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.

    EDUC1010 Science 1 in the Early Years
    This course will develop an understanding and appreciation of the importance of Science education for young children. The course seeks to build the knowledge and skills necessary to teach Science in the early years. It aims to augment understandings of teaching processes, content, planning, resources and evaluation in early science education. The course emphasis will be on learning how to help young children build a strong sense of identity and wellbeing while connected with and understanding the world around them. The course will provide a basis for helping young children to be confident and active learners and effective communicators of the science they experience in their everyday life. The course will promote the use of play-based pedagogies that help children build on their existing experiences to deepen their understandings of the world in which they live.

    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.

    EDUC1014 Professional Experience 1- Introduction to Teaching and the Curriculum
    This is a foundational course in the Bachelor of Education (Secondary) and Arts, and the Bachelor of Education (Secondary) and Business.  Students will explore notions of teaching and learning through various theories of learning and develop introductory skills in leading learning through the planning of learning strategies and sequences, as well as effective communication in the classroom.  As part of the course, students will take part in a one week Classroom Immersion in a Secondary school and reflect on this experience in the context of these theories of learning.

    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.

    EDUC1294 Classroom Immersion: Secondary
    The course is a school experience program of two weeks duration.  Student-teachers will observe the supervising teacher in formal teaching situations, assist the teacher where possible in a variety of classroom management and/or supervisory activities.

  • 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
    Students will develop a working knowledge of the current curriculum - NSW Board of Studies (BoS) Personal Development, Health and Physical Education (PDHPE) K-6 Syllabus and the Early Years Learning Framework and supporting documents as well as the Australian Curriculum Health & Physical Education. They will apply their knowledge and skills to the planning, implementation and assessment of a HPE program. The use of collaborative learning techniques in support of achieving student learning outcomes will be a focus as will children's wellbeing.

    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 – HSIE
    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.

    EDUC2024 Teaching Method 1 - Studies of Religion
    In this course students will encounter and develop the skills of planning, scope and sequence programming and teaching within their Key Learning Area (KLA). This is the first of two KLA specific courses that students will undertake in their undergraduate studies. Building upon students' existing lesson planning skills, the focus will be on applying these skills in the development of a sequence of lessons and developing a course overview for selected courses from the Preliminary Course in the NSW Board of Studies of Religion, as well as selected courses from other Board "Content Endorsed" courses such as Catholic Studies (e.g.: Nature of Religion, World Religions, Ancient and Indigenous Religions). The course will cover these with a particular focus on understanding the requirements of including Literacy, Numeracy and integration of Information and Communication Technologies. Students will develop proficiency in understanding the teaching of Studies of Religion through KLA specific pedagogical skills.  They will begin to learn how to identify and plan for diverse needs of learners in Studies of Religion.

    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 1: 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.

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

    EDUC2111 Foundational Teaching Skills
    This course introduces secondary teaching students to an array of teaching skills required for instructing adolescents.  Different gender-specific approaches are also considered, based on current research into cognitive processing in boys and girls.  Teaching skills are considered within the broader framework of the Plan-Teach-Evaluate model of teaching and learning.  Students will engage in simulation and role-play exercise in which the teaching skills under consideration can be practiced in this course the students will encounter and develop the skills of planning, programming and teaching in the learning area of Humanities. There is a heavy emphasis on examining the History component of the Humanities learning area. The teaching of the content of each year level from pre primary to year six will be investigated.  The students will be involved in planning authentic tasks (e.g. excursions and fieldwork) to complement their knowledge of pedagogy and integrating Humanities into all learning areas.

    Participants will use the Australian Curriculum to explore the strands of History and Civics and Citizenship. They will have the opportunity to focus on the Cross curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and culture and Australia's engagement with Asia.

    Students will be introduced to inquiry based learning and be given opportunities to implement it into their programmes. They also investigate how cultural beliefs, values, abilities and ethical positions are interconnected.

    EDUC2135 Introduction to Teaching Skills
    The course focuses on the basic elements and fundamentals of teaching.  Planning, teaching and learning and evaluation strategies are covered.  In addition, students will examine the essential personal and interpersonal factors impinging on their teaching effectiveness and examine key issues related to their duty of care to students.

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

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

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

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

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


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

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

    EDUC2619 Principles of Primary Religious Education 1
    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.

    EDUC2627 Humanities 1
    In this course the student will encounter and develop the skills of planning, programming and teaching in the learning area of Humanities. The teaching of the content of each year level from pre-primary to year six will be investigated. The students will be involved in planning authentic tasks (e.g. excursions and fieldwork) to complement their knowledge of pedagogy and integrating Humanities into all learning areas.

    Participants will use the West Australian Curriculum to explore all the strands of the Humanities and Social Science (HASS) curriculum. They will have the opportunity to focus on the Cross curriculum priorities of Sustainability, Aboriginal and Torres Strait Islander histories and culture and Australia's engagement with Asia.

    Students will be introduced to inquiry based learning and be given opportunities to implement it into their programmes. They also investigate how cultural beliefs, values, abilities and ethical positions and interconnected. The selection and use of the appropriate learning technologies is also addressed.

    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.

    EDUC3011 Teaching Methods 2: HSIE
    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 studentslearn 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.

    EDUC3014 Teaching Method 2: 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.

    EDUC3019 Cross-Cultural Service Learning
    This is an elective course that will allow students from the School of Education to gain valuable lived experience and engage with questions of social justice, education, ethics and sustainability through a service learning placement, either nationally or internationally.  In a diverse team environment, students will have the opportunity to engage with, learn from, and offer their support to exciting projects in-situ through various not-for-profit organisations. They will apply the knowledge of their respective fields to a working project and then apply that to their classroom teaching. Students will be able to demonstrate their understanding of teaching and learning strategies to monitor the progress of their learners based on their collective and individual needs. Students will have the opportunity to work within a context that will allow them to consider various philosophical and religious approaches to life, as well as gain valuable communication skills that foster their understandings of internationalism and the needs of various communities. Students will also gain valuable understandings of the inequities within certain communities and their impact on the communities in which they work. This will help them to better understand the diverse needs of the learners they will encounter as teachers.

    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.

    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.

    EDUC3032 Teaching Method 2: History
    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.

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

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

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

    EDUC3395 Teaching Method 2: Primary
    This course complements the second school experience.  During the course of the ten week school experience, students will complete a Reflective Practice Workbook which guides them through the refining and interpreting significant professional experiences.  Students will also be required to return to University for a mid-way seminar and discussion of how their experience is and professional reflections are progressing.

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

    EDUC3595 Teaching Method 2: Early Childhood
    This course complements the second school experience.  During the course of the ten week school experience, students will complete a Reflective Practice Workbook which guides them through the refining and interpreting significant professional experiences.  Students will also be required to return to University for a mid-way seminar and discussion of how their experience is and professional reflections are progressing.

    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.

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

    EDUC3629 Catering for Students with Special Needs
    The course aims to provide pre-service teachers with the knowledge and skills required to facilitate the education of children with special needs in all settings. It will examine the principles and procedures that inform modifications to the classroom environment, curriculum, instruction and assessment of students with special needs.

  • 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: Primary 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 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: Secondary 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.

    EDUC4110 Religious Studies in Australian Schools
    Religious Studies in Australian Schools is designed for students who are prepared to teach Religious and Values Education in Independent Anglican and other schools within the Protestant tradition. The Course provides a general introduction to the place of religion, and specifically the Christian religion, in Australian Independent schools. The outcomes from the Christian/Religious Studies Framework in Australian Anglican schools are explored and integrated with development of religious and spiritual experiences in young people. The Course focuses on the life and teachings of Jesus and the use of Gospel stories within the context of the classroom. A review of practical ecumenical Christian resources called Religion in Life and online resources for use in the classroom is included. This course does not contribute towards the 'Accreditation to Teach Religious Education in a Catholic School'.

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

    EDUC4130 Advanced Teaching Skills
    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.

    EDUC4133 Professional and Legal Responsibilities of the Teacher
    This course will require students to reflect on both theoretical and practicum learning acquired over the duration of their degree to engage with their legal, professional and ethical responsibilities as teachers. They will also be able to draw on the courses Introduction to Philosophy and Introduction to Ethics studied within the Core Curriculum and apply that learning to legal case studies in schools. The course will focus on a number of topics including but not limited to, the legal duty of care, the provision of supportive and safe learning environments, bullying and cyber bullying, student wellbeing and the distinction between duty of care and duty to care. Teachers' professional obligations to engage collegially with colleagues and parents will also be addressed.

    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.

    EDUC4182 Values Across the Curriculum
    Education for values has become a significant aspect of contemporary schooling. In recent times, governments and school systems have discussed how students can acquire values that will allow them to lead decent and successful lives in the 21st century. This course will focus on why values are now explicitly identified and promoted within documents such as the Western Australian Curriculum and Assessment Outline and in the ethos of independent and religious school systems. The course will explore how commonly shared values in different school communities are taught and how these values can be assessed. A further focus will be the significant role of the classroom teacher in promoting commonly shared values as a model and facilitator. Values as the 'hub' of all learning in a school will be investigated as well as discussion on practical ways of nurturing values in students at all levels.

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

    EDUC4189 Critical Issues in Religious Education 2
    Critical Issues in Religious Education 2 is the second of two core religious education courses in the Master of Religious Education degree. The course explores a range of ecclesial and educational developments which influence the theory and practice of religious education in Australia both historically and in the contemporary context.  The course explores classroom, curriculum and pedagogical issues pertaining to the nature and purpose of religious education within Catholic schools.  The ways in which approaches to religious education are linked to addressing these issues are examined.  The course introduces students to and systematically examines the current body of research in religious education and encourages students to critically analyse and apply research findings to their current professional practice in religious education.

    EDUC4210 Essentials of the Catholic School
    This course examines the mission and goals of the Catholic school in the context of the Church and society today. It focuses on the essential elements that contribute to the Catholic character of Catholic school communities. These elements, reflected in the life and curriculum of the school, form the culture of Catholic schools. This culture is supported and promoted by the varying roles and responsibilities among teachers, parents and students. A significant aspect studied in this course is the religious dimension of the policies, pastoral care and curriculum of the Catholic school. Also the crucial role of the teacher is explored as well as the structure and influence of the Catholic education sector and the challenges facing Catholic schools in the future.

    EDUC4226 Secondary Religious Education Methods
    The Course is designed for Graduate Diploma (Secondary) students to acquire a basic knowledge and understanding of the Religious Education method used in Western Australian Catholic schools. The Course introduces students to the theological and pedagogical principles of the Archdiocese of Perth Religious Education Guidelines: 'The Truth Will Set You Free'. Throughout the Course students explore the context of religious education as a Ministry of the Word and as the first Learning Area in a Catholic school. The Course assists the development of skills in identifying the life and faith situations of secondary school students and how to convey the course content to these students in meaningful and relevant ways.

    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 Understanding and Managing Adolescents
    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.

    EDUC4240 Educating Children with Special Needs
    This course aims to provide an introduction to the education of children with special needs. It will examine the particular problems faced by children, whose academic, physical and behavioural differences require special attention within our education systems.  Special attention will be given to the methods of identifying and catering for the needs of such children in both the special and regular settings.  Social, legal and educational issues relating to the education of children with special needs will also be examined.

    EDUC4250 Pastoral Care and the School
    Pastoral Care in the School deals with the concept of pastoral care within the context of the school situation. The Course explores the development of understandings and definitions of pastoral care from its scriptural and Christian bases to its role within schools today. Pastoral care has the individual as its focus, permeates all aspects of the curriculum, and is exercised mutually by all members of the school community. Pastoral care emphasises and promotes respect for the rights of every person. The ramifications of the moral duty of care and how care is demonstrated to students is also an important part of this course. The course reviews forms of discipline and behaviour modification procedures in the classroom and in the school community. The psychological bases and sociological contexts of pastoral care policies and practices are studied. Special attention is paid to the distinctive characteristics of pastoral care in Catholic schools. The course provides case study opportunities for students to investigate.

    EDUC4291 Teaching Internship: Secondary
    Student-teachers observe, program, sequence, plan and teach lessons, gradually building to a substantial teaching load by the end of the 10 week block. This course provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher by assuming responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment. Successful completion of this course is essential for teaching certification.

    EDUC4299 Classroom Immersion (Graduate Diploma Secondary)
    The course is a school experience program of two weeks' duration. Student-teachers will observe the supervising teacher in formal teaching situations; assist the teacher where possible in a variety of classroom management and/or supervisory activities; teach small groups of students and also engage in limited whole class teaching. Grad Dip Educ (Secondary) student-teachers will also be required to complete a Reflective Workbook.

    EDUC4330 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.

    EDUC4331 Teaching students with Autism Spectrum Disorder
    Students with an Autism Spectrum Disorder have particular needs that require specific understandings, knowledge and strategies from teaching staff. This course will provide the opportunity for teachers to develop their knowledge and understanding of autism and related disorders. Participants will be exposed to current research and understandings in the field of Autism Spectrum Disorders and the learning challenges for students with this disability in school settings. Strategies for promoting and supporting the learning of these students will be presented, including the management of challenging behaviours.

    EDUC4391 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.

    EDUC4400 Instructional Strategies for Learning Difficulties
    This course is designed to provide students with an understanding of the diverse nature of learning disabilities, such as dyslexia, dysgraphia and dyscalculia.  It promotes familiarity with effective instructional design and the application of a wide range of intervention strategies. Practical experience in the identification of students with learning disabilities will lead to planning of individualised intervention programmes.  The implementation of these programmes in mainstream classrooms will be course features.

    EDUC4430 Behaviour Management and Social Skills Instruction
    This course aims to provide students with the knowledge and understanding of the principles of behaviour management and of social skills instruction, appropriate to children with special needs, and to equip them with the strategies necessary to cater for these children in regular and special settings.  Special attention will also be given to procedures aimed at enhancing the inclusion of children with ADHD and children with Autism Spectrum Disorder (ASD).

    EDUC4891 Teaching Internship: Secondary (BHPE)
    The Teaching Internship is the qualifying practicum.  Student-teachers observe, program, sequence, plan and teach lessons, gradually building to a substantial teaching load by the end of the 10 week block. This course provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher by assuming responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.

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

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

    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.

  • 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.

    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

    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
    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.

    EDUC6021 Teaching Method 1A
    Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their first teaching area. 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 students' specific teaching area. 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.

    EDUC6022 Teaching Method 1B
    Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their first teaching area. This second teaching method course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in students' first teaching area. 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.

    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.

    EDUC6025 Teaching Method 2A
    Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their second teaching area. 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 students' specific teaching area. 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.

    EDUC6026 Teaching Method 2B
    Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge within their second teaching area. This second teaching method course focuses on the relevant NSW senior secondary syllabus with links to the junior secondary syllabi in students' first teaching area. 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.

    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).

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

    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.

    ED6660 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.

    ED6890 Children of High Ability: Gifted and Talented
    This course provides students with the theoretical knowledge, practical skills, strategies and programming ideas necessary to effectively develop and implement a curriculum appropriate for students who are gifted and talented in both mainstream and withdrawal situations. Students are shown how to ensure that all students in the classroom benefit from such a curriculum. Topics covered include: definitions and identification, teacher attitudes and expectations, curriculum development, grouping strategies, teaching strategies, acceleration, enrichment, school and classroom management, learning styles, social and emotional implications of giftedness, types of giftedness, concealing giftedness, and the disadvantaged gifted.

    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.