Course descriptions

  • Level 1 courses

    EDUC1004 Academic Skills
    In this course students learn academic skills needed to be successful and autonomous learners in areas such as academic writing, critical reading, speaking, listening, note taking, study skills and academic integrity.

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

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

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

    EDUC1012 Creative Arts in the Early Years
    In this course students develop a comprehensive awareness of the theoretical and practical aspects of the role of creative arts in prior-to-school settings and the importance of play in building on their innate interactions with art forms. Students critically examine the philosophy of creative arts education reflecting the principles, practices and outcomes of Belonging, being and becoming: The Early Years Learning Framework for Australia. They also learn the importance of building on children's diverse backgrounds and range of experiences in the arts.

    EDUC1013 Learning Environments and Play in the Early Years
    In this course students develop knowledge of the history of early childhood education and the ways that research has impacted on theories and practices of early childhood education over time. They examine current theoretical perspectives to understand the proactive role of the educator and the significance of play as a key medium for learning and teaching. Students apply their knowledge and understandings about young children to planning and creating safe, stimulating, effective and appropriate learning environments that foster the development of the whole child.

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

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

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

    EDUC1018 Introduction to the Bible and Church
    In this course students learn about the traditions of the Catholic Church as context for teaching the Bible. They analyse and develop resources and strategies for teaching the Bible to children. Students engage with documents both from the Church and from contemporary scholarly sources.

    EDUC1019 Teaching the Sacraments
    In this course students learn about the concept of sacramentality, and then examine each of the seven Sacraments of the Catholic Church. Students analyse and develop resources and strategies for teaching the Sacraments to students at various developmental stages. Students engage with documents both from the Church and from contemporary scholarly sources.

    EDUC1020 Literacy, Numeracy and ICT
    This course provides the opportunity for students to improve their levels of literacy and numeracy to a standard that will assist them to successful complete their studies in this program. Information and Communications Technologies (ICT) skills and competencies are also examined across different contexts to ensure students have contemporary understandings of the use of ICT in higher education. Students critically examine contemporary understandings of literacy with a specific focus on academic writing and critical reading skills. They explore numeracy that is critical to their studies.

    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 course concludes with a focus on ethical standards defined by the profession in Western Australia, which complements the Introduction to Ethics Core Curriculum course.

  • Level 2 courses

    EDUC2003 Visual Arts
    In this course students learn to plan and implement an authentic and integrated visual arts program at the primary school level. They develop pedagogical content knowledge and teaching methodologies, whilst analysing curriculum documents and subject specific pedagogies in the areas of visual arts.  Students also develop the tools and language to analyse art.

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

    EDUC2006 Mathematical Foundations and Perspectives
    In this course students learn the foundational concepts of the teaching and learning of numeracy and Mathematics from early childhood through to Stage 3. They investigate pedagogy that is developmentally appropriate for the learning of numeracy and Mathematics and is supported by appropriate resources.  Further, students explore the strands of the Mathematics Curriculum: Working Mathematically, Number and Algebra, Measurement and Geometry and Statistics and Probability. Students plan and assess Stage appropriate mathematical experiences.

    EDUC2007 Health and Physical Education
    In this course students explore the content of the Personal Development, Health and Physical Education (PDHPE) curriculum in the NSW syllabus. They develop an experiential understanding of the pedagogy of PDHPE by exploring various learning environments and differentiated learning programs to address the social, emotional and physical needs of learners. There is a focus on children’s wellbeing and the use of collaborative learning techniques in support of achieving student learning outcomes.

    EDUC2008 Australia and the World
    In this course students develop knowledge, skills and understandings to teach History and Geography through inquiry-based learning. They analyse societal factors that shape people and places in a diverse and connected world. Students examine pedagogical theory and practices including the role of information and communication technologies (ICTs) in teaching and learning in History and Geography, with a specific focus on Australia's geopolitical context.

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

    EDUC2013 Biological and Earth Sciences
    In this course students learn about concepts that are foundational to the teaching and learning of biological and earth sciences and technology from early childhood through to Stage 3.  They investigate pedagogy that is developmentally appropriate for the learning of science. They also develop strategies and resources to teach science through developmentally appropriate tasks.

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

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

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

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

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

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

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

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

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

    EDUC2034  Foundational Principles of Teaching
    In this course students critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies and building positive learning environments that inform the learning and teaching cycle. Students learn the importance of an integrated approach to planning teaching and assessment. They build a repertoire of informal and formal strategies to gather evidence about children's achievement and to provide feedback to improve learning. Engaging classroom practices that focus on positive behaviour and learning are paramount.

    EDUC2036 Professional Experience 2: Early Childhood
    Professional Experience 2 is a ten-week placement and provides an opportunity for students to be part of the prior-to-school environment in an early learning centre and to enhance their understanding of the diverse roles of an early childhood teacher. Students complete observatons, plan learning engagements and participate in experiences as part of their professional experience. They develop the requisite knowledge, skills, values and attitudes to plan for and manage successful early learning. Students develop commitment, enthusiasm and the interpersonal skills to assume a professional role within early childhood centres and their broader communities and to contribute to the operations of an early childhood centre as a whole.  They also develop the domains of knowledge, practice and commitment to children, parents and colleagues according to the National Quality Standards for Early Childhood Education and Belonging, being and becoming: The Early Years Learning Framework for Australia.

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

    EDUC2038 Professional Experience 2: Primary
    Professional Experience 2 is a nine-week placement and provides an opportunity for students to be part of the school environment and to enhance their understanding of the diverse role of a classroom teacher. Students complete observations, write lesson plans and participate in school activities as part of their classroom teaching experience. They increase their teaching time incrementally during the professional experience and are encouraged to become involved in the extra curricula activities, which are part of the teacher's working life.

    EDUC2041 Professional Experience 2: Secondary
    Pre-requisite: EDUC1020 Literacy, Numeracy and ICT; At least two courses in First Teaching Area; At least one course in Second Teaching Area
    Co-requisite: EDUC2034 Foundational Principles of Teaching
    Professional Experience 1 is a nine-week placement and provides an opportunity for students to be part of the school environment and to enhance their understanding of the diverse role of classroom teachers. Students complete observations, write lesson plans and participate in school activities as part of their classroom teaching experience. Students increase their teaching time incrementally during the professional experience and are encouraged to become involved in the extra curricula activities, which are part of the teacher's working life.  Students progress from working with small groups to teaching engagements with a whole class.

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

    EDUC2090 Intervention for Learning Disabilities
    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.

    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.

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

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

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

    EDUC2619 Principles of Primary Religious Education 1
    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 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.

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

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

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

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

  • Level 3 courses

    EDUC3002 Music, Dance  and Drama
    Pre-requisite: EDUC2003 Visual Arts
    In this course students learn the concepts, skills, processes and values of the arts, specifically in relation to music, dance and drama.  They examine the basic elements and concepts relevant to these art forms through practical exploration; thus, building a repertoire of relevant arts pedagogies. Students also develop appropriate strategies for promoting the arts in primary school.  They learn to use ICT to increase the range of forms for personal expression that generate ideas and where appropriate, use digital tools and environments to represent their ideas and art works.  Relevant theories, principles and philosophies are analysed as a basis for developing a quality arts program.

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

    EDUC3008 Professional Experience 4 – Internship
    This course will incorporate a 10-week professional placement as the nexus between university course work, the work of schools and the development of a skilled and dedicated educator. The professional experience facilitates student's commitment and interpersonal skills to assume a professional role within various school environments and their broader communities.

    EDUC3009 Physical and Chemical Sciences
    Pre-requisite: EDUC2013 Biological and Earth Sciences
    In this course students explore research-based pedagogical content knowledge in Science and Technology, with a specific focus on chemical and physical sciences. They are exposed to theoretical and practical models to adapt teaching to optimise science learning for all learners. Students deepen their knowledge, understanding and application of the primary Science syllabus through collaborative social learning situations that consider a diverse range of learners.

    EDUC3010 Mathematical Understanding & Fluency
    In this course students extend their knowledge and skills of mathematics and the mathematics curriculum.  They focus on differentiating mathematics for the various skill levels of students and reflect on the nature of mathematics in the primary classroom.  Students are introduced to open-ended mathematical tasks and a problem-based inquiry approach to teaching mathematics.  They acquire skills and strategies to engage learners to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices in mathematics.

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

    EDUC3016 Professional Experience 4 – Internship
    This course will incorporate a 10-week professional placement as the connection between university course work, the work of schools and the development of a skilled and dedicated educator. This professional experience will facilitate a student's commitment and interpersonal skills to assume a professional role within various school environments and their broader communities.

    EDUC3017 Diversity in Education
    Pre-requisite: EDUC2036 Professional Experience 1: Early Childhood; EDUC2038 Professional Experience 1: Primary; EDUC2041 Professional Experience 1: Secondary
    In this course students examine appropriate practices for teaching diverse school student populations, including Aboriginal and Torres Strait Islander learners and learners with English as an Additional Language or Dialect. They critically analyse the principles of inclusion to develop the knowledge and skills to differentiate learning to be responsive and respectful of all learners.  Through this course students develop a deeper understanding and appreciation of the diverse cultures they may encounter in the classroom.

    EDUC3020 Professional Experience 3: Primary
    Pre-requisite: EDUC2038 Professional Experience 1: Primary; EDUC2008 Australia and the World; EDUC2003 Visual Arts; EDUC2007 Health and Physical Education
    Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within primary schools and their broader communities and to contribute to the operations of a school as a whole.  Students will complete lesson plans and write a unit of work.

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

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

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

    EDUC3028 Inclusive Education
    Students will gain practical and theoretical knowledge, which focuses on inclusive education.  Students will develop an understanding of the meaning and importance of an inclusive classroom. There will be regular opportunities for reflective practice; the purpose of which is to prepare students for the diversity in classrooms and assist future planning. Students will learn to cater for children with diverse abilities in regular educational settings. A major focus will be on developing an understanding of the cognitive, affective, physical, behavioural and communication differences that exist in classrooms. Students will, for a typical class of children, examine a range of strategies for adapting and modifying programmes, the learning environment and the social and emotional needs of children.

    EDUC3029 Professional Experience 3: Secondary
    Pre-requisite: EDUC2034 Foundational Principles of Teaching; EDUC2041 Professional Experience 1: Secondary; Teaching Method 1A&B; At least four courses in First Teaching Area; At least three course in Second Teaching Area
    Professional Experience 3 is a ten-week placement and is a critical, compulsory component of the program. Students are provided with the opportunity to attain curriculum knowledge, practical skills, effective pedagogies and a moral dimension that includes a culture of care and ethical standards for professional teacher behaviour. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator. Students attain the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. The mentor relationship built between a teacher and a teacher education student facilitates students to develop the commitment, enthusiasm and interpersonal skills to assume a professional role within secondary schools and their broader communities and to contribute to the operations of a school as a whole.  Students will complete lesson plans and write a unit of work.

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

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

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

    EDUC3035 Teaching Method 2: Ancient History
    Pre-requisite: EDUC2022 Teaching Method 1: History
    Co-requisite: Teaching Method 2 (first or second teaching area)

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

    EDUC3036 Teaching Method 2: Modern History
    Pre-requisite: EDUC2022 Teaching Method 1: History
    Co-requisite: Teaching Method 2 (first or second teaching area)

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

    EDUC3037 Teaching Method 2: Legal Studies
    Pre-requisite: EDUC2018 Teaching Method 1: Commerce
    Co-requisite: Teaching Method 2 (first or second teaching area)

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

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

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

    EDUC3619 Principles of Primary Religious Education 2
    Pre-requisite: EDUC2618 Principles of Primary Religious Education I
    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.

  • Level 4 courses

    EDUC4000 Curriculum, Pedagogy and Assessment
    In this course students synthesise their knowledge and understandings of the New South Wales Education Standards Authority syllabus documents and develop a holistic idea of curriculum, pedagogy and assessment and their impact on students' learning. They investigate complementary research-based approaches, pedagogies and assessment, which deepen their understanding of the educative process. Students critically analyse various research-based approaches to curriculum, pedagogy, assessment and reporting to improve the learning and teaching cycle.

    EDUC4006 Professional Engagement
    In this course students examine the requirements of the teaching profession in relation to the responsibilities inherent in their internship and transition to the profession. A major part of this course is a teaching performance assessment, which assesses students' impact on student learning in the classroom.

    EDUC4007 Professional Experience 4: Internship
    Professional Experience 4 is a ten-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 60% of a full-time teacher's workload. In the final five weeks this is expected to increase to 80%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptors of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

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

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

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

    EDUC4011 Knowledge about Language: Grammar
    In this course students learn about Standard Australian English grammar. They explore the grammatical features used to make meaning in the texts that children compose and comprehend. Students learn contemporary pedagogy and develop resources for teaching and learning grammar in Stage 1 to Stage 3.

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

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

    EDUC4014 Earth and Space for Primary Science
    In this course students develop an understanding of earth and space science as appropriate for children learning science from Stage 1 to Stage 3. They learn to apply the pedagogical content knowledge to teach Earth and Space – Stage 4 to children in primary schools. Students use relevant syllabus documents to develop innovative and engaging programs that apply the 8 Ways Indigenous Learning Framework to provide an inclusive, safe and supportive classroom. They also learn to apply digital technologies to improve student learning and engagement.

    EDUC4015 Living World for Primary Science
    In this course students develop an understanding of biology as appropriate for children learning science from Stage 1 to Stage 3. They learn to apply the pedagogical content knowledge to teach Living World – Stage 4 to children in primary schools. Students use relevant syllabus documents to develop innovative and engaging programs that focus on a range of assessment strategies to provide effective leaning and teaching. They also learn to apply technology to improve student learning and engagement.

    EDUC4016 Chemistry for Primary Science
    In this course students develop an understanding of chemistry as appropriate for children learning science from Stage 1 to Stage 3. They learn to apply the pedagogical content knowledge to teach Chemical World – Stage 4 to children in primary schools. Students use relevant syllabus documents to develop innovative science programs that engage children in learning science. They learn and apply effective risk management strategies to provide a safe and supportive classroom environment.

    EDUC4017 Physics for Primary Science
    Students undertaking this course develop an understanding of physics as appropriate for children learning science from Stage 1 to Stage 3. They learn to apply the pedagogical content knowledge to teach Physical World – Stage 4 to children in primary schools. Students use relevant syllabus documents to develop innovative science programs that engage children in learning science. Students also learn to apply Tomlinson's (2008) model of differentiation within a diverse classroom, whilst maintaining a safe and supportive classroom environment through risk management.

    EDUC4018 Mathematics and Numeracy in the Middle Years
    In this course students extend their knowledge and understanding of the mathematics curriculum by exploring the concepts and procedures encountered in mathematics the middle years. They develop a deep understanding of the mathematical knowledge and skills required to support learners' engagement and success in the lower secondary school mathematics classroom.

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

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

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

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

    EDUC4023 Professional Experience 4: Internship
    Professional Experience 4 is a ten-week placement and the culmination of students' study and previous professional experience placements. During the first five weeks, students work towards teaching 70% of a full-time teacher's workload. In the final five weeks this is expected to increase to 100%; these final five weeks constitute the Internship. Students are expected to meet all 37 of the Graduate Descriptor of the Australian Professional Standards for Teachers and demonstrate a positive impact on student learning in the classroom.

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

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

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

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

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

    EDUC4130 Advanced Teaching Skills
    This course focuses on four main areas that contribute to the development of advanced teaching skills. Specifically, the course focuses on short and long term planning within classroom and care settings, advanced instructional skills, monitoring student learning and reporting student achievement. In addressing these key areas, the course provides students with opportunities to build on existing knowledge and increase competencies in preparation for School Experience and the Teaching Internship.

    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.

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

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

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

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

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

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

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

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

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

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

  • Level 5 courses

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

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

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

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

    EDUC5014 Learning and Teaching for Optimal Wellbeing
    Students will be sensitised to the issues of wellbeing in the academy, and will be encouraged to take a proactive approach to self-care and support the wellbeing of those they teach. Designing curriculum for wellbeing from an evidence and strengths based approach is core to the course. Students will be prompted to consider how belonging, relationships, autonomy, and competence can be harnessed in designing curriculum. Design takes into account assessment tasks and feedback principles that support student wellbeing.

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

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

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

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

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

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

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

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

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

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

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

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

  • Level 6 courses

    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.

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

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

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

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

    EDUC6009 Planning for Effective Teaching
    Students undertaking course critically examine research and classroom practice relevant to the cognitive, physiological, and social/affective needs of learners. There is a focus on student-centred pedagogies that inform the learning and teaching cycle. Students understand the importance of continual learning and their professional identity as teachers. The practices of planning for learning and assessment of, for and as learning are also addressed in the context of the implementation of the approved curriculum. As part of this course students will also undertake a four-week professional experience placement.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    EDUC6032 Mathematics Specialisation
    Students undertaking this course explore current real-world applications of major topics within the primary mathematics curriculum. Through holistic, inquiry-based learning, students evaluate how information communication technology (ICT) can be used to enhance engagement, learning and understanding in the primary mathematics classroom. Students evaluate various ICT resources and reflect on how these resources can be adapted and utilised in the classroom to promote higher order and critical thinking in learners. Students develop expert content knowledge and pedagogical content knowledge in this mathematics specialisation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    EDUC6053 Teaching Method 2: Studies of Religion
    Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within the teaching area: Studies of Religion. Links to the field of HSIE and the primary syllabus are also examined. Students critically reflect on the values and attitudes aligned with the objectives of the NSW Studies of Religion course. These attitudes include an appreciation for both religious diversity and the rights of believers, with particular emphasis given to the importance of indigenous belief systems in multi-faith Australia. Transformative pedagogies which seek to promote these attitudes will be examined and critiqued. Students in this course learn to deliver culturally appropriate, responsive, respectful and informed learning and teaching practices within the context of the Higher School Certificate.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    EDUC6260 Pastoral Care and the School
    This course deals with the duty of care, the concept of pastoral care, and its application in a school; attention is also given to distinctive characteristics of care in Catholic schools.

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

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

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

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

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

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

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

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

    EDUC6640 Teaching and Leading in the Middle Years of Schooling
    This course examines the guiding principles of middle schooling and the ways that student learning can be enhanced. It also explores how schools and teachers are implementing middle schooling practices.

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

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

    EDUC6970 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 (i) the role and challenge of being a religious educator, (ii) the religious educator as leader, and (iii) the religious educator as adult educator.  Issues considered include: cultural influences on Religious Education, transactional and transformational leadership, spirituality and the religious educator, service learning, self-esteem in teachers and students, and religious education beyond the classroom.  As part of the course students will have the opportunity to explore areas of personal concern, interest or relevance they believe pertinent to the role and function of the religious educator.