and tools, to collect and interpret data. The learning from this course will be synthesised in a mock Research Proposal and Research Ethics Application.

EDUC6061 Teaching Method 1: Double Science
Co-requisite: EDUC6062 Teaching Method 1: Science
This course will build on the knowledge and skills developed in Teaching Method 1: Science to enable greater fidelity in implementing the NSW junior secondary syllabus. Student understandings of how to facilitate learning will be enhanced through the study and implementation of teaching / learning models that provide an opportunity to integrate theory with practice and reflect on learning outcomes. There will be a heightened emphasis on pedagogy as a way of encouraging higher-order thinking and problem-solving. Teaching to improve student science literacy and numeracy skills will also be emphasised with computer technology viewed as an integral component of science. Strategies to promote collaborative learning will be developed by students as they engage with a range of classroom science experiments after undertaking an appropriate risk assessment.

EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the science teaching area. The relevant NSW junior secondary syllabus is analysed and critiqued consistent with the current Australian Curriculum. Links to the primary syllabus are also examined. Effective pedagogies are researched and applied within the context of students' specific teaching areas to develop sequenced lesson plans. Assessment and assessment strategies are examined as an integral component of authentic teaching and learning. A major focus is developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist between learners.

EDUC6063 Teaching Method 2: Biology
Pre-requisite: EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6064 Teaching Method 2: Chemistry
Pre-requisite: EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6065 Teaching Method 2: Earth and Environmental Sciences
Pre-requisite: EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6066 Teaching Method 2: Physics
Pre-requisite: EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge. This course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in Years 7-10. This course emphasises authentic learning and assessment of the teaching area. Students are taught to recognise the necessity of acquiring the skills and strategies of effective pedagogical techniques. The objective is to engage students to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate (HSC).

EDUC6072 Reading and Literacy in the Early Years
This course focuses on early reading instruction and literacy experiences, with particular focus on the teaching of phonics and phonemic awareness. The course draws on contemporary research and innovation across components critical to the development of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language. Students will acquire knowledge of phonics and phonics instruction along with understanding of explicit and systematic approaches to reading and literacy pedagogy. This knowledge will be applied to assessing reading, analysing assessment data, selecting strategies, and monitoring student progress particularly those at risk. Students will use curriculum frameworks to develop young children’s literacy capacity, confidence and positive dispositions in the years prior to school and into the early years of formal schooling.

EDUC6073 Professional Experience 1
Students undertaking course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum. As part of this course students will also undertake a five-week professional experience placement.

EDUC6077 Leading Mindfulness for Learning
This course seeks to acquaint leaders, aspiring leaders and teachers in schools with the theory and practice of mindfulness and its potential to enhance student wellbeing and academic achievement. The course will cover the origins of mindfulness through the exploration of the contemplative tradition in Christianity in the west, its eastern roots and its evolution over time until we reach today’s renaissance in meditative practices and the contemporary lived tradition of contemplation A particular focus will be placed on the nexus of theory and practice examining scientific studies on the benefits of mindful practices for physical, mental and spiritual health as well as its potential to enhance learning in the classroom. This course also seeks to explore the concept of what it means to be a mindful teacher, colleague and positive member of a mindful workplace, challenging leaders and teachers to live and work with greater awareness.

EDUC6078 Aboriginal and Torres Strait Islander Students: Culturally Responsive Connections
The course focuses on Aboriginal and Torres Strait Islander culture, history and knowledges, reflecting a commitment to the process of reconciliation. It aims to foster values and skills relating to the concepts of reflection, recognition, respect and relatedness as they connect to People, Culture, Identity, Country, Diversity and Place. Theory and intercultural perspectives link with pedagogies of immersion, social action, and transformation to enhance educational outcomes for Aboriginal and Torres Strait Islander students.

EDUC6080 Leading Wellbeing in Education
This course explores wellbeing science, systems science and its application to the educational setting to develop flourishing educational institutions. Participants will learn about different theories of wellbeing and flourishing, examine core constructs relevant to education, and explore positive interventions that can be used to build wellbeing and resilience, creating and leading schools where students and staff can thrive. The course focuses on evidence-based processes and techniques. Interactive sessions and projects will support participants to engage with and begin to apply wellbeing science in their context as teachers and school leaders.

EDUC6082 Teaching Number and Algebra
This course explores the Number and Algebra strand of the Australian Mathematics Curriculum. There is a focus on both the content of this strand and the development of appropriate pedagogical strategies relating to the teaching of Number and Algebra from the Childcare setting to late Primary. There is an emphasis on how children learn mathematics and the implications for teaching. Students will be introduced to a range of resources including the use of ICT to support mathematics learning and teaching. There is a continued focus on the mathematics skills and knowledge of students, with demonstrated competency required with primary level mathematics topics.

EDUC6084 English: Writing, Representing & Speaking
In this course students critique various theoretical models in English language and literacy and learn about writing, representing and speaking. Writing focuses on text forms and structures for making meaning within school and social/cultural contexts beyond school. Pedagogy considers various approaches to learning and teaching writing and particular strategies for teaching, assessment and reporting. Representing focuses on making meaning through modes other than print language: graphic texts, visual organisers, along with gestural and spatial texts in drama and film/video media. Students learn to use a range of effective, research-based pedagogies to develop children’s writing, representing and speaking knowledge, skills and dispositions. Students continue the study of literature and further develop personal literacy knowledge.

EDUC6085 Creating a Positive Learning Environment
This course examines the classroom organisation and management approaches appropriate to the creation of a safe primary and secondary classroom. A range of management approaches, embedded in psychological theory, are critiqued and application strategies considered. The nature of issues and problems confronting young children and adolescents wellbeing are examined in order to gain an understanding of the context of classroom management. This course provides a balance between essential theoretical knowledge and practical implementation within the classroom, ensuring that students have a confident attitude as they engage in the practicum experience in schools.

EDUC6086 Enriching Inclusive Education
This course focuses on the dynamic field of inclusive education and is designed to equip educators with the tools to create supportive learning environments for all students, especially those with disability. This course highlights the importance of adapting both the physical and social settings of classrooms to foster an inclusive environment. It covers key aspects of legislative frameworks, specific disability information, and effective strategies tailored to meet individual needs as well as those of the entire class. Participants will engage deeply with the principles of modifying curricula and instructional methods to better serve students with a range of learning needs. The course includes a strong focus on designing and implementing tailored educational approaches that accommodate the unique challenges faced by these students. Through a blend of theoretical knowledge and practical activities and assessment, this course aims to inspire and empower educators to champion inclusivity.

EDUC6088 Professional Experience 1: Primary (Sydney)
Students undertaking this course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum. As part of this course students will also undertake a five-week professional experience placement.

EDUC6089 Social Sciences Pedagogy (HASS/HSIE)
In this postgraduate course, students will engage in exploration and refinement of the skills required for strategic planning, programming, and pedagogical practices within the Humanities and Social Science (HASS)/ Human Society and its Environment (HSIE) learning domain. An examination of content delivery across all primary education year levels, spanning from foundation/ Kindergarten to year six, will be undertaken. Integral to this course is the synthesis of theoretical knowledge with practical application, as participants delve into the development of authentic tasks, such as excursions and fieldwork, designed to augment their pedagogical expertise and seamlessly integrate HASS/ HSIE principles across diverse learning areas. A discerning analysis of curriculum documents will serve as the foundation for an in-depth exploration of each facet within the HASS/HSIE curriculum. Particular emphasis will be placed on the cultivation of critical perspectives surrounding cross-curriculum priorities, notably delving into Aboriginal and Torres Strait Islander histories and culture, as well as Australia's engagement with Asia. Participants will not only develop an awareness of these priorities but will critically evaluate and strategise their integration into pedagogical frameworks. The introduction and exploration of inquiry-based learning methodologies will challenge participants to adopt a reflexive stance towards their teaching practices, fostering an environment where intellectual curiosity and critical thinking are paramount. Additionally, investigations will extend to the interconnections between cultural beliefs, values, abilities, and ethical positions, requiring participants to engage in a nuanced examination of the intersections that shape the educational landscape. Furthermore, the course will address the selection and utilisation of contemporary learning technologies, providing participants with the skills to critically assess and incorporate appropriate technological tools to enhance the learning experience. Through this exploration, participants will emerge not only as adept educators within the HASS/HSIE domain but as critical thinkers capable of navigating the evolving educational terrain with intellectual acuity and innovative pedagogical approaches.

EDUC6090 English: Reading, Viewing & Listening
In this course, students will examine and critically evaluate conceptual frameworks in English language and literacy. This course emphasises a comprehensive multiliteracies and multimodal approach tailored to primary-level English education. Students will investigate and critique research-grounded reading methods and develop an understanding of the alphabetic principle, phonological and lexical pathways for reading as well as reading for meaning. Phonemic awareness, phonics, fluency, vocabulary and comprehension will be understood and explored so that students are able to determine the utility of different pedagogical approaches and associated resources. These understandings will enable them to facilitate the reading acquisition process effectively. Additionally, the course equips students with diagnostic assessment skills, allowing them to create tailored plans for English language instruction. This approach emphasises personalised academic growth and development for each student. In addition, a concurrent grammar focus is included to ensure students have an understanding of the functional grammar required for reading, viewing and listening.

EDUC6091 Health and Physical Education
This course is designed to assist pre-service teachers in furthering the knowledge necessary to successfully teach Health and Physical Education across the early childhood and primary contexts. It assists students to develop specialised skills in this learning area through gaining an understanding of the importance of Fundamental Movement Skills in the early years and the presentation of planning support materials in both Health Education and Physical Education.

EDUC6092 Transforming Learning through ICT
The course is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communications technology (ICT) to support learning outcomes for their students. A variety of opportunities provided by ICT to transform the learning and teaching experience and an understanding of pedagogical approaches towards ICT implementation are explored. Students will produce a rich technology-based teaching resource that can be maintained and used in the classroom.

EDUC6093 Reading in the Early Years
This course focuses on early reading instruction and literacy experiences, with a particular focus on the teaching of phonics and phonemic awareness. The course draws on evidence-based practice across components critical to the development of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language. Students will acquire knowledge of phonics and phonics instruction along with an understanding of explicit and systematic approaches to reading and literacy pedagogy. Further, students will explore processes for assessing reading, analysing assessment data, selecting strategies, and monitoring student progress, particularly those at risk. Students will use curriculum frameworks to develop young children’s literacy capacity, confidence and positive dispositions in the years prior to school and into the early years of formal schooling.

EDUC6094 Teaching Measurement & Statistics
This course provides a comprehensive introduction to mathematical topics, focusing on measurement, spatial geometry, statistics, probability, and numeracy. Students will explore concepts such as length, mass, area, time, volume, capacity, and proportionality. Emphasis will be placed on teaching through a variety of effective approaches including explicit teaching, problem-solving approaches, fostering mathematical reasoning, and developing spatial geometry skills. Students will learn the language and principles of statistics and probability, including data collection, organisation, interpretation, and analysis. Ethical and social considerations related to numeracy, statistics, and probability will also be discussed. Throughout the course, assessment strategies and cross-curricular connections will be examined to ensure effective teaching and learning. By the end of this course, students will have a strong foundation in these mathematical topics, equipped with the necessary knowledge and skills to teach numeracy, statistics, probability, and spatial geometry effectively in the primary school setting.

EDUC6096 Professional Engagement & Internship – Primary (Sydney)
Pre-requisite: EDUC6088 Professional Experience 1 - Primary (Sydney)
Students will undertake a ten-week professional experience placement at a primary school and complete a Graduate Teacher Performance Assessment (GTPA). Students undertaking this course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum.

EDUC6098 Professional Experience 1 – Secondary (Sydney)
Students undertaking this course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum. As part of this course students will also undertake a five-week professional experience placement.

EDUC6099 Teaching Strategies for Students with English as an Additional Language or Dialect
In this course students extend their knowledge, skills and understandings of teaching, learning and assessment for language and literacy acquisition appropriate for English as an Additional Language or Dialect (EAL/D) learners. The course develops students’ understanding of the language demands of educational tasks and how these impact on EAL/D learners’ access to content specific to learning areas. Students will explore how language and culture affect learners’ world views hence the comprehension of the curriculum. Students will be introduced to appropriate monitoring and assessment tools and strategies for EAL/D learners.

EDUC6100 Integrating Technology in Education
In this course students learn the role of digital technologies in teaching and learning. They examine theoretical and practical models to integrate technology across the school curriculum and create digital pedagogical resources to enrich teaching practices. Students also learn about the practical issues concerning ethical behaviour, security and safety in the online environment.

EDUC6101 Literacy Across the Curriculum
This course will examine the pedagogical approaches pertaining to the engagement of early adolescents in literacy learning across subject specific disciplines. It will focus on the dynamic literacy and literate practices of all modes of language (listening, speaking, reading, viewing and writing). Students will develop the metalanguage, knowledge, skills and understandings of the linguistic aspects of language learning across disciplines that include multimodal texts, text designs, sentence structure, vocabulary, spelling and comprehension skills. Teaching strategies for engagement and differentiation with early adolescent students will be researched, examined and applied to a specific learning area context, and demonstrated through an inquiry learning task. Monitoring and assessment tools will be examined that could be applied to the planned inquiry task in the major teaching area to assess the literacy knowledge and skills of the early adolescent.

EDUC6103 Professional Engagement & Internship - Secondary (Sydney)
Students will undertake a ten-week professional experience placement at a primary school and complete a Graduate Teacher Performance Assessment (GTPA). Students undertaking this course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum.

EDUC6104 Teaching Methods 7-10: English
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6105 Teaching Methods 7-10: Mathematics
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6106 Teaching Methods 7-10: Drama
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6107 Teaching Methods 7-10: History
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6108 Teaching Methods 7-10: HSIE
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6109 Teaching Methods 7-10: Science
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6110 Teaching Methods 7-10: Double Science
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6114 Teaching Methods 11-12: English
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6115 Teaching Methods 11-12: Mathematics
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6116 Teaching Methods 11-12: Drama
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6122 Teaching Methods 11-12: Modern History
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6123 Teaching Methods 11-12: Ancient History
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6124 Teaching Methods 11-12: Business Studies
Pre-requisite: EDUC6XXX Teaching Methods 7-10
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6125 Teaching Methods 11-12: Economics
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6126 Teaching Methods 11-12: Legal Studies
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6127 Teaching Methods 11-12: Studies of Religion
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6128 Teaching Methods 11-12: Biology
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6129 Teaching Methods 11-12: Earth & Environmental Science
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6130 Teaching Methods 11-12: Chemistry
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6131 Teaching Methods 11-12: Physics
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 7-10. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6132 Service and Community Engagement
This course focuses on the concept of community service-learning. Service-learning can be defined as a learning strategy in which Pre Service Teachers exercise leadership roles in organised service experiences that meet real needs in the community. The service is incorporated in the Pre-Service Teachers’ academic studies with structured time to research, reflect, discuss and connect Pre-Service Teachers’ experiences to their learning and to enhance their sense of civic responsibility. Pre-Service Teachers explore an intellectual understanding of concepts relating to poverty, cancellation of unpayable debt, justice and ecology, liberation theology, refugees and asylum seekers, indigenous Australians, and the Catholic Church’s teaching on social justice. A requirement of the course is that Pre Service Teachers undertake a minimum of 12 hours community service placement. Essential elements of the course entail Pre-Service Teacher reflection in situ of personal experiences, academic reading in the growing area of community service learning, social analysis and researching of particular social issues.

EDUC6133 Global Systems, Sustainability and Ecology
This course challenges students to explore current research findings and scholarly writing in areas related to the “new” cosmology. The aim is to help students develop a framework in which to explore emerging ideas that are currently questioning certain fundamental assumptions of the modern world, in particular the “consumer approach” to life. The course's content is organised into modules dealing with the initial development of life, the primeval fireball, the universe, chaos and order, interdependence and fragility, ecological issues, the sacred story of life and care for the earth.

EDUC6134 Essential Elements for Teaching in a Catholic School
In this course, students examine the mission and goals of the Catholic school in the context of the Church and society today as well as the structure and influence of the Catholic education Sector. It focuses on the essential elements that contribute to the Catholic character of Catholic school communities. These elements, reflected in the life and curriculum of the school, form the culture of Catholic schools. This culture is supported and promoted by the varying roles and responsibilities among teachers, parents, students and administrators, within the Catholic education sector. A significant aspect studied in this Course is the religious dimension of the policies, pastoral care and curriculum of the Catholic school. The crucial role of the teacher is explored along with the challenges facing Catholic schools in the future.

EDUC6135 Professional, Legal and Ethical Responsibilities of the Teacher
In this course students locate their knowledge of the professional practice of teaching within the context of the legal and ethical environment in which they, as teachers and potential school leaders, operate. They develop an understanding of the sources of law and of the legal and non-legal obligations, including ethical and professional obligations, with which they must comply as educational professionals. They engage with a series of legal and ethical case studies through which they will critically analyse the application of legal and non-legal principles and practices to protect the physical and psychological wellbeing of students and others in the school community with a focus on managing risk. A strong emphasis of the course is preparing students to more readily make the transition from an initial teacher educator to a fully registered graduate teacher.

EDUC6136 Primary Arts Education
Students undertaking this unit learn about the importance of the Arts and its role across the curriculum in fostering creativity. Students examine evidence-based pedagogy for teaching the Visual & Creative Arts to children from prior to school through to year six. There is also a focus on the importance of a differentiated curriculum and reflective practice that recognises inclusivity of all learners. Students research literature about Arts connections with health and wellbeing, cultural awareness, digital technologies, and Aboriginal and Torres Strait Islander peoples.

EDUC6137 Teaching Methods 7-10: Languages other than English
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6138 Teaching Methods 7-10: Health and Physical Education
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6139 Teaching Methods 7-10: Visual Arts
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6140 Teaching Methods 7-10: Music
In this course, students develop advanced knowledge about and the ability to apply teaching methods effectively for students in Years 7-10. Students will research, participate in, and apply evidence-based teaching strategies to develop their pedagogical content knowledge within their Secondary Key Learning Area. Students will reflect on the requirements and focus areas of the Australian Curriculum for Years 7-10 and the relevant syllabus in their state (NSW or WA). Students will also review and evaluate assessment practices appropriate to their Key Learning Area, including using formative assessment and providing meaningful feedback. Successful completion of this course provides students with the foundational skills and knowledge they need to be successful on their first Professional Experience placement.

EDUC6182 Values Across the Curriculum
Education for values has become a significant aspect of contemporary schooling. In recent times, governments and school systems have discussed how students can acquire values that will allow them to lead decent and successful lives in the 21st century. This course will focus on why values are now explicitly identified and promoted within documents such as the Western Australian Curriculum Framework and in the ethos of independent and religious school systems. The course will explore how commonly shared values in different school communities are taught and how these values can be assessed. A further focus will be the significant role of the classroom teacher in promoting commonly shared values as a model and facilitator. Values as the 'hub' of all learning in a school will also be investigated as well as discussion on practical ways of nurturing values in students at all levels.

EDUC6189 Critical Issues in Religious Education
Critical Issues in Religious Education II is the second of two core religious education courses in the Master of Religious Education degree. The course explores a range of ecclesial and educational developments which influence the theory and practice of religious education in Australia both historically and in the contemporary context. The course explores classroom, curriculum and pedagogical issues pertaining to the nature and purpose of religious education within Catholic schools. The ways in which approaches to religious education are linked to addressing these issues are examined. The course introduces students to and systematically examines the current body of research in religious education and encourages students to critically analyse and apply research findings to their current professional practice in religious education.

EDUC6193 Teaching Methods 11-12: Languages other than English
Pre-requisite: EDUC6137 Teaching Methods 7-10: Languages other than English
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6194 Teaching Methods 11-12: Health and Physical Education
Pre-requisite: EDUC6138 Teaching Methods 7-10: Health and Physical Education
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6195 Teaching Methods 11-12: Visual Arts
Pre-requisite: EDUC6139 Teaching Methods 7-10: Visual Arts
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6196 Teaching Methods 11-12: Music
Pre-requisite: EDUC6140 Teaching Methods 7-10: Music
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6197 Teaching Methods 11-12: Religion and Life
Pre-requisite: Teaching Methods 7-10: Humanities and Social Sciences
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6198 Teaching Methods 11-12: Outdoor Education
Pre-requisite: EDUC6194 Teaching Methods 11-12: Health and Physical Education
This course extends the foundational skills in planning, teaching, and assessment built in Teaching Methods 1. It synthesises these skills to the challenges and opportunities presented in teaching the upper Secondary years (11&12). Students apply their advanced knowledge of the relevant 11&12 curriculum to develop effective forward-planning documents. These documents are an opportunity to develop and extend their knowledge and ability to research and apply effective teaching strategies in the context of the upper secondary years. Students will also critically analyse effective differentiation strategies to improve learner outcomes in diverse classroom settings. Students will engage in an authentic task in which they analyse and evaluate learner profiles and assessment data to design a differentiation plan in which they apply expert judgment. In doing so, students will build advanced skills in data-based practice and evaluative judgment, effectively preparing them for their final internship and Graduate Teacher Performance Assessment and, ultimately, their professional life as teachers.

EDUC6200 Justice and Social Teaching
This course surveys the principles of social justice; it examines the basis of Christian social teaching with particular reference to both Scripture and Catholic/Christian tradition. It will make a case for the centrality of social justice in the life of the church and, in particular, her Catholic schools. The course will provide participants with the theological skill set to engage in the social justice conversation. Core aspects of the Christian story and current global issues will be examined in the light of the Catholic Church’s social doctrine. The course will discuss the place of justice education programs within Catholic school settings.

EDUC6240 Educating Children with Special Needs
This course aims to provide an introduction to the education of children with special needs. It will examine the particular problems faced by children, whose academic, physical and behavioural differences require special attention within our education systems. Special attention will be given to the methods of identifying and catering for the needs of such children in both the special and regular settings. Social, legal and educational issues relating to the education of children with special needs will also be examined.

EDUC6243 Trends in Early Childhood Development and Teaching
This course explores current trends that impact curriculum development in Early Childhood Education (ECE). New directions in Early Childhood settings across birth to eight years are investigated. Students develop a personal philosophy to underpin the beliefs and values of their pedagogy, based on historical and contemporary perspectives. Important trends at the national and international level, within ECE, are highlighted. These include; the challenges faced by modern children and therefore their educators; the current emphasis being placed on play; outdoor learning and nature play; creativity; reflective practice; the role of neuroscience in informing the educator; the influence of international trends; as well as assessment and curriculum trends emerging from research in the field.

EDUC6260 Pastoral Care and the School
Pastoral Care in the School deals with the concept of pastoral care within the context of the school situation. The course explores the development of understandings and definitions of pastoral care from its scriptural and Christian bases to its role within schools today. Pastoral care has the individual as its focus, permeates all aspects of the curriculum, and is exercised mutually by all members of the school community. Pastoral care emphasises and promotes respect for the rights of every person. The ramifications of the moral duty of care and how care is demonstrated to students is also an important part of this Course. The course reviews forms of discipline and behaviour modification procedures in the classroom and in the school community. The psychological bases and sociological contexts of pastoral care policies and practices are studied. Special attention is paid to the distinctive characteristics of pastoral care in Catholic schools. The course provides case study opportunities for students to investigate.

EDUC6320 Theories and Models of Leadership for Catholic Schools
This course introduces students to the notion of leadership in Catholic schools. Various leadership models are initially explored, in particular, an understanding of Christian Leadership.  Students then scrutinize formative influences on Catholic education with special reference to the Australian context, the significance of Catholic social teaching and the reality of the Catholic school in the 21st century. Finally specific issues in Catholic education are examined. These include the role of the Principal as leader, the development of teacher-leaders, and the vital role of women as leaders in Catholic schools.

EDUC6331 Teaching Students with Autism Spectrum Disorder
Students with an Autism Spectrum Disorder have particular needs that require specific understandings, knowledge and strategies from teaching staff. This course will provide the opportunity for teachers to develop their knowledge and understanding of autism and related disorders. Participants will be exposed to current research and understandings in the field of Autism Spectrum Disorders and the learning challenges for students with this disability in school settings. Strategies for promoting and supporting the learning of these students will be presented, including the management of challenging behaviours.

EDUC6400 Instructional Strategies for Students with Learning Disabilities
This course is designed to provide students with an understanding of the diverse nature of learning disabilities, such as dyslexia, dysgraphia and dyscalculia. It promotes familiarity with effective instructional design and the application of a wide range of intervention strategies. Practical experience in assessing and idenitfying students with learning disabilities will lead to planning of individualised intervention programs. Examples of how these programs are implemented in mainstream classrooms will be featured.

EDUC6420 Instructional Leadership
This course will explore the complex issues surrounding the definition of curriculum, its origin and nature. Participants will appreciate that ideological and political imperatives often drive curriculum decisions and reform. A key driver of curriculum development is the ongoing emphasis on accountability mechanisms such as standardized testing at the international and national level. The policy debates around NAPLAN and My School will be examined. The course will consider the way curriculum design is often linked to change and that its success or failure will rest on the skill of those leading and managing the change process. As such, various models of leadership particularly suited to leading curriculum in schools will be considered. The evolution from state to a national curriculum framework will also be closely reviewed. Recent developments in national professional standards for teachers and principals will be examined, and most importantly, as leaders or aspiring leaders, participants will be challenged to reflect on how they might lead responses to emerging State Boards of Studies, ACARA and AITSL policy agendas in this area. The concept of instructional leadership will be closely addressed.

EDUC6430 Behaviour Management and Social Skills Instruction
This course aims to provide students with the knowledge and understanding of the principles of behaviour management and of social skills instruction, appropriate to children with special needs and to equip them with the strategies necessary to cater for these children in regular and special settings. Special attention will also be given to procedures aimed at enhancing the adjustment of children with autism.

EDUC6507 Theology of Leadership
This course will be of value to all those professional and practicing leaders who deal with the demands of their mission. While the world of work creates its own demands, many people strive to balance their personal and spiritual needs with the requirements of leadership. This course will investigate the Christian understanding of leadership in a values-based, ethical milieu and will allow participants to explore and articulate their leadership in a Christian perspective. The starting point is the Old Testament, which contains some powerful models of leadership, some of which are developed and/or critiqued within the New Testament heritage. The servant leader motif is appraised in the light of the New Testament and contemporary literature. Finally, the notions of spirituality and transcendental leadership are considered in as far as they apply to participants’ personal and professional lives.

EDUC6509 Leadership as Reflective Practice
Reflective leadership is a style of being leader, either as teacher or administrator that connects actions of leaders with inner truths that help shape their outward behaviours and value perspectives. It is imperative that leaders develop insight into an awareness of self so as to become compelling examples for others. In this course, the concept of reflective practice as a professional activity is explored and leaders learn ways of disciplined reflection on experiences. Participants in this course are invited to develop personal styles of reflective practice. They are assisted to identify, claim and transform obstacles to good teaching and learning and be empowered to provide positive authentic leadership.

EDUC6581 Mentoring and Coaching Graduate, Early Career and Established teachers
The course seeks to develop both skills and knowledge in the area of supervision of beginning teachers and peer mentoring / coaching established teachers. It explores the various dimensions of 'clinical supervision': induction, classroom supervision, feedback and reflective practice, mentoring and building collegial relationships. In addition, the course provides participants with a common language for describing mentee’s achievements and progress. The impact of current research on classroom practice will also be explored in order to establish a standard of performance for student teachers. Contemporary resources developed by the Australian Institute for Teaching and School Leadership (AITSL) will be critically evaluated; particularly the Australian teacher performance and development framework, the Australian professional standards for teachers and the Australian professional standards for principals. The course also examines contemporary research on the impact of mentoring /coaching programs for early career and established teachers.

EDUC6640 Teaching and Leading in the Middle Years of Schooling
This course examines the guiding principles of middle schooling and the ways that student learning can be enhanced through a consideration of practices, processes, strategies and structures that best accommodate the needs of early adolescents. Students will examine the specific learning needs of early adolescents, early adolescent brain research and how this influences the pedagogy in middle school classrooms. Underpinning the course will be theme of “middle schooling” as a culture rather than a structure. Students will also explore how to lead pedagogical change in the middle years To this end, the course will conclude with participants engaging in an audit of their own schools to determine the extent to which middle schooling practices are evident and then recommend appropriate changes.

EDUC6660 Adaptive Education for the Inclusive Classroom 
This course focuses on modifying aspects of the educational process to facilitate the education of children with special needs within both the regular class setting and the special support classroom. It examines the principles and procedures for adapting the physical and social environment of the classroom, the curriculum and the mode of instruction. Practical experience in adapting curricula and in multi-level teaching to accommodate children with learning difficulties is a feature of this course.

EDUC6670 Strategic Management in Education
This course provides students with an opportunity to reflect on the process of strategic planning and the implementation of a strategic plan in a school context. It should be noted that the focus for this course is specifically on schools. Whilst examples of strategic planning and management in industry and government departments may provide useful comparisons, the focus of this course is on developing and managing plans for primary, secondary or composite (primary and secondary) schools. As well as gaining an understanding of developing a futures perspective and a strategic approach, the course will emphasise the need to identify core focus areas for school improvement and the importance of developing short term action plans. Hopefully, students will be encouraged to consider ways in which schools can improve their all-round educational offerings by being clear-headed about developing and implementing a strategic plan. Students will also be encouraged to think about applying their learning to practical school situations. Indeed, it is hoped that this course may provide a practical impetus for a number of students to engage in the process of strategic thinking and the development of a strategic plan in their own schools.

EDUC6970 Leading Religious Education in a Catholic School
In this course students seek to develop and expand their own professional, educational and spiritual horizons as well as develop skills in promoting religious education experiences for others. The course has a three-fold focus (i) the role and challenge of being a religious educator, (ii) the religious educator as leader, and (iii) the religious educator as adult educator. Issues considered include: cultural influences on Religious Education, transactional and transformational leadership, spirituality and the religious educator, service learning, self-esteem in teachers and students, and religious education beyond the classroom. As part of the course students will have the opportunity to explore areas of personal concern, interest or relevance they believe pertinent to the role and function of the religious educator.