Course descriptions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EDUC2050 Teaching the Sacraments
In this course students learn about the concept of sacramentality, and then examine each of the seven Sacraments of the Catholic Church. 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EDUC3045 Australia and the World
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Personal Development, EDUC1009 English Language and Literacy, EDUC1016 Mathematics and Numeracy, EDUC1021 Science and Technology, EDUC1017 The Global Citizen
In this course students develop knowledge, skills and understandings to teach History and Geography through inquiry-based learning. They analyse societal factors that shape people and places in a diverse and connected world. Students examine pedagogical theory and practices including the role of information and communication technologies (ICTs) in teaching and learning in History and Geography, with a specific focus on Australia's geopolitical context.

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

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

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

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

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

EDUC3050 Introduction to the Bible and Church
This course teaches students about the Christian Scriptures and the interpretation of the Bible in the Catholic Church. Students engage with documents from both the Church and contemporary scholarly sources. Further, students outline strategies and develop resources for teaching the Bible to children.

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

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

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

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

EDUC3055 Theory to Practice: K/PP Professional Experience (25 days)
Pre-requisites: EDUC2053 Early Intervention in Early Childhood AND EDUC1028  Teaching and learning in context
This course is a practical placement in an early years setting (K/PP).  During this professional experience, pre-service teachers will engage in planning, teaching, assessing and reflecting on children’s learning.  The placement requires 25 days to be competed as a 5 week block. This immersive experience facilitates the pre-service teachers actively engaging in the full process of planning, teaching and assessing children at the point of need.  Pre-service teachers undertake the placement under the guidance of an industry mentor and a University supervisor.

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

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

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

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

EDUC4006 Professional Engagement
Pre-requisite: EDUC1004 Academic Skills, EDUC1006 Learning and Development, EDUC1016 Mathematics and Numeracy, EDUC1009 English Language and Literacy, EDUC1011 Digital Technologies, EDUC1017 The Global Citizen and EDUC1020 Literacy, Numeracy & ICT
Co-requisite: EDUC4007 Professional Experience 4: Internship
In this course students examine the requirements of the teaching profession in relation to the responsibilities inherent in their internship and transition to the profession. A major part of this course is a teaching performance assessment, which assesses students' impact on student learning in the classroom.

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

EDUC4008 Leadership and Management in the Early Years
Pre-requisites: EDUC3020 - Professional Experience 2: Primary AND EDUC3028 - Inclusive Education  AND EDUC3017 - Diversity in Education AND EDUC3009 - Chemical and Physical Sciences AND EDUC3002 - Music, Dance and Drama AND EDUC3004 - Writing, Representing and Speaking AND EDUC3010 - Mathematical Understanding & Fluency
In this course students learn leadership and management strategies to enable effective participation in group decision-making for the development of high quality programs and services. They develop an understanding of how management structures impact on programs and service provision. Students develop a theoretical basis and practical strategies for enhancing their leadership skills. The concepts of social justice, ethics, and equity are taught as integral to the development of a strong professional identity required for successfully leading and managing early childhood settings.

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

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

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

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

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

EDUC4020 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
Pre-requisite: EDUC3010 Mathematical Understanding & Fluency
In this course students engage with mathematical projects at three levels: classroom-based investigative projects, school-wide projects, and teachers' own classroom research projects. With the latter, students engage with mathematics education research literature to design and implement a contemporary action research project in their classroom.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EDUC6039 Teaching Method 2: Ancient History
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge 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
Pre-requisite: Undergraduate Degree
This course introduces the teaching of sacraments and sacramentality. Students learn about sacramentality and sacraments for learners in schools. They will be able to undertake professional work in this field, and also use it as a basis for further learning.

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

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

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

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

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

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

EDUC6063 Teaching Method 2: Biology
Pre-requisite: EDUC6062 Teaching Method 1: Science
Students undertaking this course critically analyse and model effective contemporary classroom practice to develop their pedagogical content knowledge 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).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EDUC6970 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.