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.

EDUC1001 Creating Learning Environments: 0-8 years
This course provides the skills and knowledge required to structure learning environments that are conducive to learning through play within Early Childhood settings. The Early Childhood environment can be seen as the stage on which children play out the themes of childhood. The environment is the sum total of the physical and human qualities that combine to create a space in which children and adults work, play and learn together. In this course, students will apply theoretical knowledge of how young children learn to practical situations and design indoor and outdoor environments for learning through play.

EDUC1002 Visual Art: 0-8 years
Art is both an intellectual and an emotional expression of an attitude or experience that is presented in a personal manner. Throughout this course students will develop an understanding of the visual arts as both a learning area and a form of expression, particularly within a 0-8 years setting. It is recognised that as children develop, their idea of 'self' can be seen through their creations, visual art becomes a language for them to express themselves. This course will allow students to gain an understanding of the way in which children's creations change as they grow and develop as well as gain expertise in the planning and teaching of visual art. In particular, students will develop skills in making observations, developing ideas through visual inquiry and creating artworks using a range of mediums across education and care settings.

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.

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.

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.

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.

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 AITSL Graduate Teaching Performance Assessment is also introduced.

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.

EDUC1231 STEM in the Primary Years
In this course, students will develop the skills to effectively integrate STEM (Science, Technology, Engineering & Mathematics) in the primary school curriculum. Students will be introduced to state and national curriculum materials to support the teaching of STEM.   Students will explore and investigate local and global resources in addition to considering a range of teaching and learning strategies to enrich the integration of STEM in the primary years classroom.  Students will further enhance their pedagogy by creating opportunities for their future students to develop analytical, creative and problem-solving skills in response to design and / or digital challenges.  At its core, this course aims to facilitate the development of confident and competent STEM practices for teaching in the primary years.

EDUC1294 Professional Experience 1 Secondary
Pre-requisite: Nil
Co-requisite: EDUC2425 Psychological Principles of Classroom Management
The course is a school experience program of two weeks duration.  Student-teachers will observe the supervising teacher in formal teaching situations, assist the teacher where possible in a variety of classroom management and/or supervisory activities.

EDUC1340 Education, Service – Learning and Social Justice
This course introduces students to service-learning and social justice.  It promotes a critical understanding of the way in which service-learning and social justice interact and inform one another.  The course includes a consideration of how these disciplines operate within the context of education.  In conjunction with studying the key issues and concepts relevant to these disciplines, an essential component of this course is the requirement that each student will complete a minimum of 13 hours of service-learning experience.  This experience will provide each student with a rich source of reflection and social analysis, which will be used to learn the practice of service-learning reflection.

EDUC1391 Professional Experience 1 Primary
Pre-requisite: Nil
Co-requisite: EDUC2425 Psychological Principles of Classroom Management
The course is a school experience program of two weeks duration.  Student-teachers will observe the supervising teacher in formal teaching situations, assist the teacher where possible in a variety of classroom management and/or supervisory activities.

EDUC1591 Professional Experience 1 Early Childhood and Care
Co-requisite: EDUC1003 Understanding and Guiding Children's Behaviour: 0-8 years
The course is a school experience program of two weeks duration.  Student-teachers will observe the supervising teacher in formal teaching situations, assist the teacher where possible in a variety of classroom management and/or supervisory activities.

EDUC1611 ENGLISH 1: Functional Literacy
The purpose of this course is to develop knowledge and understanding of the English language, its structure, forms and functions. It aims to build knowledge of how language develops and has a central role in all learning and intellectual development. It explores how effective spoken and written communication is dependent on the interrelationship between the fundamentals of the English language (phonology, syntax, semantics, pragmatics and vocabulary). Literature is embedded in the course ensuring the practical application of language and literacy learning. Curriculum and syllabus documents relevant to the English Learning Area will be examined and used for planning, teaching and assessing English. Instructional strategies to teach English will be demonstrated and integrated through the tutorial sessions. A wide range of resources will be explored and used to build knowledge of how to engage students in literacy learning, especially through the integration of information communication technology.  A key focus of the course is on improving knowledge, competency and usage of Standard Australian English within a learning, teaching, planning and assessment framework.

EDUC1635 Mathematics 1: Introduction to Mathematics Teaching and Learning
This is the first in a sequence of courses covering Mathematics Education. EDUC2652 (Mathematics 2) follows for B.Ed students in the following year; EDUC3662 (Mathematics 3) in third year and EDUC4639 (Mathematics 4) follows in the final year. This course introduces the Mathematics Learning Area. It establishes a theoretical underpinning for mathematics teaching and learning and introduces the documentation used by systems and sectors related to the mathematics learning area (e.g. The Western Australian Curriculum). It explores the strand of Number and introduces general strategies for the teaching of this strand in the early childhood/primary classroom. The course has a strong emphasis on personal competence in primary level mathematics.

Students must pass a competency test to pass the course. Failure to do so will require the student to repeat this course and they will not be in a position to enrol in EDUC2652, Mathematics 2: Number and Algebra, nor go on their practicum.

EDUC1894 Professional Experience 1 Bachelor of Health and Physical Education
Co-requisite: EDUC2425 Psychological Principles of Classroom Management
The course is a school experience program of two weeks duration. Student-teachers will observe the supervising teacher in formal teaching situations, assist the teacher where possible in a variety of classroom management and/or supervisory activities.

EDUC2000 Play and Pedagogy: 0-8 years
Pre-requisite: EDUC1120 Introduction to Teaching and the Curriculum Frameworks
This course focuses on the understanding and importance of play to a child’s development and learning. Play allows children of all ages to construct meaning in their environment - it is a medium for learning. In this course students will explore historical perspectives on pedagogy and play and will be offered opportunities to discuss current local, national, and international examples of quality practice in play-based curriculum. Students will also revisit theories of learning, investigate the stages of play as children grow, study ways to plan with intent for children’s learning through play and how to observe, interpret, and evaluate children’s learning through play. In addition to this, students will focus on the fundamentals of teaching in the early years as well as examine the essential personal and interpersonal factors impinging on their teaching effectiveness. Specific skills for teaching practice in this course include: planning for play-based learning, questioning techniques and collaborative strategies.

EDUC2001 Pedagogical documentation in early childhood (0-8 years): 0-8 years
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.

EDUC2002 Professionalism, Leadership & Management in Early Childhood: 0-8 years
In this course, students learn leadership and management strategies to enable effective participation in group decision-making for the development of high-quality early childhood programs and services. Students develop a theoretical basis and practical strategies for enhancing their leadership and management skills. They develop an understanding of how management structures impact on programs and service provision. This understanding helps individual teachers influence and lead decisions about what happens in early childhood settings. The main focus of this course is to outline and examine some of the key responsibilities that teachers need to fulfil as professionals working across education and care settings.  Legal matters, duty of care, pastoral issues, life style issues that impact teaching, children’s rights, teachers’ rights and past legal case studies are examined. In addition, this course explores the essence of ‘professionalism’ and professional identity, analyses ethical and moral scenarios, and outlines preparation required for employment.

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.

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.

EDUC2065 Professionalism, Leadership and Management in Early Childhood
In this course, students learn leadership and management strategies to enable effective participation in group decision-making for the development of high-quality early childhood programs and services. Students develop a theoretical basis and practical strategies for enhancing their leadership and management skills. They develop an understanding of how management structures impact on programs and service provision. This understanding helps individual teachers influence and lead decisions about what happens in early childhood settings. The main focus of this course is to outline and examine some of the key responsibilities that teachers need to fulfil as professionals working across education and care settings.  Legal matters, duty of care, pastoral issues, life style issues that impact teaching, children’s rights, teachers’ rights and past legal case studies are examined. In addition, this course explores the essence of ‘professionalism’ and professional identity, analyses ethical and moral scenarios, and outlines preparation required for employment.

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.

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.

EDUC2095 Inclusive Education
This course addresses the education of children with special needs.  It examines the particular problem of children whose academic, physical and behavioural differences require special attention.  The students will explore the methods of identifying and catering for the needs of such children in both the special and regular classroom setting. Social, legal and educational issues relating to the education of children with special needs will also be examined.

EDUC2111 Foundational Teaching Skills
This course outlines and examines  key ideas about teaching and education, the role of the teacher, the characteristics of effective classroom teachers and the importance of reflective practice. It explores the aims of schooling and the approaches to the school curriculum that impact on teaching. In particular, it will investigate the Western Australian Curriculum and Assessment Outline, as mandated by the School Curriculum and Standards Authority, and the Australian National Curriculum, as key documents that direct and shape the approach to education being undertaken in Western Australian schools.

EDUC2135 Introduction to Teaching Skills
The key focus in the course is to develop reflective practice in relation to essential planning and assessment that responds to diverse student needs. This supports student understanding of requirements of the Graduate Teacher Performance Assessment (GTPA). Students will become more familiar with curriculum requirements and refine lesson planning skills, as well as increasing their repertoire of motivational and instructional strategies. The course will foster the development of questioning, communication and classroom management techniques. Students will explore approaches to building positive relationships with students and colleagues as they approach their first ten-week practicum experience.

EDUC2217 Catering for Difference
This course aims to provide teachers with the knowledge and skills required to facilitate the education of children with learning difficulties and or who are gifted and/or talented in the regular class setting. It will examine the principles and procedures that inform modifications to the classroom environment, curriculum, instruction and assessment of students with special needs.

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.

EDUC2230 Education, Service and Community Engagement
This course introduces Pre-Service Teachers to 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, human trafficking, 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.

EDUC2297 Professional Experience 2 Secondary
Pre-requisite: EDUC1294 Professional Experience 1: Secondary
The course is a school experience program for one school term. Student-teachers teach a number of lessons in the same class in their major or minor Learning Area. Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of the School Experience. Each student-teacher is assessed for developing competence and a 'satisfactory' evaluation is required for progression to the School Experience 2.

EDUC2310 Leadership Through Service-Learning
This course explores the concept of service-learning as a means of developing leadership.  Key leadership attributes essential for effective service-learning are examined.  These include: the ability to take initiative, solve problems, work as a team, make decisions that have real results for the community, and demonstrate abilities through helping others.  The social justice focus for the course centres on the topics of poverty and ecology, relevant topics for primary education.  In conjunction with an intellectual understanding of key issues, students to undertake a minimum of 13 hours of community service placement.  As a result of participating in this course students will be able to demonstrate leadership skills through personal reflection, teamwork, discussion and class presentation.

EDUC2315 Mathematics Learning for Early Adolescents
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.

EDUC2394 Professional Experience 2 Primary
Pre-requisite: EDUC1391 Professional Experience 1 Primary
Co-requisite: EDUC2395 Teaching Method 1: Primary and EDUC2135 Introduction to Teaching Skills
The course is a school experience program of ten weeks. Student-teachers teach a number of lessons in to the same class in a particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of the School Experience.  Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the School Experience 2.

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.

EDUC2425 Psychological Principles of Classroom Management
This course examines the classroom organisation, management and disciplinary approaches appropriate to the primary and secondary classroom.  A range of management approaches, imbedded in psychological theory, are critiqued and application strategies considered.  The nature of issues and problems confronting young children and adolescents 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 commence their first practicum experience in schools.

EDUC2594 Professional Experience 2 Early Childhood and Care
Pre-requisite: EDUC1591 Professional Experience 1 Early Childhood and Care
Co-requisite: EDUC2595 Teaching Method 1: Early Childhood
The course is a school experience program of ten weeks. Student-teachers teach a number of lessons in to the same class in a particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of the School Experience.  Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the School Experience 2.

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-requisites: 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.

EDUC2627 Humanities and Social Sciences 1
n this course the student will encounter and develop the skills of planning, programming and teaching in the learning area of Humanities. The teaching of the content of each year level from pre-primary to year six will be investigated. The students will be involved in planning authentic tasks (e.g. excursions and fieldwork) to complement their knowledge of pedagogy and integrating Humanities into all learning areas.
Participants will use the West Australian Curriculum to explore all the strands of the Humanities and Social Science (HASS) curriculum. They will have the opportunity to focus on the Cross curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and culture and Australia’s engagement with Asia.
Students will be introduced to inquiry based learning and be given opportunities to implement it into their programmes. They also investigate how cultural beliefs, values, abilities and ethical positions and interconnected.  The selection and use of the appropriate learning technologies is also addressed.

EDUC2631 English 2: Reading and Viewing
Pre-requisite: EDUC1611 ENGLISH 1: Functional Literacy OR EDUC1610 ENGLISH 1: Functional Literacy
An holistic approach to the teaching of language and literacy underpins the English courses; however it is acknowledged that specific focus needs to be given to the teaching of the different modes of language. As such, the core content of this second English course focuses on the effective teaching of reading and viewing, through an integrated approach linking theory and practice. Writing and oral language are integral to the development of reading and viewing and will be embedded in the course. The Curriculum Framework, National English Curriculum and WA syllabus documents are incorporated into planning and documenting  a comprehensive reading and viewing instructional program. A range of assessment tools will be introduced and applied in a practical literacy case study. Tutorials will model key instructional strategies essential to effective literacy teaching, and integrate literature as central to the curriculum. Differentiation of learning and teaching strategies to address learning difficulties in reading are an integral part of this course. Resources to support the teaching of literacy will be introduced and used in the development of the reading and viewing instructional program.

EDUC2632 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, early childhood, primary or secondary (both lower and upper). The course develops the ICT skills learnt in Introduction to ICT for Teachers. 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.

EDUC2652 Mathematics 2: Number and Algebra
Pre-requisite courses: EDUC1635 Mathematics 1: Introduction to Mathematics Teaching and Learning
This 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 Early Childhood 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.

EDUC2894 Professional Experience 2 Bachelor of Health and Physical Education
Pre-requisites: EDUC1894 Classroom Immersion: Health and Physical Education
This course introduces students to their first teaching experience as a classroom and physical education teacher in a primary school for a period of 5 weeks during Term 2 of the school year. Student-teachers teach a number of lessons in the same class in a particular Learning Area and Health and physical education. Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of the School Experience.  Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the School Experience 2.

EDUC3000 Holistic Health: 0-8 years
Co-requisite: EDUC3527 Professional Experience 3 Early Childhood and Care
This course examines the health, well-being, nutrition and safety of children from birth to eight years of age and provides a comprehensive account of illnesses and problems faced by young children, their families and communities. Relevant and practical information is provided for educators to enhance the safety, nutrition, health and well-being of young children in a range of early childhood settings. Early childhood educators need an integrated approach to issues affecting the well-being of children from birth to eight years of age, with emphasis on health, hygiene, nutrition and safety. The course draws on policies, theory and research to inform practice for adults and young children in a range of early childhood settings.

EDUC3001 Music, Dance and Drama: 0-8 years
Pre-requisite CORE1000 Foundations of Wisdom
Co-requisite CORE1000 Foundations of Wisdom 
This course is an introduction to The Arts with particular focus on Music, Dance and Drama as they apply to the Early Years development and education in childcare and school settings. The rationale for arts education, the features of authentic art curriculum and pedagogy; and the arts as creative, expressive and cultural practices, are all examined. Through practical arts activities and other tasks, pre-service teachers will develop the foundational skills required to facilitate a holistic and integrative arts programme.     
In this course students will be required to be involved and consider the child’s perspective in order to fully comprehend the importance of this learning area. Students do not need any musical, dramatic or dance skills in order to become fully immersed in the content.

EDUC3025 Science in Early Childhood
This course examines the significance of the science learning area for early childhood education. Students will build an understanding of constructivist theory in science education, recognising how children develop conceptual understanding from birth, by making connections to the Early Years Learning Framework. The role of play, the learning environment and the natural curiosity of children will be examined in order to develop approaches and strategies that can be applied in home, childcare or school environments. Students will critically reflect on their own experiences of science and other issues explored within the course and will build their own science conceptual knowledge in the areas of environmental education and sustainability.

EDUC3040 Literacy across the Curriculum in the Middle School
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 adolescence.

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.

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 (25 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 25 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.

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.

EDUC3062 Mathematical Development: 0-8 Years Numeracy and Mathematics
Pre-requisite: EDUC2059 Mathematical Development: 0-5 Years Numeracy and Mathematics
In this course students will engage with numeracy and mathematics for children 0- 8 years. Students will explore early years maths-based pedagogies which are supported through recent research and current necessary frameworks and curriculum documents. This course will further build on the knowledge that was developed in EDUC1029, and broaden the understanding of successful teaching and learning during these foundational years of development.

EDUC3063 Language and Literacy 1Pre-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.

EDUC3102 Diagnostic Literacy Clinic within a Service Learning Context
Pre-requisite: EDUC2631 English 2: Reading and Viewing only
This course introduces the students to community service learning, while applying their knowledge and skills of effective literacy learning to a diagnostic literacy clinic. Notions of service and education are examined and critiqued. University students plan and teach in a school literacy clinic each week, implementing appropriate strategies and developing a student-centred project with Indigenous students.  Following the teaching session, the university students meet in a tutorial format, and reflect on their personal experiences, teaching practice and service-learning, discussing and recording insights in a reflective journal.

EDUC3215 Contemporary Issues in Secondary Schooling
This course is designed to provide students with the opportunity to engage with the most current issues facing teachers in the unique context of the secondary setting.  Students will explore the challenges of teaching adolescents of this current generation.  What are the major social issues facing them and how do they impact on the classroom? Topics include mental health and well-being, vocational pathways and expanding career options.  Curriculum issues will also explore changing trends in curriculum design and new ways of thinking about assessment in the Secondary context.  Students should feel confident in approaching the Secondary context that they are familiar with and able to critically engage with the important contemporary debates in Secondary education today.

EDUC3218 Principles of Secondary Religious Education II
Principles in Secondary Religious Education 2 is designed for students to extend their knowledge of teaching Religious Education (RE) in Catholic senior secondary schools in Western Australia. Students explore the context of Religious Education as a Ministry of the Word and as the first Learning Area in a Catholic school. The Course assists students in seeing how the content of the mandated diocesan Religious Education Courses of Work can engage senior secondary school students.  The Course also outlines how the RE content satisfies the Religion and Life syllabus requirements of the WA Certificate of Education (WACE). This Course is a requirement for those seeking ‘Accreditation to Teach Religious Education’ in a Catholic secondary school.  Presentation and planning of religious education lessons during school internship is an integral part of this course.

EDUC3221 Primary Science
In this course, students will be explicitly taught relevant science content and be exposed to a wide range of strategies to effectively teach science in the primary school. Students will be introduced to appropriate state and nationally-based curriculum materials to support the teaching of primary science. By the end of the course students will demonstrate an adequate knowledge of key concepts required for science teaching at the primary school level. Current and significant developments in Australian science education will be examined to assist students in understanding the role of science in the primary school curriculum. At its core, this course aims to facilitate the development of confident and competent primary science teachers.

EDUC3222 Teaching and Learning Strategies for Adolescents
This course will explore the framework of teacher interaction with students and its impact on student learning with specific reference to methodology associated with the various major and/or specialisation teaching and learning areas. It will examine the perspectives students bring to their learning and the resultant mediation of learning that may occur due to cognitive and affective influences. In the context of an early adolescent classroom, the implications of this mediated learning for the teacher’s teaching and learning methodology within the specific major and/or specialisation teaching and learning areas and for the development of students’ cognitive and metacognitive competencies will be explored. The development of teaching for understanding and meaningful learning will be a central theme. The specific learning needs of early adolescents, early adolescent brain research, and the General Capabilities of the Australian Curriculum (with specific reference to Literacy, Numeracy, and Critical and Creative Thinking) will be explored within the context of the major and/or specialisation teaching and learning areas to extend the understanding of relevant methodology needed to cater for early adolescents within the classroom.

EDUC3294 Professional Experience 3 Secondary
Pre-requisite: EDUC2297 Professional Experience 2 Secondary
The course is a school experience program of ten weeks.  Student-teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this School Experience program.  Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the Internship.

EDUC3300 Behaviour Management and Social Skills
Pre-requisite: EDUC2095 Inclusive Education
This course provides students with the knowledge and understanding of the principles of behaviour management and of social skills acquisition appropriate for children with special learning and behavioural needs.  It equips students with the strategies necessary to cater for special needs children in both regular and special settings. Although based in comprehensive theory, the course is practical in nature and of value to those training for regular classroom teaching.

EDUC3394 Professional Experience 3 Primary
Pre-requisite: EDUC2394 Professional Experience 2 Primary
Co-requisite: EDUC3395 Teaching Method 2: Primary
The course is a school experience program of ten weeks.  Student-teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this School Experience program.  Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the Internship.

EDUC3395 Teaching Method 2: Primary
This course aims to prepare beginning teachers in developing an understanding of classroom assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. This course requires the practical application and demonstration of these understandings during a supervised professional experience.

EDUC3527 Professional Experience 3
EDUC3527: Professional Experience 3 is divided into two phases. Phase One of this course is an early learning centre professional experience of two weeks duration. Pre-service teachers complete two weeks full-time working with children aged 0-2 (under twos). During this time, pre-service teachers will engage in planning, implementing and evaluating early learning experiences.  The 2 week experience will introduce pre-service teachers to the importance of developing positive relationships with children and their families in the early learning centre context. Phase Two of this course is a 7 week professional experience with children aged 3-5 years, within a school context. Pre-service teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this professional experience. Each pre-service teacher is assessed for developing competence and a Pass grade or higher is required for progression to the Internship.

EDUC3594 School Experience 2: Early Childhood
The course is a school experience program of ten weeks. Student-teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this School Experience program. Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the Internship.

EDUC3595 Teaching Method 2: Early Childhood
Pre-requisite: Nil
Co-requisite: EDUC2594 Professional Experience 2 Early Childhood and Care OR EDUC3527 Professional Experience 3 Early Childhood and Care
This course is designed to prepare beginning teachers in developing a range of planning and assessment skills associated with the teaching of particular a skills and concepts within the early childhood context. This course requires the practical application of these skills and strategies within the educational setting as it is completed during the Childcare Experience.

EDUC3619 Principles of Primary Religious Education 2
Pre-requisites: 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.

EDUC3620 Music Education
This course introduces students to the Curriculum Framework areas of The Arts: Music.  Students will be exposed to key concepts such as duration, melody, pitch, rhythm, texture and timbre.  Simple percussion instruments will be used to develop these skills.  The overall goal of the course is to equip students with the skills required to facilitate a holistic and integrative classroom music program.  As such, methodology will be heavily emphasised throughout the course.

EDUC3622 Drama, Dance and Visual Arts
The Curriculum Framework is being implemented in all schools in Western Australia. Within the Framework, the Arts are an identified Learning Area. This course is designed to enable students to explore and reflect on the arts in its various forms.

EDUC3626 Diagnostic Mathematics Clinic
Pre-requisite: EDUC1635 Mathematics 1: Introduction to Mathematics Teaching or equivalent course
This course provides Primary Mathematics Education specialisation pathway students with the opportunity to work with a small group of primary aged students. Pre-service teachers will be involved in the assessment, diagnosis, planning and implementation phases of diagnostic assessment for primary students. Under the direction and supervision of the course coordinator, pre-service teachers will assess primary-aged children using a Diagnostic Assessment tool. The primary school students will be assessed on a one-to-one basis using tools related to their identified needs and age range. In the post-assessment phase, children will be placed into small learning groups to undertake a targeted school-hours support program designed and taught by the pre-service teachers.

EDUC3629 Catering for Students with Special Needs: 0-8 years
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.

EDUC3651 ENGLISH 3: Writing and Spelling
This third English course will focus on the teaching of writing and spelling through literature to develop an understanding of current theories and classroom teaching practices. An holistic approach to the teaching of English is essential thus reading, viewing and oral language will be embedded in the course, with writing and spelling being explicitly addressed.
The National English Curriculum, syllabus and other key English resources will be used for the effective planning, teaching and assessment of writing and spelling.  A range of assessment tools will be used to document student progress and plan for instructional programs across all year levels. Through making a writing planning document and learning centre resource, students will gain practical knowledge of how to teach the different text forms of writing across the early and middle childhood phases of development. The explicit teaching of writing, spelling, morphology, grammar, punctuation and handwriting will be a focus of this course. The management of students with learning difficulties and English as a second language within the classroom literacy program will also be addressed. An integral part of the course will be the integration of literature, information technology, and critical literacy into the teaching program.

EDUC3662 Mathematics 3: Measurement and Geometry
Pre-requisite courses: EDUC1635 Mathematics 1: Introduction to Mathematics Teaching and Learning
This is the third in a sequence of four courses in Mathematics Education. Ideally, EDUC2652 should precede this course but it will be possible, in approved circumstances, for students to complete this course out of sequence. This course explores the Measurement and Geometry 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 Measurement and Geometry from early childhood to late primary. There is an emphasis on how children learn about measurement and spatial geometry and the implications of this for teaching. Planning and its connections to assessment and reporting will be explored in some depth. There is a continued focus on the mathematics skills and knowledge of students, with demonstrated competency required with primary level mathematics topics.

EDUC3893 Professional Experience 3 Bachelor of Health and Physical Education (Primary)
Pre-requisites: EDUC2894 School Experience 1 : Health and Physical Education, HLTH3300 Adaptive and Inclusive Practice for Physical Education, HLTH3800 Physical Education Teaching Methods
The course is a school experience program of ten weeks. Student-teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this School Experience program. Each student-teacher is assessed for developing competence and a Pass grade of higher is required for progression to the internship.

EDUC3894 Professional Experience 3: Bachelor of Health and Physical Education (Secondary)
Pre-requisites: EDUC2894 School Experience 1 : Health and Physical Education, HLTH3300 Adaptive and Inclusive Practice for Physical Education, HLTH3600 Sports Event Management for Teachers, HLTH3800 Physical Education Teaching Methods
The course is a school experience program of ten weeks. Student-teachers teach a number of lessons in particular Learning Area(s). Observation of the teaching of the experienced tutor teacher and working with small groups under the direction of the teacher are other key components of this School Experience program. Each student-teacher is assessed for developing competence and a Pass grade or higher is required for progression to the Internship.

EDUC4001 Families and Partnerships in Teaching and Learning: 0-8 years
Pre-requisite : EDUC2594 Professional Experience 2 Early Childhood and Care
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.

EDUC4002 Professional Experience 4 Early Childhood and Care
Pre-requisites: EDUC2574 Professional Experience 2: Early Childhood and Care and EDUC3527 Professional Experience 3: Early Childhood and Care
EDUC4002: Professional Experience 4 is divided into two phases. Phase One of this course is an early learning centre professional experience of two weeks duration. Pre-service teachers complete two weeks full-time working with children aged 0-2 (under twos). During this time, pre-service teachers will engage in planning, implementing and evaluating early learning experiences.  The 2 week experience will introduce pre-service teachers to the importance of developing positive relationships with children and their families in the early learning centre context. Phase Two of this course is a 7 week professional experience with children K-Yr3, within a school context. Pre-service teachers will observe, program, sequence, plan and teach a number of lessons in particular Learning Areas and Religious Education (if applicable), gradually building to a substantial teaching load by the end of the 7 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. They develop added confidence as a teacher as they accept increasing responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.

EDUC4003 Creating Learning Environments: 0-8 years
Structuring environments that are conducive to learning through play and acquiring competencies in structuring such environments is very important in the Early Childhood setting. The Early Childhood environment can be seen as the stage on which children play out the themes of childhood. The environment is the sum total of the physical and human qualities that combine to create a space in which children and adults work, play and learn together. In this course, students will apply theoretical knowledge of how young children learn to practical situations and create environments for playing and learning.

EDUC4004 Humanities and Social Sciences 2
Pre-requisite: EDUC2627 Humanities and Social Sciences 1
This is the second of two Humanities courses that students will undertake. In this course students will encounter and develop the skills of planning, scope and sequence programming and teaching within Humanities and Social Sciences. The focus in the course will be on applying planning skills in the development of a sequence of lessons and developing a unit overview for years K-6 in all strands of Humanities and Social Sciences. The course will cover the content in the Western Australian Curriculum, with a particular focus on understanding the requirements of Geography, History, Civics and Citizenship, Economics and Business including Literacy, Numeracy and the integration of information and communication technologies. There will also be an emphasis on incorporating the cross curriculum priorities in planning. Students will develop proficiency in understanding Humanities and Social Sciences and the teaching of this subject through specific pedagogical skills.

EDUC4025 Children of High Ability: Gifted and Talented
This course provides students with the theoretical knowledge, practical skills, strategies and programming ideas necessary to effectively develop and implement a curriculum appropriate for students who are gifted and talented in both mainstream and withdrawal situations. Students are shown how to ensure that all students in the classroom benefit from such a curriculum. Topics covered include: definitions and identification, teacher attitudes and expectations, curriculum development, grouping strategies, teaching strategies, acceleration, enrichment, school and classroom management, learning styles, social and emotional implications of giftedness, types of giftedness, concealing giftedness, and the disadvantaged gifted.

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.

EDUC4039 Mathematical Development: 5-8 Years Numeracy and Mathematics
Pre-requisite: EDUC2059 Mathematical Development: 0-5 Years Numeracy and Mathematics AND EDUC3062 Mathematical Development: 0-8 Years Numeracy and Mathematics
This is the third in a sequence of courses covering Mathematics Education in the early years. This course further establishes a theoretical underpinning for mathematics teaching and learning and deepens an understanding of the documentation used by systems and sectors related to the mathematics learning area (e.g. The Australian Curriculum). It particularly explores the strand of Number and promotes effective strategies for the teaching of this strand and other strands in the early childhood/primary classroom.

EDUC4040 Language and Literacy 2
Pre-requisite: EDUC2046 Foundations of Language and Literacy AND EDUC3063 Language and Literacy 1
This course builds on the previous literacy courses to ensure students have a comprehensive and understanding of how language develops, can be taught, and underpins all learning. Students will have opportunities to critically evaluate theoretical perspectives on literacy development enabling them to develop research-informed approaches to early years literacy learning. Students continue to examine issues of equity for literacy learners and will plan literacy-oriented experiences and environments cognizant of the diverse environmental, cultural, and socio-economic backgrounds of children. Students use their knowledge of the skills within the five modes of English to articulate how learning within each of the modes is interrelated and reflective of developmental sequences. Using this knowledge, students will develop programs and sequences of learning reflective of sound early childhood literacy practice. Living in digital societies with an increasing dependence on visual and multimodal texts, students will interrogate how digital technologies can enhance and promote effective communication and development.

EDUC4041 Teaching Internship
The teaching internship is a school based professional experience of eight weeks duration in an early childhood classroom (PK/K/PP/Yr1/Yr2/Yr3). During this time, pre-service teachers are required to plan, teach and assess lessons in a range of learning areas. This eight week experience is designed to provide final year pre-service teachers 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.

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.

EDUC4060 Ethical Leadership for Today's Organisations
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.

EDUC4110 Religious Studies in Australian Schools
EDUC4110 Religious Studies in Australian Schools is designed for students who are prepared to teach Religious Studies in Anglican and other schools within the Protestant tradition. The course provides a general introduction to the place of religion, and specifically the Christian religion, in Australian Independent schools. The course explores ‘A Religious Studies Curriculum for Anglican Schools’ which is the mandated curriculum for schools of The Anglican Schools Commission (Inc.) [ASC] and a suggested curriculum for independent Anglican schools in Western Australia who form the Western Australian Anglican Schools Association [WAASA]. The course integrates the objectives of the above Curriculum, and the seven Strands which form its foundation, with the development of the religious and spiritual capabilities of young people. EDUC4110 does not contribute towards ‘Accreditation to Teach Religious Education in a Catholic School’.

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.”

EDUC4132 Working with Indigenous Students
Consideration is given to the distinctive learning styles of Indigenous peoples and consequent implications for curriculum design; for the choice of syllabus content; for teaching strategies; and for the appropriate social organisation of schools and classrooms.  Particular attention is given to the importance in remote areas of assisting Indigenous children to acquire Standard Australian English.  Students will also gain an understanding of the cultural and social factors that impact on meeting the needs of Indigenous students in the classroom.

EDUC4133 Professional and Legal Responsibilities of the Teacher
This course will require students to reflect on both theoretical and practicum learning acquired over the duration of their degree to engage with their legal, professional and ethical responsibilities as teachers. They will also be able to draw on the courses studied in philosophy and ethics studied within the Core Curriculum and apply that learning to legal case studies in schools. The course will focus on a number of topics including but not limited to, the legal duty of care, the provision of supportive and safe learning environments, bullying and cyber bullying, student wellbeing and the distinction between duty of care and duty to care. Policy guidelines on ethical behaviour provided by the Teacher Registration Board of WA will be addressed. The lecture series will be presented by a past Dean of Law, the Course Coordinator and a Senior Consultant in Psychology from the Catholic Education Office.

EDUC4146 Preparation for Internship and Transition
Pre-requisite: EDUC3294 School Experience 2: Secondary
In preparing for the Internship, this course focuses on helping students to develop an integrated approach to planning and organisation; mapping student progress; reporting student achievements; multi-tasking and prioritising; advancing interpersonal skills; reflecting on professional practice; recognising the importance of stake-holders. This course also helps to prepare students for their first teaching appointment. As such, it bridges the gap between university and the workplace.  Topics to be covered include unions and teacher registration; writing a curriculum vitae; the employment application process; job interviews; 'relief' teaching; teaching in country in remote locations; setting up a classroom; planning the first week's work; communicating with parents and parent/teacher meetings; and accessing to professional associations and journals.

EDUC4182 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 and Assessment Outline 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 be investigated as well as discussion on practical ways of nurturing values in students at all levels.

EDUC4188 Critical Issues in Catholic Schooling
Critical Issues in Religious Education (RE) I examines the critical interplay between the Church’s mission of evangelisation and the place of religious education within this mission.  The distinction between catechesis and religious education is discussed within the context of this interplay. In particular, the course explores the effects of post-modernism, materialism and secularism on Australian religious beliefs and values. The course reviews the implications to religious education of the response to these effects by Vatican Council II and post-conciliar decisions.  The nature and purpose of New Evangelisation is discussed and how such an approach to re-vitalising the Church’s mission influences the religious identity and mission of Catholic schools that supports the teaching of religious education.

EDUC4189 Critical Issues in Religious Education
Critical Issues in Religious Education 2 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.

EDUC4210 Essentials of the Catholic School
This course examines the mission and goals of the Catholic school in the context of the Church and society today. 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 and students. A significant aspect studied in this course is the religious dimension of the policies, pastoral care and curriculum of the Catholic school. Also the crucial role of the teacher is explored as well as the structure and influence of the Catholic education sector and the challenges facing Catholic schools in the future.

EDUC4239 Issues in Secondary Education
This course is designed to provide students with the opportunity to engage with and reflect upon the contemporary issues facing teachers and schools in the unique context of the secondary setting. Following completion of a two week school experience students will be expected to explore and reflect upon the challenges of teaching adolescents of this current generation.  What are the major social issues facing students and how do they impact on the classroom?  What are the different measures are schools taking to deal with such issues?  Topics include values, mental health and well being of students, emerging technologies, vocational pathways, middle schooling, schooling for senior secondary students and expanding career options.  Curriculum issues will also explore changing trends in curriculum design and new ways of thinking about assessment in the Secondary context.  Students should feel confident in approaching the Secondary context that they are familiar with and able to critically engage with the important contemporary debates in Secondary education today.

EDUC4240 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.

EDUC4250 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.

EDUC4291 Professional Experience 4 Secondary
Pre-requisite: EDUC3294 Professional Experience 3 Secondary. Successful completion of the LANTITE
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. Successful completion of this course is essential for teaching certification.

EDUC4321 Introduction to Research and Scholarship – Maths
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4322 Introduction to Research and Scholarship – Science
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4323 Introduction to Research and Scholarship – English
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4324 Introduction to Research and Scholarship – Humanities and Social Sciences (HASS)
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4325 Introduction to Research and Scholarship – Special Education
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education. Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4326 Introduction to Research and Scholarship – Theatre Studies
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program. Students will present a scholarly paper on a specialisation-relevant topic.  Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4327 Introduction to Research and Scholarship – Service Learning
Pre-requisite: EDUC3221 Primary Science
This course provides students with the opportunity to further develop their skills of scholarship and research within the framework of the specialisation that has been studied during their four-year program.  Students will present a scholarly paper on a specialisation-relevant topic. Scholarship and research activities may include, but are not limited to, topics such as contemporary issues; school responses to initiatives; reviews of existing educational programs; and values-based education.  Topics will be determined in conjunction with the staff member responsible for the specialisation.  The course will be evaluated via the writing of a scholarly paper.

EDUC4330 Catholic Social Teaching in Catholic Schools
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.

EDUC4331 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.

EDUC4391 Professional Experience 4 Primary
Pre-requisite: EDUC3394 Professional Experience 3 Primary. Successful completion of the LANTITE
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.

EDUC4400 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 the identification of students with learning disabilities will lead to planning of individualised intervention programmes.  The implementation of these programmes in mainstream classrooms will be course features.

EDUC4430 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 inclusion of children with ADHD and children with Autism Spectrum Disorder (ASD).

ED4632 Transforming Learning through ICT
Pre-requisites: Nil Co-requisites: Nil
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, early childhood, primary or secondary (both lower and upper). The course develops the ICT skills learnt in Introduction to ICT for Teachers. 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.

EDUC4639 Mathematics 4: Statistics and Probability 
This is the last in a sequence of four courses in Mathematics Education. This course explores the Statistics and Probability 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 Statistics and Probability from Early Childhood to late Primary. Students will be introduced to a range of resources including the use of ICT to support mathematics teaching and learning in Statistics and probability. This course will also focus on recent research in mathematics education, current issues facing new educators in the area of mathematics education and preparation for the classroom as qualified teachers of primary mathematics. There is a continued focus on the mathematics skills and knowledge of students, with demonstrated competency required with primary level mathematics topics.

EDUC4671 ENGLISH 4: Oral Language, Speaking and Listening
Pre-requisite: EDUC2631 English 2: Reading and Viewing
This fourth course builds on the previous English courses to ensure students have a comprehensive knowledge and understanding of how language develops, can be taught, is interrelated and underpins all learning. It reinforces the foundational skills of effective literacy (phonology, syntax, semantics, pragmatics and vocabulary) through the development of oral language and critical literacy. The course will focus on the importance of developing effective communication skills using Standard Australian English, while valuing the existing competencies of students from non English speaking backgrounds. Curriculum documents, syllabus, assessment and teaching resources will be examined across literacy learning areas to reinforce the diverse ways in which oral language can be taught. A teaching program will be planned to develop oral language skills using literature and drama. The integration of information communication technology will be addressed and demonstrated through the designing and development of an electronic resource, using literature to support literacy development.

EDUC4890 Professional Experience 4 Bachelor of Health and Physical Education (Primary)
Pre-requisites: EDUC2894 Professional Experience 2: BHPE and HLTH4000 Health Education Method 2
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.

EDUC4891 Professional Experience 4 Bachelor of Health and Physical Education (Secondary)
Pre-requisites: EDUC2894 Professional Experience 2: BHPE and HLTH4000 Health Education Method 2
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.

EDUC4892 Reflective Practice
The decision to enter the world of teaching carries with it a commitment to become increasingly self-aware, a lifelong learner and a reflective practitioner. Reflective educators are individuals who carefully examine their own and others' professional practice. They analyse their own teaching and their students' thinking and learning to find out if certain strategies they are using are making a difference in their students' achievement and performance. The unit requires each student to engage in a series of guided reflections.

EDUC4960 Religious and Spiritual Capabilities of Young People
This course explores the spiritual and religious development of young people. It focuses particularly on gaining a deeper understanding of ‘spirituality’ and the ways in which spiritual development can be nurtured. The interrelationship between young people’s spiritual and religious development and the theories accounting for these developments are discussed. Concepts of God, the role of imagination and the spiritual capacity for wonder and awe are explored. This course draws on national and international research on the influence of parental and cultural images of God, the role of family, community and school in religious socialisation and the development of religious thinking.

EDUC5000 Research Methods in Education
This course will provide students with an introductory overview to conducting a research project. The course has a threefold focus (i) to provide students with the tools and background to completing a research project in an area of relevance, (ii) to enable students to think critically about how they would approach research within their chosen area of study, and (iii) to critically review and critique literature and methodologies for conducting research within an educational setting.

EDUC5005 Advanced Teaching Skills
In this course, participants will develop their abilities to assess and report on student performance. They will also have the opportunity to evaluate work samples related to content topics at a specific year level, below, at, or above the achievement standard defined by the Australian Curriculum. This critical analysis of work samples will allow pre-service teachers to reflect on how an assessment task might be improved to facilitate greater learning. Using student work samples, pre-service teachers will gain experience in providing students with the most effective feedback possible. Pre-service teachers 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”.

EDUC5006 Education, 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.

EDUC5007 English: Reading and Viewing
This course focuses on the effective teaching of reading and viewing, through an integrated approach linking theory and practice. Advanced writing and oral language skills are integral to the development of reading and viewing and as such are embedded within the course. The Curriculum Framework, National English Curriculum and WA syllabus documents are incorporated into planning and documenting  a comprehensive reading and viewing instructional program. A range of assessment tools will be critically analysed and applied in a practical literacy case study. Tutorials will model key instructional strategies essential to effective literacy teaching, and integrate literature to support synthesis. Differentiation of learning and teaching strategies to address learning difficulties in reading are also an integral part of this course. Resources to support the teaching of literacy will be critically analysed and used in the development of the reading and viewing instructional program.

EDUC5008 English: Writing and Spelling
This course will focus on the teaching of writing and spelling using children’s literature. Current theories and classroom teaching practices will be analysed to support you to develop an holistic approach to the teaching of English.  While reading, viewing and oral language will be embedded in the course, with writing and spelling will be explicitly addressed.
The Australian English Curriculum and other key literacy resources will be used for the effective planning, teaching and assessment of writing and spelling.  A range of assessment tools will be used to document student progress and plan for instructional programs across all year levels. Through making a writing planning document and learning centre resource, students will gain practical knowledge of how to teach the different text forms of writing across the early and middle childhood phases of development. The explicit teaching of writing, spelling, morphology, grammar, punctuation and handwriting will be a focus of this course. The management of students with learning difficulties and English as a second language within the classroom literacy program will also be addressed. An integral part of the course will be the integration of literature, information technology, and critical literacy into the teaching program.

EDUC5017 Mathematics: Number and Algebra
This is the first in a sequence of two courses in Mathematics Education for Master of Teaching (Primary) students. 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.

EDUC5018 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.

EDUC5019 Principles of Secondary Religious Education 1
This course is designed for Pre-Service Teachers to acquire an understanding of the theological and pedagogical principles of the mandated diocesan Religious Education Guidelines. Pre-Service Teachers 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 Pre-Service Teachers 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 Pre-Service Teachers 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.

EDUC5020 Psychological Principles of Classroom Management
This course examines the classroom organisation, management and disciplinary approaches appropriate to the 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 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.

EDUC5021 Religious Studies in Australian Schools
EDUC5021 Religious Studies in Australian Schools is designed for students who are prepared to teach Religious Studies in Anglican schools. The course provides a general introduction to the place of religion, and specifically the Christian religion, in Australian Independent schools. The course evaluates ‘A Religious Studies Curriculum for Anglican Schools’ which is the mandated curriculum for schools of The Anglican Schools Commission (Inc.) [ASC] and a suggested curriculum for independent Anglican schools in Western Australia who form the Western Australian Anglican Schools Association [WAASA]. The course critically integrates the objectives of the above Curriculum, and the seven Strands which form its foundation, with the development of the religious and spiritual capabilities of young people. EDUC5021 does not contribute towards ‘Accreditation to Teach Religious Education in a Catholic School’.

EDUC5022 Sustainability: Systems, World Views and Futures
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.

EDUC5023 The Professional and Legal Responsibilities of Teachers
This course will require students to reflect on both theoretical and practicum learning acquired over the duration of their degree to engage with their legal, professional and ethical responsibilities as teachers. They will also be able to draw on the courses studied in philosophy and ethics studied within the Core Curriculum and apply that learning to legal case studies in schools. The course will focus on a number of topics including but not limited to, the legal duty of care, the provision of supportive and safe learning environments, bullying and cyber bullying, student wellbeing and the distinction between duty of care and duty to care. Policy guidelines on ethical behaviour provided by the Teacher Registration Board of WA will be addressed. The lecture series will be presented by a past Dean of Law, the Course Coordinator and a Senior Consultant in Psychology from the Catholic Education Office.

EDUC5024 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 Western 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.

EDUC5026 Introduction to Positive Education
This course is an introduction to 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. The course will familiarise pre service teachers 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.

EDUC5033 Literacy across the Curriculum in the Middle School
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.

EDUC5125 Philosophy in Schools
This course analyses key philosophical theories, concepts, and practices for teaching critical and creative thinking and ethical understanding in Western Australian schools. The course provides an overview of the history of the Philosophy for Children (P4C) movement and the introduction of philosophy and ethics as courses of study in secondary education. The course evaluates the value of educational experience as a process for forming virtuous and reasonable citizens. The course promotes a pedagogical emphasis on the Community of Inquiry (CoI) to facilitate critical, creative, caring, and reflective thinking skills.

EDUC5204 English for Culturally and Linguistically Diverse Students
This course allows students to differentiate between mainstream literacy practices and the teaching and learning of English as an additional language / dialect (EAL/D). The course stresses the importance of a multi-linguist approach to the understanding of additional language acquisition. Students will explore how language and culture affect learners’ world views and hence the comprehension of the curriculum. 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 be introduced to the EAL/D Progress Map as an appropriate monitoring and assessment tool for EAL/D learners. The course focus is on teaching and learning strategies for language and literacy acquisition including those appropriate for additional language learners within a mainstream context

EDUC5219 Principles of Secondary Religious Education 2
Pre-requisite: EDUC5019 Principles of Secondary Schools Religious Education 1
Principles in Secondary Religious Education 2 is designed for students to extend their knowledge of teaching Religious Education in Catholic senior secondary schools in Western Australia. Students analyse the context of Religious Education as a Ministry of the Word and as the first key Learning Area in a Catholic school. The Course assists students in critically evaluating how the content of the mandated diocesan Religious Education Courses of Work can engage senior secondary school students.  The Course also critically evaluates how the RE content satisfies the Religion and Life syllabus requirements of the WA Certificate of Education (WACE). This Course is a requirement for those seeking ‘Accreditation to Teach Religious Education’ in a Catholic secondary school.  Presentation and planning of religious education lessons during school internship is an integral part of this course.

EDUC5221 Primary Science
In this course, students will be explicitly taught relevant science content and be exposed to a wide range of strategies to effectively teach science in the primary school. Students will be introduced to appropriate state and nationally-based curriculum materials to support the teaching of primary science.   By the end of the course students will demonstrate an adequate knowledge of key concepts required for science teaching at the primary school level.  Current and significant developments in Australian science education will be examined to assist students in understanding the role of science in the primary school curriculum.  At its core, this course aims to facilitate the development of confident and competent primary science teachers.

EDUC5223 Teaching and Learning Strategies for Adolescents
This course will explore the framework of teacher interaction with students and its impact on student learning with specific reference to methodology associated with the various major and/or minor teaching and learning areas. It will examine what the perspectives students bring to their learning and the resultant mediation of learning that may occur due to cognitive and affective influences. In the context of an early adolescent classroom, the implications of this mediated learning for the teacher’s teaching and learning methodology within the specific major and/or minor teaching and learning areas and for the development of students’ cognitive and metacognitive competencies will be explored. The development of teaching for understanding and meaningful learning will be a central theme. The specific learning needs of early adolescents, early adolescent brain research, and the General Capabilities of the Australian Curriculum will be explored within the context of the major and/or minor teaching and learning areas to extend the understanding of relevant methodology needed to cater for early adolescents within the classroom.

EDUC5237 Planning and Pedagogy
This is a foundational course in the Master of Teaching (Secondary, Middle Schooling) course.  Students are introduced to theoretical and research literature pertaining to Planning (lesson planning, planning a unit of work, planning documentation, etc); and Pedagogy (relationship formation, positive reinforcement, questioning, giving directions and instructions, demonstrations, etc).  The course will prepare students for undertaking the school experience components of their course in their major and minor teaching areas.  As such, students are required to pass this course prior to attempting School Experience I.

EDUC5272 Professional Experience 1 Master of Teaching Secondary
This course will incorporate a ten week professional placement in a Secondary classroom. Pre- Service Teachers will gain practical and theoretical experience within their major teaching area and their teaching specialisation. In their professional experience, students will observe, plan, implement and evaluate authentic, developmentally appropriate and inclusive experiences for secondary students. There will be regular opportunities for reflective practice in collaboration with an experienced teacher mentor. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist in classrooms. Pre-Service Teachers 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. On completion of the course Pre-Service Teachers will have been introduced to the professional expectations of a graduate teacher as outlined in the Australian Professional Standards for Teachers.

EDUC5298 Professional Experience 2 Master of Teaching Secondary
Pre-requisite: EDUC5272 Professional Experience 1: Secondary
This course will incorporate a ten week professional placement in a Secondary classroom. It is the final ‘internship’ practicum following an earlier 10 week practicum in the previous year of the degree. As such, interns will be expected to take a gradually increased teaching load over the ten weeks to a point where they will have close to a fulltime equivalent load. Interns will gain practical and theoretical experience within their major teaching area and their teaching specialisation. Interns will observe, plan, implement and evaluate authentic, developmentally appropriate and inclusive experiences for secondary students. There will be regular opportunities for reflective practice in collaboration with an experienced teacher mentor and university supervisor. A major focus will be on developing the intern’s capacity to teach across Years 7 – 12 in their major learning area and their specialisation. Interns 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. On completion of the course interns will have been judged to meet the professional expectations of a graduate teacher as outlined in the Australian Professional Standards for Teachers.

EDUC5370 Professional Experience 1 Master of Teaching Primary
This course encompasses a school experience program of ten weeks. Conducted in the Primary school setting (Years 1 – 6), Pre-Service Teachers will gain practical and theoretical experience across all learning areas. In their professional experience, Pre-Service Teachers will observe, plan, implement and evaluate authentic, developmentally appropriate and inclusive experiences for primary children. There will be regular opportunities for reflective practice in collaboration with an experienced teacher mentor. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist in classrooms. Pre-Service Teachers 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 in this setting. In the first weeks the experience will be largely observational leading on to a gradual increase in teaching load. On completion of the course Pre-Service Teachers will have been introduced to the professional expectations of a graduate teacher as outlined in the Australian Professional Standards for Teachers.

EDUC5371 English 4: Oral Language, Speaking and Listening
This fourth course builds on the previous English courses to ensure students have a comprehensive knowledge and understanding of how language develops, can be taught, is interrelated and underpins all learning. It reinforces the foundational skills of effective literacy (phonology, syntax, semantics, pragmatics and vocabulary) through the development of oral language and critical literacy. The course will focus on the importance of developing effective communication skills using Standard Australian English, while valuing the existing competencies of students from non English speaking backgrounds. Curriculum documents, syllabus, assessment and teaching resources will be examined across literacy learning areas to reinforce the diverse ways in which oral language can be taught. A teaching program will be planned to develop oral language skills using literature and drama. The integration of information communication technology will be addressed and demonstrated through the designing and development of an electronic resource, using literature to support literacy development.

EDUC5389 Professional Experience 2 Master of Teaching Primary
Pre-requisite: EDUC5370 Professional Experience 1: Primary
This course will incorporate a ten week professional placement in a Primary school classroom. It is the final ‘internship’ practicum following an earlier 10 week practicum in the previous year of this degree. As such, interns will be expected to take a gradually increased teaching load over the ten weeks to a point where they will have close to a fulltime equivalent load. Interns will gain practical and theoretical experience across all learning areas in the Primary school setting. Interns will observe, plan, implement and evaluate authentic, developmentally appropriate and inclusive experiences for Primary children. There will be regular opportunities for reflective practice in collaboration with an experienced teacher mentor and university supervisor. A major focus will be on developing the student’s capacity to teach across Years 1 – 6. This practicum will normally be conducted in an upper primary classroom. Interns 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. On completion of the course interns will have been judged to meet the professional expectations of a graduate teacher as outlined in the Australian Professional Standards for Teachers.

EDUC5395 Teaching Method 1: 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.

EDUC5618 Principles of Primary Religious Education 1
This course 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.
This course is a requirement for those seeking Accreditation to Teach Religious Education in a Catholic Primary school.

EDUC5619 Principles of Primary Religious Education 2
Pre-requisites: 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.

EDUC5622 Drama, Dance and Visual Arts
This course is an introduction to teaching and learning in The Arts with specific attention to dance, drama, visual arts (and media arts). The rationale for arts education, the features of authentic arts curriculum and pedagogy; and the arts as creative, expressive and cultural practices, are all examined. Through practical arts activities and other tasks, pre-service teachers will develop the foundational skills needed to incorporate the arts into the early childhood and primary school curriculum in a meaningful way.

EDUC5623 Health and Physical Education
This course is designed to assist prospective teachers in furthering the knowledge necessary to successfully teach Health and Physical Education in the classroom. It assists students in understanding the important role of physical activity in maintaining healthy lifestyles. Students will also develop specialised skills in this learning area through the Fundamental Movement Skills teacher’s course and the presentation of planning support materials in both Health and Physical Education.

EDUC5627 Humanities 1
In this course the students will encounter and develop the skills of planning, programming and teaching in the learning area of Humanities. The teaching of the content of each year level from Pre-Primary to year six will be investigated.  The students will be involved in planning authentic tasks (e.g. excursions and fieldwork) to complement their knowledge of pedagogy and integrating Humanities into all learning areas.
Participants will use the Western Australian Curriculum and Assessment Outline to explore all the strands of the Humanities and Social Sciences curriculum. They will have the opportunity to focus on the Cross curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and culture and Australia’s engagement with Asia.
Students will be introduced to inquiry-based learning and will be given opportunities to implement it into their planning. They also investigate how cultural beliefs, values, abilities and ethical positions are interconnected.

EDUC5629 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 disabilities and difficulties in the regular class setting.  Relevant legislation and policy will be discussed along with the impacts of this legislation on classroom practice and expectations. The course will examine the principles and procedures that inform modifications to the classroom environment, curriculum, instruction and assessment of students with special needs.

EDUC5662 Mathematics 3: Measurement and Geometry
Pre-requisite: EDUC5017 Mathematics: Number and Algebra
This is the second in a sequence of two courses in Mathematics Education for Master of Teaching (Primary) students. Ideally, EDUC5017 should precede this course but it will be possible, in approved circumstances, for students to complete this course out of sequence. This course explores the Measurement and Geometry 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 Measurement and Geometry from the childcare setting to late primary. There is an emphasis on how children learn about measurement and geometry and the implications of this for teaching. Planning and its connections to assessment will be explored in some depth. There is a continued focus on the mathematics skills and knowledge of students, with demonstrated competency required with primary level mathematics topics.

* Includes non-EDUC required courses

EDUC6000 Critical and Creative Thinking in Religious Education
The focus of the course is to explore how teachers can assist students (K-12) develop the necessary skills for deeper learning of the RE content whether it is Church teaching or Jesus’ parables. With the emphasis of the Australian Curriculum on deep learning in disciplines, this course introduces the general capability of critical and creative thinking skills such as inquiry skills, critical literacy, discussion and thinking skills, reflection and transformative learning to the field of Religious Education. The course will demonstrate how modern educational practices can best serve RE pedagogy to create a ‘community of inquiry’ to inform and engage students across the school years.

EDUC6001 Retreat Leadership in Catholic Schools
This course examines the significant role of retreats in the personal and religious formation of staff and students in Catholic primary and secondary school settings. The course begins by exploring the development of retreats as religious experience within the Catholic Church tradition over the centuries. From this point, the various approaches to retreats for staff and students are evaluated. In recent years, there have been important educational policy directions given to the conduct of retreats on legal, spiritual and sacramental grounds of which leaders of retreats should remain cognisant. Critically, retreat leaders need to analyse the complex personal, social and spiritual issues that influence the nature and purpose of retreats within Catholic schools whether the retreats be for staff formation or for students. Two key facets to this course will be the opportunity for retreat leaders to reflect critically on and share their experiences of retreats and to apply research findings to an issue about retreats in their local school setting.

EDUC6002 Applied Research Methods in Education
This course will provide students with an introductory overview on qualitative and quantitative research methods. The course focuses initially on exploring the nature of a research question and its relationship to the aims and objectives of a research study. Next, the course provides students with the tools and background to critique a research article in an area of professional relevance.  The course enables students to critically evaluate a range of research techniques and how they would apply these techniques to a chosen area of study. Finally, students will review and critique literature and methodologies in preparation for the writing of a research proposal within an educational setting.

EDUC6003 Holistic Development in Early Childhood
This course explores holistic development in early childhood as an approach based on the understanding that children’s learning is integrated and cannot be separated into compartments based on school curriculum. Holistic development takes the perspective that children learn through engagement – engagement with community and the environment. Holistic approaches to education are based on the foundation that children develop a sense of identity, meaning and purpose through being provided with opportunities to integrate their learning across all domains and curriculum. This course explores the theoretical perspectives underpinning holistic approaches to development and aims to promote the application of holistic approaches in early childhood education and care settings.

EDUC6004 Early Childhood Curriculum Development
This course explores various components of curriculum when working with children from birth to 8 years of age. From an early childhood perspective, curriculum encompasses all of the learning, including transitions and environmental influences. This course focusses particularly on the areas of; early language development and literacy; early numeracy skills; science and technology; creative arts and music; social and environmental education; physical and health education; as well as investigating the impact of wellbeing and safety on curriculum decisions. Whilst each of these topics is investigated in isolation within the course, the practical application of curriculum in the early years occurs in a more holistic and integrated way.
*  This course addresses essential content for ACECQA Accreditation

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.

EDUC6055 Building Resilient Teachers and Schools
Teacher resilience has been associated with teacher quality and positive outcomes for both educators and students. School leaders play a critical role in cultivating resilience for staff across the range of career phases and in leading resilient schools. This course focuses on the concept of resilience and why it is important for teachers and school leaders. Using understandings from theory and research, the course explores the influence of both individual and contextual factors in the resilience process along with strategies and practices that constrain and promote resilience. Drawing on theory and recent empirical research, the course will enable students to develop in-depth knowledge and understanding of the concept of resilience and the personal qualities and strategies that promote resilience for themselves and others. Further, the course enables students to understand how school contexts support resilience and the operational, relational and strategic implications for school policies and practices. Throughout the course students will have opportunity to reflect on key themes in relation to their own experiences, understand and apply learning to current and future situations.

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.

EDUC6060 Ethical Leadership for Today's Organisations
The course analyses leadership theory which challenges the traditional, mechanistic world-view prevalent for much of the 20th and early 21st 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 also to the quality of life in a democratic society.

EDUC6067 Assistive Technology for Inclusion
This course engages participants with theory and practice in the area of assistive technology for students with special needs in inclusive educational settings. Assistive technologies (low-tech, mid-tech and high-tech), are increasingly being used to ensure students with special needs are able to access curriculum, instruction and assessment.  Identification of students’ needs and linking these with appropriate assistive technology devices will be a focus of the course. In addition, the services and personnel who support the use of assistive technology will be examined. Specific topics covered include assistive technologies for: communication (including AAC); physical access/mobility; sensory impairments; and learning. Tracking the progress of students and planning for the use of assistive technology will be addressed.

EDUC6068 Leading Mathematics in the Middle Years
This course provides an in-depth exploration of the required mathematics knowledge for teaching in the middle years and for leading other teachers in their professional learning. Teachers will explore and further develop their pedagogical content knowledge, applying it to the mathematics curriculum. They will develop a deeper understanding of specific mathematical content, the ways in which children learn that content and appropriate, research-based pedagogies. The focus on leadership development will provide teachers with the skills to take into schools to lead pedagogical change in the middle years and mentor other teachers of mathematics.

EDUC6069 Developing Mathematical Thinking
This course exemplifies the kinds of learning environments that teachers of mathematics seek to create. At the core of this course is the belief that learning mathematics is a human, active and collaborative endeavour. Teachers will engage with research and strategies to encourage the development of strong mathematical mindsets and working mathematically. Working mathematically is much more than knowing facts, recalling definitions and applying techniques to problems that are already familiar to us. It is about developing the mathematical processes and thinking skills that can be used when confronted by challenging problems. Being able to describe problem solving strategies, in spoken words, in diagrams and on paper, assists in the problem solving process and in communicating the outcomes to others.

EDUC6070 Mathematics Learning in the Middle Years
In this course students will explore issues relating to the learning and teaching of mathematics in a contemporary middle years’ classroom. These issues will include developing a deeper understanding of research-based pedagogies that support the teaching and learning of mathematics in the middle years, analysing how students in the middle years form mathematical concepts and engaging with pedagogies that develop creative and critical thinking for critical numeracy. Teachers will examine the concept of differentiation to support students in their mathematical learning. Teachers will explore theory relating to the integration of information and communication technologies in the mathematics classroom including the development of teachers’ Technological Pedagogical Content Knowledge.

EDUC6071 Assessment, Intervention and Differentiation in Mathematics Teaching and Learning
In this course teachers will apply their knowledge of curriculum and pedagogy to address diversity within the middle years mathematics classroom. Teachers will explore strategies to assess, intervene and cater for the diverse range of students in their classes by drawing on contemporary, research-based literature. They will examine research-based formative assessment processes to identify where students are positioned on learning progressions and learn to address the needs of individual students using a targeted teaching approach and differentiation strategies. Different forms of assessment and rich assessment tasks will be critically analysed and evaluated for use within middle years’ classrooms.

EDUC6075 Understanding Holistic Development in Context
This course explores the theoretical perspectives underpinning holistic approaches to development and learning and aims to promote the application of holistic approaches in early childhood education and care settings through the 10-day professional experience with birth to two year olds. Holistic development in early childhood is explored as an approach based on the understanding that children’s learning is integrated and cannot be separated into compartments based on school curriculum. Holistic development takes the perspective that children learn through engagement – engagement with community and the environment. Holistic approaches to education are based on the foundation that children develop a sense of identity, meaning and purpose through being provided with opportunities to integrate their learning across all domains and curriculum. The professional experience is designed to facilitate the integration of theory with practice and provides an avenue for demonstration of competence in the care and education of children aged 0- 2 years within an early learning centre context.

• This course addresses essential content for ACECQA Accreditation

EDUC6076 Integration in Early Years Settings
This course explores issues pertaining to curriculum integration with a particular focus on factors that influence planning and the practical skills involved in planning to teach and assess young children. As young children’s development and learning are interconnected across and within the domains, a curriculum that is interconnected or integrated is a common sense way to educate and care for the whole child. Theories and models of effective early childhood pedagogy are explored and current research is examined to identify effective ways to ensure that children are provided with appropriate learning environments and experiences to enhance social-emotional development as well as academic outcomes, and this includes a focus on children with special needs and those from diverse backgrounds. This course explores the fundamentals of education and care in the early years through an examination of the policies, standards and curriculum documents that inform practice while undertaking the professional experience with 3-5 year olds and school aged children. The professional experience is designed to facilitate the integration of theory with practice and provides an avenue for demonstration of competence in the care and education of children aged 3- 8 years.

• This course addresses essential content for ACECQA Accreditation

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.

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.

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.

EDUC6081 Leading Pastoral Care in Education
Co-requisite EDUC6260 Pastoral Care and the School
This course explores pastoral leadership in educational settings and provides students with the knowledge, skills and strategies for effective leadership of pastoral care by examining their current and future work contexts. Drawing on contemporary research and practice, the course explores systemic and whole-school approaches for leading pastoral care in schools regarding recent changes in: teaching on identity and the dignity and care of students; mental health trends; child safety; socio-emotional learning; school crisis response; and attendance. Students will further have the opportunity to analyse the effectiveness of pastoral approaches through the use of scenarios, case studies and exploring models of wellbeing used in schools. Opportunities will be provided throughout the course to participate in networking, by collaborating with other students regarding the sharing of best-practice.

EDUC6083 Schools, Industrial Relations and the Law
This course introduces students to issues of industrial relations and the law as they pertain to schools.  The theoretical component involves an investigation of the following topics: legal procedures, negligence, duty of care, family law, privacy laws, discrimination issues, harassment in schools, criminal liability of teachers, criminal liability of students.  In addition, students will review legislation and common law, as well as employment law.

EDUC6160 Christian Formation in Education
Christian formation is fundamental to the educational process in Catholic schools. Such formation offers a vision of life which calls for a commitment to Christian faith and promotes a worldview based on the Kingdom of God. The course examines the theological basis for this vision within the context of Catholic schooling and critically evaluates a range of official Church documents that form the foundation of mandate letters, mission statements and other Catholic school documents. Of particular focus is the prophetic role or ‘signs of the times’ these Church documents have in describing the present situation of Catholic schools and the challenges which lay in the future.

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.

EDUC6188 Critical Issues in Catholic Schooling
This course examines the critical interplay between the Church’s mission of evangelisation and the place of religious education within this mission.  The distinction between catechesis and religious education is discussed within the context of this interplay. In particular, the course explores the effects of post-modernism, materialism and secularism on Australian religious beliefs and values. The course reviews the implications to religious education of the response to these effects by Vatican Council II and post-conciliar decisions. The nature and purpose of New Evangelisation is discussed and how such an approach to re-vitalising the Church’s mission influences the religious identity and mission of Catholic schools that supports the teaching of religious education.

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.

EDUC6192 Jesus in his time and for today
Acharacteristic of the contemporary world is the increasing closeness being forged between Christians and Jews. This course is designed so that religious educators can consider and evaluate the implications for their work of this movement towards mutual understanding. Students will discuss official documents generated by leaders of the Jewish-Christian dialogue. In the light of insights gained from these sources, they will assess the educational forms for presenting Christian sacred texts. They will examine key historical developments in the Jewish-Christian relationship and determine appropriate responses for Australian educational contexts. They will investigate issues involved in the movement to restore relations between Jews and Christians. The focus of the course will be the theoretical and practical implications for religious educators working in Christian contexts that follow from the Jewish-Christian dialogue.

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.

EDUC6244 Integration in Early Childhood Development
This course explores issues pertaining to curriculum integration. In particular, the focus is on factors that influence planning and the practical skills involved. Research supports the use of an integrated curriculum and instructional techniques that involve the learners in social and interactive learning. As young children’s development and learning are interconnected across and within the domains, a curriculum that is interconnected or integrated is a commonsense way to educate and care for the whole child. Current research is examined to identify effective ways to ensure that children are provided with appropriate learning environments and experiences to enhance social-emotional development as well as academic outcomes, and this includes a focus on children with special needs and those from diverse backgrounds. There is also a focus on the fundamentals of education and care in the early years through an examination of the policies, standards and curriculum documents that inform practice.

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.

EDUC6381 Educating for a New Earth and the Environmental Challenge
Catholic educators have a critical role to play in promoting the Church’s call to “ecological conversion”.  Pope Francis has called for Contemplation, Conversion, Dialogue and Care and the raising of the moral and spiritual dimensions in the consideration of the natural world.  The course explores key ecological issues in the light of Church teaching and educational pedagogy.  Papal documents detailing the protection of the creation and of the earth’s life support ecosystems are highlighted.  Ecological principles for Catholic Education are considered.  The notion of ecological conversion is viewed in the light of a call to justice.  Given ecological degradation, it is the poor who are impacted upon disproportionately. Essential to this course is participant input.  In particular, participants will need to consider the teaching of stewardship and sustainability from their own educational contexts.

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.

EDUC6605 Evaluation of Early Childhood Education School Experience
Pre-requisite: Completion of any 3 of the following courses: EDUC6242 Global Perspectives in Early Childhood, EDUC6243 Trends in Early Childhood Development and Teaching, EDUC6244 Integration in Early Childhood Development, EDUC6003 Holistic Development in Early Childhood, EDUC6004 Early Childhood Curriculum Development
The course is undertaken in lieu of the four week Early Childhood School Experience qualifying placement.  Essentially, this is an alternative assessment device designed for primary trained teachers who are already employed in Kindergarten, Pre-primary, or a 3-5 year old childcare centre.

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.

EDUC6765 Action Research in Education
This course describes the nature of action research, and describe its use in on-going professional learning to improve teaching and learning practice. This will cover the following:   " Overview of action research  " The change process  " Entry and contracting  " Participation and involvement  " Research aspects of action research  " Process design  " An action research style of evaluation  " Soft systems methodology   Students design and perform their own improvement project.

EDUC6801 Professional Experience Postgraduate
Pre-requisite: Completion of any 3 of the following courses: EDUC6242 Global Perspectives in Early Childhood, EDUC6243 Trends in Early Childhood Development and Teaching, EDUC6244 Integration in Early Childhood Development, EDUC6003 Holistic Development in Early Childhood, EDUC6004 Early Childhood Curriculum Development
The Practicum Experience within the Graduate Certificate in Education (Early Childhood) is divided into two Phases. It is recommended that students enrol in the Practicum Experience whilst completing coursework courses to allow for the integration of theory and practice. The practicum Phases are outlined below:

• Phase One This is a 2 week practicum with babies and toddlers (0-2 year olds) within a childcare context. Students must successfully complete Phase One to move into Phase Two.
• Phase Two This course is a 10 week practicum with children aged 3 – 5 years, within a school or childcare context.

The practicum experiences are designed to facilitate the integration of theory with practice. The practicum components of the degree provide an avenue for demonstration of competence in the education and care-giving of children aged from birth to 5 years of age.

EDUC6890 Children of High Ability: Gifted and Talented
This course provides students with the theoretical knowledge, practical skills, strategies and programming ideas necessary to effectively develop and implement a curriculum appropriate for students who are gifted and talented in both mainstream and withdrawal situations. Students are shown how to ensure that all students in the classroom benefit from such a curriculum. Topics covered include: definitions and identification, teacher attitudes and expectations, curriculum development, grouping strategies, teaching strategies, acceleration, enrichment, school and classroom management, learning styles, social and emotional implications of giftedness, types of giftedness, concealing giftedness, and the disadvantaged gifted.

EDUC6960 Religious and Spiritual Capabilities of Young People
This course explores the spiritual and religious development of young people. It focuses particularly on gaining a deeper understanding of ‘spirituality’ and the ways in which spiritual development can be nurtured. The interrelationship between young people’s spiritual and religious development and the theories accounting for these developments are discussed. Concepts of God, the role of imagination and the spiritual capacity for wonder and awe are explored. This course draws on national and international research on the influence of parental and cultural images of God, the role of family, community and school in religious socialisation and the development of religious thinking.

EDUC6970 The Professional Religious Educator
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

1. the role and challenge of being a religious educator,
2. the religious educator as leader, and
3. 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.

EDUC0001 Teaching Major: Drama
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Drama in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Drama learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Drama will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0002 Major Teaching Method: English
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: English in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: English learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: English will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0003 Major Teaching Method: Languages Other than English
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Languages Other than English in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Languages Other than English learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Languages Other than English will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0004 Major Teaching Method: Mathematics
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Mathematics in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Mathematics learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Mathematics will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0005 Major Teaching Method: Science
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Science in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Science learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Science will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0006 Major Teaching Method: Health and Physical Education
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Health and Physical Education in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Health and Physical Education learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Health and Physical Education will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0007 Major Teaching Method: Humanities and Social Sciences
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Humanities and Social Sciences in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Society and Environment learning area.
In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Society and Environment will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of Humanities and Social Sciences to both groups of students when on a school experience.
At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0008 Major Teaching Method: Information and Communication Technology
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Information and Communication Technology in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Information and Communication Technology learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation. In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Information and Communication Technology will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of Information and Communication Technology to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience. They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0009 Major Teaching Method: Business Studies
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Business Studies in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Business Studies learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation. In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Business Studies will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of Business Studies to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience. They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0010 Major Teaching Method: Media Studies 
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Media Studies in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Media Studies learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Media Studies will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0011 Major Teaching Method: Psychology
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Psychology in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Psychology learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Psychology will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0012 Major Teaching Method: Food and Science Technology
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Food and Science Technology in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Food and Science Technology learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Food and Science Technology will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0013 Major Teaching Method: Visual Arts
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Visual Arts in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Visual Arts learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Visual Arts will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0014 Major Teaching Method: Philosophy and Ethics
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Philosophy and Ethics in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Philosophy and Ethics learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Philosophy and Ethics will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0015 Major Teaching Method: Music
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Music  in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Music  learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Music  will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0016 Major Teaching Method: Religion and Life
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Religion and Life in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Religion and Life learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Religion and Life will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0017 Major Teaching Method: Outdoor Education
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Major Teaching Method: Outdoor Education in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Major Teaching Method: Outdoor Education learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Major Teaching Method: Outdoor Education will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0101 Teaching Specialisation: Drama
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Teaching Specialisation: Drama in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Teaching Specialisation: Drama learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Teaching Specialisation: Drama will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0102 Specialisation Teaching Method: English
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: English in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: English learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: English will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0103 Specialisation Teaching Method: Languages Other than English 
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Languages Other than English in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Languages Other than English learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Languages Other than English will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0104 Specialisation Teaching Method: Mathematics
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Mathematics in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Mathematics learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Mathematics will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0105 Specialisation Teaching Method: Science
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Science in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Science learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Science will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0106 Specialisation Teaching Method: Health and Physical Education
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Health and Physical Education in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Health and Physical Educationlearning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Health and Physical Educationwill be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0107 Specialisation Teaching Method: Humanities and Social Sciences
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Humanities and Social Sciences in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Society and Environment learning area.
In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Society and Environment will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of Humanities and Social Sciences to both groups of students when on a school experience.
At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0108 Specialisation Teaching: Information and Communication Technology
This course is a Teaching Method course that interprets and applies the foundational teaching concepts of a chosen Learning Area in which a student teacher wishes to specialise in within their degree. The course provides opportunities for student teachers to develop specialised teaching strategies; better understand student learning in a specific subject domain; consider planning and evaluation from a domain-specific perspective; and navigate their way through the selection of subject-specific resources. By working closely with Learning Area specialists, student teachers will work towards the closer integration of theory and practice.

EDUC0109 Specialisation Teaching Method: Business Studies
This course is a Teaching Method course that interprets and applies the foundational teaching concepts of a chosen Learning Area in which a student teacher wishes to specialise in within their degree. The course provides opportunities for student teachers to develop specialised teaching strategies; better understand student learning in a specific subject domain; consider planning and evaluation from a domain-specific perspective; and navigate their way through the selection of subject-specific resources. By working closely with Learning Area specialists, student teachers will work towards the closer integration of theory and practice.

EDUC0110 Specialisation Teaching Method: Media Studies
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Media Studies in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Media Studies learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Media Studieswill be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0111 Specialisation Teaching Method: Psychology
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Psychology in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Psychologylearning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Psychologywill be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0112 Specialisation Teaching Method: Food and Science Technology
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Food and Science Technology in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Food and Science Technology learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Food and Science Technology will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0113 Specialisation Teaching Method: Visual Arts
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Visual Arts in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Visual Artslearning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Visual Artswill be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0114 Specialisation Teaching Method: Philosophy and Ethics
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Philosophy and Ethics in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Philosophy and Ethics learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Philosophy and Ethics will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0115 Specialisation Teaching Method: Music
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Music in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Music learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Music will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0116 Specialisation Teaching Method: Religion and Life
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Religion and Life in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Religion and Life learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Religion and Life will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.

EDUC0117 Specialisation Teaching Method: Outdoor Education
The main focus of this course is to outline and examine some of the key topics, strategies and ideas about teaching Specialisation Teaching Method: Outdoor Education in Secondary schools. The course reviews the role of the teacher, the characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance of reflective practice. Furthermore, approaches to the school curriculum are investigated. In particular, students explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to education being undertaken in Western Australian schools and hence apply its principles within the Specialisation Teaching Method: Outdoor Education learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant Australian Curriculum, Assessment and Reporting Authority (ACARA) and Australian Curriculum documentation.  In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward Planning Documents (FPD). The teaching of Specialisation Teaching Method: Outdoor Education will be explored in the context of both lower (early adolescent) and upper secondary (late adolescent) students. For example pedagogy, assessment and resources will be considered from an age appropriate perspective. As part of this course students will therefore become familiar with the major planning documents pertaining to lower and upper secondary and will be formally required to observe and reflect upon the teaching of to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10 week school experience.  They will be expected to develop and teach a program of work in both lower and upper secondary. This course should be viewed as integrated with the 10 week practicum.