Monash University Handbook 2013 Undergraduate - Units

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, students are expected to

1. have developed understandings about the way in which historical, social, political, and economic events shape culture;
2. have developed knowledge and understanding about the complexity of all multi-cultural communities in Australia including Aboriginal and Torres Strait Islander societies;
3. appreciate the impact and consequences of the European invasion on the lives of indigenous people in the past and present;
4. appreciate the ways in which other cultures have changed with immigration to Australia;
5. appreciate the complexity and diversity of various cultural groups represented in Australian society;
6. be able to identify the contemporary issues faced by Aboriginal and Torres Strait Islander people and multi-cultural Australia and initiatives developed by them and government to address these; and
7. value the cultural heritage of Aboriginal and Torres Strait Islander peoples and the multicultural communities and their historic and continuing contribution to Australian society.

Upon successful completion of this unit students will be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science with children;
2. translate conceptual ideas and processes about science into classroom learning activities for children; developed understandings of the variety of assessment techniques available to evaluate student learning in science education;
3. explore ways of stimulating and enriching children's natural curiosity by presenting a broad range of learning experiences; and
4. reflect on their past and present science education experiences developed through the exploration and experience of a variety of learning and teaching strategies, a personal approach to teaching science.

Upon completion of this unit, students should be able to:

1. have developed a critical understanding of issues in music education
2. understand current research in music pedagogy
3. develop an awareness of disciplinary skills and concepts in music
4. develop confidence in presenting class music activities

Upon successful completion of this unit students should be able to:

1. critically reflect upon their own environmental and sustainability experiences and philosophies;
2. develop an understanding of the principles of sustainability;
3. engage in critical debate and discussion concerning issues of sustainability and education;
4. participate in experiential and place-based environmental education experiences; and
5. plan, implement and evaluate environmental education learning experiences.

Upon successful completion of this unit students should be able to:

1. demonstrate competence in the use of information and computer technology applications as appropriate for practice in a school based or early childhood context;
2. devise and implement procedures for assessing pupils' work in technology;
3. develop attitudes in valuing technology as an important new area of learning; and
4. develop a commitment to the continued development and improvement of technology.

Having completed this unit, students will:

• understand fundamental concepts of general science
• appreciate that many current issues have a scientific basis
• have the tools to search for scientific information and the capacity

to evaluate this information

Upon completing this unit the student will:

1. Understand the evolution of number concepts and numeration systems
2. Appreciate the role of mathematics for solving practical problems in daily life, and be able to write down and solve a selection of such problems
3. Understand how algebraic rules arise from the use of operations with numbers
4. Understand simple geometry in a plane and three-dimensional space and its applications to measurement and design
5. Understand the "function" concept, including interpretations using graphs, algebra, verbal descriptions and spread sheets
6. Understand how random processes such as coin tosses or dice rolls may be modelled and explored using concepts of probability
7. Be able to use approximations, a pocket calculator, and software including spread sheets and geometry tools
8. Understand how networks have been analysed, and be able to solve simple network problems using graphs
9. Understand how many mathematical topics are interrelated
10. Appreciate the role of proof in mathematics

At the completion of this unit, students should be able to:

• explore the importance of understanding the connections between home, community and school literate practices for the teaching and learning of literacy in school
• demonstrate a critical understanding of key theoretical ideas including multi-literacies related to young children's language and literacy development
• develop a wide range of pedagogical and assessment practices for effective literacy teaching and learning in the early years of school
• demonstrate an understanding of key curriculum principles relating to literacy for young children
• become competent in the use of a range of ICTs in accessing relevant research literature, in accessing and developing teaching resources and strategies, and in presenting evidence of their own learning in the area of literacy.

Upon successful completion of the unit, students should be able to:

• access information relating to the mathematics content and proficiency strands in the Australian Curriculum and associated documents,
• show familiarity with the content descriptions at each year level from the Number and Algebra strand,
• plan engaging lessons that are focused on addressing learning objectives,
• incorporate the use of technology in lesson plans to enhance learning, and
• develop confidence in their own ability to engage in mathematical thinking.

Upon successful completion of this unit students should be able to:

1. develop an understanding of a range of theories of learning, ability and engagement, and their continuing impacts on education
2. reflect on themselves as learners and their own diverse experiences of learning and apply this understanding to other contexts
3. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on any learning experiences
4. begin to understand the role of educational inquiry in exploring aspects of learning in a range of settings including in an academic setting.

In the process of studying this unit students are expected to:

1. develop an understanding of contemporary approaches to teaching and their impact on education broadly;
2. understand the role of communication, teaching strategies and the management and organisation of learning situations in promoting positive learning and teaching relationships;
3. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on any teaching experiences
4. begin to understand the role of educational inquiry in exploring aspects of teaching in a range of settings including in an academic setting.

Upon successful completion of this unit, students should be able to:

1. examine the assumptions about the profession they bring to their pre-service teacher education experience.
2. describe the roles of teachers, schools and other learning communities past, present and future;
3. articulate their own beliefs, values and dispositions relating to the profession;
4. begin to understand their ethical responsibilities as future professionals;
5. understand the importance of and develop the ability to become reflective; and
6. develop a language to respond critically to academic literature relating to the profession.

1. recognise and describe the influence of various discourses that affect their own social positioning, that of the educational profession and of the children and families served by schools;
2. develop a theoretical language to identify and support their beliefs about difference and diversity;
3. identify and analyse learning contexts that recognise, engage with and value difference;
4. design learning tasks that recognise, engage with and value difference; and
5. design a range of assessment tasks and instruments that recognise, engage with and value difference.

By the conclusion of this unit students will be able to:

1. Demonstrate understanding of key curriculum principles relating to literacy and numeracy for young children.
2. Understand the connections between home and community literacies and numeracies with teaching and learning in other learning contexts.
3. Reflect on their personal professional learning during professional placement and implement teaching and learning strategies based on their learning; and
4. Implement classroom strategies that link mathematics to practical applications, particularly in relation to measurement and space.
5. Understand the importance of inclusive practices in relation to the teaching and learning of literacy and numeracy.

Upon successful completion of this unit students should be able to:

• demonstrate understanding of key curriculum principles relating to literacy for young children
• understand a number of interpretations of what constitutes literacy
• recognise how key literate concepts are practiced in early learning settings such as homes, communities, child care, preschools and the early years of school
• appreciate that literacy learning occur in multiple contexts and in multiple ways, and
• identify and employ a range of pedagogical tools to support children's learning in literacy.

Upon successful completion of this unit students should be able to:

1. engage in learning experiences focusing on movement, environment and community;
2. critically reflect upon their conceptions of movement, environment and community and the ability to map changes to one's own ideas through this process; and
3. apply health and safety procedures and ethical judgments when using resources and equipment in physical and outdoor activities.

Upon successful completion of this unit, students should be able to:

1. develop knowledge and understanding of how young children develop scientific and technological understandings, skills and attitudes;
2. engage with current research about teaching and learning in science and technology;
3. critique a range of pedagogical approaches that support children's learning in science and technology;
4. recognise a range of world views in science and technology, and
5. begin to develop skill in observing and analysing children's learning in science and technology, and consider teaching implications of these observations and analyses.

Upon successful completion of this unit students should be able to:

1. understand the relevance of each of the four arts domains to early childhood education
2. learn about different approaches to theories and practices of arts education
3. obtain skills in content selection and curriculum design
4. apply theories of artistic expression in early childhood to pedagogical tasks

Upon successful completion of this unit, students should be able to:

1. critically analyse how society and schools define and understand individual differences,
2. identify the range of educational settings available to students with diverse needs,
3. recognise how policies, legislation and research impacts on the education of children with diverse needs, and
4. understand the critical roles teachers play in successfully teaching students with diverse needs in a variety of educational settings.

Upon successful completion of this unit, students should be able to:

1. recognise different approaches of assessment used in the inclusive classroom context across the school years (eg assessment for learning),
2. discover various ways a teacher can determine strengths of learners with diverse needs,
3. understand ways standardised assessments could be adapted to assess learning of learners with diverse needs, and
4. determine how the process of assessment can enhance the inclusion and participation of learners with diverse needs, including transition periods.

Upon successful completion of this unit students should be able to:

1. Develop a broad and critical knowledge and understanding of HPE as a discipline,
2. Understand the socio-cultural influences on physical activity and health,
3. Relate motor learning and biomechanical principles to the teaching and learning of correct skill technique and effective teaching of movement skills,
4. Explain how physical activity inclusively caters for the needs of young people,
5. Identify fundamental motor skills and dominant movement patterns that are developmentally appropriate for various abilities,
6. Understand the importance of providing children with opportunities to prepare physically and mentally for physical activities and a lifelong active lifestyle,
7. Understand the importance of quality learning experiences in HPE,
8. Develop and implement quality learning experiences that promote enjoyment, maximum participation, inclusion and safety,
9. Develop verbal and written communication skills
10. Understand the wide range of movement skills that contribute to the HPE curriculum.

Upon successful completion of this unit, students should be able to:

1. Comprehend and utilise appropriate language associated with a foundational sport and outdoor recreation unit.
2. Analyse how play, games, sport and outdoor recreation contribute to students' lives and the lives of others.
3. Apply and examine notions of sport, physical activity, movement and outdoor recreation through a variety of theoretical lenses.
4. Recognise, distinguish and evaluate how the various "ways of knowing" sport and outdoor recreation activities can contribute to professional practices.
5. Apply theoretical concepts and demonstrate practical competencies in various sport and outdoor recreation environments (e.g. fundamental motor skills/minor games, camp based settings)

Upon successful completion of this unit, students will demonstrate an understanding of:

• the philosophical, historical, and biophysical foundations of physically active forms of outdoor recreation,
• the principles and practices of outdoor recreation,
• the specific human movement requirements of physically active outdoor recreation activities
• the contribution of outdoor recreation to healthy individuals, communities, and society,
• practical competencies in selected outdoor recreation activities,
• the role of the natural environment in outdoor recreation, and
• administration and management issues of outdoor recreation

Upon successful completion of this unit, students should be able to:

1. Explain how anatomical systems contribute to human movement and are impacted upon by biomechanical and other environmental constraints
2. identify major anatomical structures involved in the production of coordinated movement
3. discuss skeletal, neural and muscular structures and their relationship with movement and injury
4. examine planes of movement, joint movements and types of muscular contractions and explain their relationship to movement
5. explain physiological processes such as bone growth and development, muscular contraction, muscular adaptation, nervous system control and regulation and their relationship to movement
6. apply knowledge of functional anatomy to a range of exercise and sport related movements and integrate biomechanical concepts such as leverage, force, optimal positioning
7. answer questions related to biomechanical principles and their application to human movement
8. apply biomechanical principles to sporting and outdoor recreation movement activities.

Upon successful completion of this unit, students should be able to:

1. Describe and interpret scientific research related to the field
2. Apply principles behind methods of training for specific sports and activities
3. Describe what is meant by body build, body size and body composition and provide an understanding of how it varies across different populations, sports, ages and genders
4. Outline the body's energy systems and apply their relative contributions to exercise in relation to intensity and duration
5. Develop a fitness education program that applies the principles of exercise training and demonstrates understanding of physiological systems
6. Accurately select and administer practical field-tests for measuring performance
7. Successfully use case study to locate the disciplines of physiology and exercise physiology within a broader socio-ecological framework for physical activity.

At the completion of this unit, students should have:

• critically reflected upon their own environmental experiences and philosophies;
• explored ecosystems, developing an understanding of the principles of ecology and sustainability;
• engaged in critical debate and discussion concerning issues of ecology, sustainability and education;
• ascertained place-based and experiential education pedagogical strategies and approaches in teaching and learning environmental education; and
• designed, implemented and evaluated environmental education experiences in school and non-school settings.

Upon successful completion of this subject, students should be able to:

• demonstrate an understanding of the relationships between physical activity, nutrition, stress management techniques and health;
• experience a range of lifespan physical activities including yoga, Swiss ball training, circuit and resistance training, running and flexibility training;
• utilise the Stage of Change Model to modify their own behaviour;
• evaluate different methods of physical activity measurement;
• understand and use terms such as heart rate reserve, threshold of training, and repetition maximum in the correct context;
• summarise and understand the current participatory patterns of the general population in sport and physical activity while reflecting on their own participation behaviours.

Upon completion of this unit students should be able to:

1. Articulate their understanding of sport and culture in a local and national context.
2. Identify and discuss key aspects of the sports industry.
3. Explain the significance of sport within local, national and global culture and industry.
4. Understand cultural theory concepts of ideology and hegemony and power and how they relate to sport.

In the process of studying this unit students are expected to:

• understand the philosophical, political, cultural, intellectual and creative dimensions of educators' work,
• relate theories of education regarding the curriculum to critically engage with issues of education practices,
• examine a range of issues and dilemmas for educators in contemporary contexts;
• explore educative approaches to designing curricula that engage a diverse range of learners in order to create experiences which are specifically educative,
• develop an awareness of the operation of schools and the culture of classrooms including the various dimensions, dynamics and perspectives within and beyond classrooms in different contexts which affect the curriculum and professionalism of educators, and
• be aware of the complexities of political interests and how these relate to the identity of educators as professionals .

In the process of studying this unit students are expected to:

1. develop a repertoire of teaching skills and strategies that promote purposeful, meaningful, engaging, innovative, creative, intellectually challenging, and authentic learning
2. learn how to create positive and productive classroom environments which respond to individual needs, issues and dynamics within the classroom
3. develop effective teaching skills such as planning and organisation; monitoring and assessing learning; meeting diverse student learning needs; effective classroom management; and developing collaborative, integrated and negotiated curriculum
4. develop a range of specific teaching and learning skills such as reflection, problem solving, negotiation, risk-taking, innovation, and creativity
5. learn how to work effectively with peers, students, parents, school authorities and with other educational professionals
6. explore some of the broader roles of teachers in the life of a school such as meetings, professional development, policy formulation, parent-teacher meetings, extra-curricular activities and community-based activities
7. develop an awareness of teachers' professional responsibilities, ethics and relationships and the changing nature of the role of teachers and schooling.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this Unit students should:

1. have an understanding of the terms 'Indigenous', 'local', 'Traditional' and 'Traditional Owner' as they pertain to education;
2. be able to explore the role of education in nation building and the place of Indigenous and local non-Western traditional education claims within nation building;
3. become aware of issues pertaining to the retention and maintenance of Indigenous and non-Western traditional knowledge through education;
4. identify the role of international organisations in protecting, preserving and maintaining Indigenous and non-Western traditional education systems; and
5. be able to use this knowledge when developing your pedagogical approach, Indigenous educational content in your area of expertise, appropriate assessment tasks and a robust evaluation framework to improve your professional practice.

Upon successful completion of this unit, students should be able to:

1. describe the relationship between multicultural real-world contexts and basic mathematical ideas;
2. consolidate their mathematical knowledge and skills across different cultures (including the indigenous Australian cultures); and
3. use a range of strategies unique to different cultures to solve mathematical problems.

At the end of this unit, students should be able to:

1. gain opportunities to utilise correct terminology related to health concepts, anatomy, physiology and exercise;
2. develop safe exercise and fitness leadership skills; apply theoretical concepts related to exercise programming and prescription for a variety of different groups;
3. gain new insights into future orientations for health, wellbeing and fitness within education.

Upon successful completion of this unit students should be able to:

1. understand the relevance of integrating each of the three knowledge domains specific to the Visual Arts for primary school students;
2. learn about different practices and theories of each of these domains;
3. obtain skills in studio practice; and
4. apply techniques in both art history and art criticism.

Upon successful completion of this unit students should be able to:

• understand both childhood and adolescence as discrete but also diverse periods of individual development in our society
• identify how development of children and adolescents in general and specific behaviours and skills of individuals link to contemporary theoretical perspectives
• examine the likely impact of factors such as culture, family, genetic inheritance and life experiences on child and adolescent development
• analyse a range of learning theories, particularly related to the education of children from entry to primary school until the end of Year 10
• examine how teacher-student relationships are influenced by issues of development.

On successful completion of this unit students should be able to:

• identify a range of theoretical perspectives on classroom practice, and critically examine these in light of their own developing practice
• demonstrate their understanding of a range of effective and inclusive teaching strategies for use in the primary classroom
• explore and develop their own pedagogical and classroom practice
• reflect upon their own practices in relation to effective teaching.

Upon successful completion of the unit, students will:

• develop a critical understanding of issues in arts education
• understand current research in arts education pedagogy
• develop an awareness of disciplinary skills and concepts in the arts
• obtain skills in content selection and curriculum design in the arts
• engage with arts practices and experiences.

On completion of this unit, students should be able to:

• identify a range of theoretical perspectives on effective literacy learning in the middle and upper primary years
• reflect on their personal professional learning during placement and implement teaching and learning strategies that demonstrate an understanding of a range of effective and inclusive teaching strategies for literacy in the middle and upper primary classroom, including approaches to planning, assessment and reporting
• explore ways to integrate literacy teaching across the curriculum
• understand the importance of using a variety of texts and literature as part of an effective literacy program
• become competent in the use of a range of ICTs in accessing relevant research literature, in accessing and developing teaching resources and strategies, and in presenting evidence of their own learning in the area of literacy.

It is anticipated that by the end of the unit students should have developed the ability to:

• critically analyse a range of popular cultural texts, in particular, film and television texts;
• understand the role the media plays in educational and social contexts;
• analyse their own and other adults' uses of television; and
• examine the influences of television on children and adults.

Upon completion of this unit, students should be able to:

1. identify how children make meaning through their participation and use of semiotic systems in a variety of social contexts;
2. describe and critique key curriculum principles for supporting the development of children's multi-literacy skills;
3. plan and implement ways to enhance children's use of a range of modes of communication, and
4. implement teaching strategies to extend children's access to technological literacies.

Upon successful completion of this unit, students should be able to:

1. develop an understanding of different theories of children's learning and development;
2. use theories to investigate practices across time, culture, space and places;
3. develop techniques to assist in observing children and their learning;
4. reflect on their personal professional learning during professional placement; and
5. recognise and apply their understanding of children's learning in an educational setting.

Upon successful completion of this unit students should be able to:

1. plan and implement learning experiences focusing on movement, environment and community;
2. critique a variety of perspectives relating to movement, environment and community;
3. demonstrate an understanding of the dynamic interactions between the mind and body, environment and sustainability, and the context and community; and
4. use resources and equipment in a safe and ethical manner.

Upon successful completion of this unit students should be able to:

1. understand a number of interpretations of what constitutes literacy and numeracy;
2. recognise how key mathematical and literate concepts are practiced in early learning settings such as homes, communities, child care, preschools and the early years of school;
3. appreciate that literacy and numeracy learning occur in multiple contexts and in multiple ways; and
4. identify and employ a range of pedagogical tools to support children's learning in literacy and numeracy.

Upon successful completion of this unit students should be able to:

1. identify a range of significant global issues affecting educational policy and practice;
2. explore case examples of educational policy and practice;
3. understand the local and global nature of educational policy; and
4. critique policy with respect to children's learning and development.

Upon successful completion of this unit, students should be able to:

1. continue to develop a professional language to identify and support their beliefs about social difference;
2. develop, enact, and evaluate various pedagogical approaches to engaging with diversity;
3. demonstrate confidence, sensitivity, professional skill in, and commitment to, engaging equitably with diverse learners and families;
4. demonstrate skill in engaging with diverse learners and families that maximise learning opportunities for all learners, regardless of circumstances, and
5. consider their own positioning in relation to diversity and how this impacts learners and families through reflexivity.

As a result of successful completion of this unit, students will be able to:

1. consistently demonstrate a range of appropriate professional behaviours, including punctuality, courtesy, confidentiality, and appropriate dress;
2. exhibit curiosity and initiative in forming relationships with children, colleagues, and families, including the ability to clearly articulate to others the fieldwork and practice requirements of this unit;
3. plan and initiate a range of experiences for children (individuals and small groups) across a variety of curriculum domains (e.g. literacy, numeracy, music, art, science, technology), including the arrangement of space, time, and materials to support children's learning;
4. engage with colleagues and families to identify their expectations for children's learning and development, in a way that incorporates the needs of diverse learners; and
5. systematically plan for, and reflect on, their own development.

Upon successful completion of this unit, students will be able to:

1. consistently demonstrate a range of appropriate professional behaviours, including punctuality, courtesy, confidentiality, and appropriate dress;
2. exhibit curiosity and initiative in forming relationships with children, colleagues, and families, including the ability to clearly articulate to others the fieldwork and practice requirements of this unit;
3. plan and initiate a range of experiences for children (individuals, small groups, and whole class sessions) across a variety of curriculum domains (e.g. literacy, numeracy, music, art, science, technology), including the arrangement of space, time, and materials to support children's learning;
4. engage with colleagues and families to identify their expectations for children's learning and development, in a way that incorporates the needs of diverse learners; and
5. systematically plan for, and reflect on, their own development.

Upon successful completion of this unit students should be able to:

1. build pedagogical content knowledge related to the intellectual development and individual growth of young adolescents and develop an appreciation for providing learning experiences that will be meaningful to young adolescents;
2. become familiar with and critically examine the literature relating to middle years approaches and the unique needs of adolescents as a group in transition from childhood to adult hood;
3. develop an understanding of a critical constructivist philosophy of learning and how it relates to classroom practice and relationships in the middle years;
4. work collaboratively with peers to develop an understanding of the importance and value of a team approach to curriculum and pedagogical reform.

Upon successful completion of this unit, students should be able to:

1. identify factors necessary for creating engaging classrooms for all learners, including those with diverse needs,
2. critically examine significant research that can be used by educators to create engaging classroom environments,
3. learn about theories and strategies that can be used to create engaging classrooms for all, and
4. understand the need to collaborate with parents and other stakeholders in creating engaging classrooms.

Upon successful completion of this unit, students should be able to:

1. critically analyse research evidence that supports the use of different learning and teaching practices,
2. identify and practise a range of effective and evidence-based learning and teaching strategies for students with diverse needs,
3. develop and practise positive relationship and communication skills between teachers and students, and
4. reflect on the manner in which educators might evaluate their own practice.

Upon successful completion of this unit, students should be able to:

1. critique the provision of aquatic education within a broader socio-ecological framework;
2. document their observations and evaluations with respect to education, risk management, programming and user groups at a variety of venues;
3. demonstrate effective and safe group teaching practices for a variety of participants in a practical setting;
4. teach, exhibit and describe effective swimming, survival and rescue techniques using a range of teaching approaches in closed and open water environments;
5. explain key elements of successful aquatic centre management practices;
6. describe various activities and games that can be used for different aquatic user groups and;
7. locate aquatic education and its role within the broader aquatic recreation and leisure industry.

Upon successful completion of this unit students should be able to;

• Articulate their understanding of experiential education in a sporting or outdoor context.
• Interpret and critically assess a range of experiential education theories and approaches
• Demonstrate the ability to plan and organise an experiential learning service activity
• Reflect on the practice of experiential learning.

1. understand the philosophy and theoretical basis of adventure education;
2. demonstrate knowledge of student centred teaching methods;
3. effectively facilitate small group activities within the adventure education paradigm;
4. actively demonstrate competencies in practical components;
5. engage with contemporary issues in adventure education practice;
6. demonstrate reflective skills to enhance further professional development.

Upon successful completion of this unit, students should be able to:

1. demonstrate knowledge and understanding of the concepts of leadership and programming
2. explain and critique the theories of leadership and programming
3. examine the practice of leadership and programming
4. apply theoretical concepts and demonstrate skills appropriate to their own philosophy of leadership and programming
5. display the ability to lead a range of different activities utilising various styles as appropriate in selected outdoor activities
6. develop personalised and group programs to suit a range of settings.

Upon successful completion of this unit, students should be able to:

• Apply knowledge of lifespan physical activity and wellness in community wide approaches to physical activity promotion.
• List and describe the determinants and conceptual approaches in intra- and inter-personal environments, micro-, meso- and macro- environments.
• Understand the differences between downstream (choice-driven) and upstream (choice-enabling) physical activity promotion policies.
• Define the terms: physical activity, epidemiology, inequality, inequity, risk factors, ecological fallacy and other related terms.
• Develop quantitative and qualitative understandings of research design and approaches in community physical activity and wellness studies.
• Engage with the professional literature on community physical activity promotion.
• Develop appropriate strategies for the promotion of physical activity in community settings.
• Critically reflect on community programs engaged to promote physical activity in the population.
• Evaluate community settings using appropriate fieldwork measuring and interpretive devices.
• Participate effectively in a community fieldwork setting.

Upon successful completion of this unit, students should be able to:

1. Recognise the characteristics of an effective coach as educator
2. examine the advantages and disadvantages of various coaching/education styles
3. develop and communicate a personal coaching philosophy
4. clarify personal coaching/educating objectives
5. explain how coaching practice relates to different theories associated with skill acquisition and motor learning and control
6. develop an outline for a yearly, through to sessional plan, in a particular activity incorporating assessment and evaluation of strengths and weaknesses
7. demonstrate knowledge of psychological concepts that influence athlete preparation and performance
8. apply these theoretical concepts and demonstrate practical skills (athletics, games, ball handling).

Upon successful completion of this unit, students should have:

• an understanding of the nature of dance in education and its place in major curriculum and Arts documents;
• have a basic knowledge of the available resources that can help with ideas, and the range of stimulus materials that can be used in a dance program;
• have examined the common elements of the arts and the unique qualities of dance;
• be able to observe and analyse the movement of others;
• be able to articulate a rationale for the inclusion of dance in the school curriculum;
• display a commitment to the process of dance education.

Upon successful completion of this unit students should be able to demonstrate an understanding of the broad traditions and philosophical approaches in adult education; situate key terms used in adult education including andragogy, self-directed learning and facilitation; highlight perspectives and debates on the value of terms such as andragogy, self-directed learning and facilitation; and reflect on the role of the adult educator and their own teaching practice as educational leaders.

Upon successful completion of this unit, students should have developed an understanding of core concepts relating to 'contexts' in adult learning and development; an awareness of the historical context of adult and vocational education and training; knowledge of how contemporary social, political and economic forces, including workplace and technological change are reshaping adult learning and development; and an ability to analyse the inter-relationships between the context and practices of adult learning and development.

Participants will enhance their abilities to critically reflect on academic and workplace texts and practices and through these, develop the skills required to successfully complete the research and writing outcomes of the BAL& D program.

Upon successful completion of this unit students should be able to outline national and state policies in relation to multimedia and the delivery of education and training; identify and understand the links, in the context of the information economy, between the learner, the teacher, the workplace, the provider and society; demonstrate an awareness of the requirements in developing an effective multimedia learning environment; understand the links between research, adult education and multimedia; and examine the processes required to construct an educational multimedia resource.

Upon successful completion of this unit, students should be able to design and develop an original multimedia resource which uses a range of technologies; evaluate educational multimedia packages and environment; select and use appropriate hardware and software for the creation of a variety of multimedia artefacts.

Upon successful completion of this unit, participants should have:

1. An understanding of current trends in the world of work and of organisations
2. An understanding of different theoretical approaches to workplace learning
3. A capacity to critically reflect on their own workplace contexts; and
4. Further developed skills in designing work-based learning strategies sensitive to the contexts of the organisations in which they work.

Upon successful completion of this unit, students should have an understanding of the theory and practice of program design and delivery; be able to identify and describe different approaches to program design and their implications for teaching, learning and assessment; be able to describe a variety of evaluation approaches and the situations in which they are best used; and be able to undertake or analyse program design and delivery taking into account a variety of situational, learner and social parameters.

Upon successful completion of this unit, students should understand how 'difference' has been conceptualised in relation to adult learning and development; appreciate how social, cultural and other differences interact with and shape processes of adult learning and development; recognise the implications of difference among adult learners for program design and delivery; and acquire skills and strategies for working with difference among adult learners in workplace and community settings.

Upon successful completion of this unit, students should be able to:

• demonstrate continued development of their painting and printmaking skills and further development in selected areas such as textiles, mosaic, and drawing;
• have an awareness of contemporary art practice and theory and a growing understanding of its relevance to their own studio practice, the school environment and the society in general;
• have further developed an understanding of relevant terminology and become familiar with a wide range of literature;
• have developed a personal language by investigation of a chosen theme, leading to one or two major art works.

Upon successful completion of this unit, students should be able to:

1. appreciate adolescence as a discrete period of individual development in our society;
2. articulate theories of adolescent development from a scientific viewpoint;
3. explain the developmental tasks of adolescence;
4. understand how teacher-student relationships are influenced by issues of adolescent development;
5. identify problems in teaching adolescents and apply relevant frameworks;
6. analyse multidimensional facets of influence (motivations; self-esteem; anxiety, stress, coping; biological processes; cognition; moral development; development of the self; familial, peer and sociocultural influences; issues of diversity; additional issues including substance abuse, deviance, depression, truancy, bullying, and resilience); and
7. access relevant information on aspects of adolescents' development.

Upon successful completion of this unit students should be able to:

1. recognise the centrality of language and literacy in mediating learning in and out of school and the importance of ties between home and school practices;
2. develop an understanding of literacy and numeracy as social practices, and become aware of relationships between identity and learning;
3. develop an understanding of the relationship between language and identity;
4. be familiar with a range of theories that reconceptualise traditional understandings of school and out-of-school literacy and numeracy and their social, cultural, political and pedagogical implications;
5. be able to analyse the literacy and numeracy practices in classrooms, schools and out-of-school settings;
6. be sensitive to sociocultural diversity in school communities and begin developing a professional capacity to recognise, respond and teach to difference; and
7. be familiar with a range of policy and curriculum initiatives and their pedagogical implications.

Upon successful completion of this unit, students should be able to:

1. appreciate the importance of educational inquiry to the professional practice of teachers
2. access and develop an evidence base for their acquisition of skills and knowledge associated with undertaking teacher research
3. demonstrate an awareness of issues associated with undertaking research in a range of educational settings
4. develop an evidence base of the impact of research on improving the educational outcomes in educational setting. This includes improvement in teaching, learning and organisational outcomes

Upon successful completion of this unit, students should be able to:

1. show an understanding of a range of issues related to schooling at both a local and global level
2. understand the relationship between schooling, social justice and transformation
3. utilize diverse sociological and philosophical perspectives in analysing issues related to students' and teachers' everyday experiences of schooling
4. reflect critically on themselves and their relationship to current debates raised in the unit
5. critically engage with and articulate an understanding of differing sociological and philosophical debates about schooling and society
6. apply their skills and knowledge to respond to these issues at a local and global level in school and community contexts associated with fieldwork.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon completion of this unit, students should be able to:

1. demonstrate an appreciation for the diversity of genre available in children's literature;
2. understand the criteria for selecting literature for primary school children;
3. understand the key issues concerned with the content and promotion of children's literature;
4. understand the components for the analysis of children's literature; and
5. show an ability to present literature to children in a variety of ways.

Upon completion of this unit students will be able to:

• describe the key national and Victorian policies pertaining to social justice, social equity and social inclusion
• critically analyse the role of schooling and teaching in social justice, social equity and social inclusion
• investigate the ways in which social justice, social equity and social inclusion policies and discourses are taken up at school and classroom levels
• identify and critique curriculum and pedagogical practices that advance social inclusion and enhance the life futures for all students
• imagine and outline a professional teaching practice that aligns with social justice, social equity and social inclusion.

At the conclusion of this unit, students will be able to:

• critically analyse their own professional practice to identify and address beliefs, attitudes and practices that exclude and disadvantage some students (based on their gender, race or learning abilities) from achieving academic success and learning outcome
• recognise and value the range of differences (eg gender, race or disabilities) that impact on students' access to, participation in and learning outcomes at school
• create a classroom community using positive and preventative strategies to minimise disruptive behaviour
• appreciate the importance of developing productive relationships based on mutual respect and trust with others involved in student's academic and social development, eg parents and carers, social welfare workers, health professionals, community organisations and paraprofessional support workers
• design units of work and class programs that support the academic achievement and learning outcomes of all students, including but not limited to:
  1. cooperative learning;
  2. peer tutoring;
  3. differentiated curriculum; and
  4. team teaching.

Upon successful completion of the unit, students should

• have developed techniques to plan for and manage the effective teaching of primary school concepts and skills of the various content strands of number and algebra, measurement and geometry, and statistics and probability
• be confident about planning and facilitating a range of mathematics/numeracy learning activities which develop and enhance student understanding, fluency, problem solving, and reasoning
• be able to understand the needs of diverse groups of students (including students with different abilities, Aboriginal and Torres Strait Islander students, refugee students, immigrant students, and minority students), consider the range of factors that can influence learning outcomes, and employ strategies to facilitate their learning
• be able to harness ICT (eg interactive whiteboards, tablet PCs, web 2.0) and calculator learning technologies in their teaching repertoire
• be able to select and use a variety of assessment techniques to evaluate student learning in mathematics
• be able to identify and discuss a range of pedagogical issues (eg student affect, the evaluation and improvement of teaching programs, professional learning) in primary mathematics education, and to apply research skills to produce innovative responses.

Upon successful completion of this unit students should be able to -

Science as a way of knowing:

• Appreciate science as a way of thinking and the collection of values that underpin such thinking. This includes an appreciation for different collections of values that represent science in other cultures (eg Indigenous science, Eastern philosophy).
• Understand how this way of thinking generates knowledge that can be used to describe and respond to our environment.
• Appreciate science as a human creation, within cultural and societal dimensions that have ethical boundaries.
• Appreciate science's relationship with other disciplines and its particular relationship to technology.

Learning about learning science:

• Develop an understanding of a constructivist perspective on learning and its implications for teaching.
• Become sensitised to the 'real world' of learners and appreciate the need to provide learning experiences in science that will be meaningful to them.
• Critically reflect on their experiences as learners of science and identify implications for their professional identities.

Teaching as the transformation of knowing science and engagement of learners:

• Develop the ability to establish, monitor and develop student understanding of science as a way of knowing, and the importance of reasoning and critical thinking skills and to identify, develop and deliver appropriate strategies to achieve this.
• Develop and appreciation for pedagogical content knowledge through a focus on developing understanding of the relationships between context, content and pedagogy.
• Interpret and implement the intentions of curriculum documents relating to science.
• Develop competence in the planning and implementing science learning experiences using a variety of technologies and approaches.

Communicating science:

• Develop an appreciation and understanding of science as a specialised form of language and the symbols and conventions it employs.
• Communicate science understanding in multiple ways and to multiple audiences.

Upon successful completion of this unit, students should be able to:

• articulate the unique contribution of health and physical education to the general curriculum
• demonstrate knowledge of the philosophy, history and contemporary status of school physical education
• develop, design and plan lessons, units and curricula that are developmentally appropriate for Years P to 10
• understand, utilise and have participated experientially in a variety of physical education specific pedagogies (eg fundamental motor skills, sport education, thematics, game-centred approaches) that promotes moving-related educative experiences
• express concepts and information about health and health-related matters as it pertains to health education (eg drug education, sexuality education)

Upon successful completion of this unit students should be able to:

• develop appropriate strategies and techniques for teaching Social Education ('social studies') in educational contexts ranging from Prep to Year 10
• analyse and critique current curriculum documents into classroom practice that will engage school students in active and inquiry-based learning, so they may participate in and understand their local communities, region and the world
• implement techniques, and use a variety of resources, to develop school students' literacy and ICT skills the medium of social education
• devise, adapt, interpret and use courses, units and varied learning resources to enhance classroom practices and student learning
• make connections between Social Studies, multicultural education and diversity education in the study, application and promotion of social justice and equity
• demonstrate an understanding of contemporary trends in Social Education in Victoria, Australia and internationally
• reflect critically on the development of students' own learning and teaching skills.

Upon successful completion of this unit students should be able to:

1. identify key concepts in primary mathematics and numeracy pedagogy;
2. understand how sociocultural, political and educational contexts underlie, facilitate and impede children learning of primary mathematics and numeracy;
3. evaluate personal professional assumptions about teaching and learning primary mathematics and numeracy;
4. plan for the effective deployment of appropriate pedagogical strategies to support children's learning against current-day, multiple contexts; and
5. assess authentically, efficiently and effectively the extent of children's mathematics and numeracy learning.

Upon successful completion of this unit students should be able to:

1. develop an understanding of integrated curriculum as a pedagogy;
2. critique integrated curriculum as a pedagogy;
3. design, plan and evaluate integrated learning experiences for a range of learners; and
4. show an understanding of the connections between the arts, language and numeracy in an educational context.

Upon successful completion of this unit students should be able to:

1. show an understanding of the connections between the science, technology and studies of society and environment;
2. further develop their knowledge of integrated curriculum as a pedagogy;
3. design, plan and evaluate integrated learning experiences for a range of learners and places using science, technology and studies of society and environment; and
4. critique their prior experiences in science, technology and studies of society and environment and consider the implications for their practice.

Upon successful completion of this unit students should be able to:

1. identify a range of theoretical perspectives on literacy, and critically examine these in light of their own developing perspectives;
2. explore and develop their own literacy skills and pedagogical practices;
3. demonstrate their understanding of a range of effective and inclusive teaching strategies for literacy in the primary classroom, including approaches to assessment and reporting, and
4. become competent in the use of a range of ICTs in accessing relevant research literature, in accessing and developing teaching resources and strategies, and in presenting evidence of their own learning in the area of literacy.

Upon successful completion of this unit students should be able to:

1. appreciate and understand their own communities through local history, culture and environment;
2. plan, implement and evaluate experiences that connect educational settings and communities;
3. engage children in place making in their own educational settings and communities, and
4. consider how places affect relationships to other people and other places.

Upon successful completion of this unit, students will be able to:

1. systematically observe and document learning episodes using a range of technologies;
2. make explicit links between observed behaviours and children's development of specific knowledge, skills, attitudes, and learning dispositions;
3. express assessment information in a way that is accessible to children and their families;
4. involve children in reflecting on their learning and identifying their own learning goals, and
5. reflect critically on contemporary assessment discourse in schools and early childhood services.

Upon successful completion of this unit, students will be able to:

1. demonstrate professional judgments about infant and toddler learning and development from a variety of theoretical perspectives;

2. use their professional judgments about infant and toddler learning and development to systematically identify learning goals for children, plan experiences to foster these learning goals, and research the effectiveness of these plans;

3. prepare and implement experiences for infants and toddlers to achieve differentiated learning and development goals across diverse learners; and

4. creates learning environments that foster appropriate learning dispositions and behaviours, including responding confidently and appropriately to instances of children's inappropriate behaviour.

Upon successful completion of this unit, students will be able to:

1. demonstrate professional judgments about children's learning and development from a variety of theoretical perspectives;
2. use their professional judgments about children's learning and development to systematically identify learning goals for children, plan experiences to foster these learning goals, and research the effectiveness of these plans ;
3. prepare and implement experiences in the child care setting to achieve differentiated learning and development goals across diverse learners; and
4. creates learning environments that foster appropriate learning dispositions and behaviours, including responding confidently and appropriately to instances of children's inappropriate behaviour.

Upon successful completion of this unit, students are expected to be able to:

1. identify and assess the likely impact of social, culture, family and life experience on development;
2. link the development of general and specific behaviours and skills of individual children to theoretical perspectives;
3. observe development sensitively and record precise, relevant and accurate information that can be used in planning and evaluation of support/learning strategies;
4. evaluate the impact of contemporary real-life issues to child development.

Upon successful completion of this unit, students should be able to:

1. identify the key principles of adapting curriculum for students with diverse needs,
2. recognise teaching practices that may exclude some students from participating in learning and teaching activities,
3. learn about ways curriculum can be adapted across different subject areas, student populations and at different stages of schooling, and
4. work cooperatively with a range of stakeholders in adapting curriculum.

Upon successful completion of this unit, students should be able to:

1. understand the implications of teaching students with complex needs in a variety of educational settings and across the school years,
2. develop skills in curriculum design and the use of technology to support the educational needs of students with complex needs,
3. identify community and school resources and supports available for students with complex needs, and
4. understand the role of, and develop skills to collaborate with, other personnel, including teacher assistants, other specialists and family members when working with students with complex needs.

Upon successful completion of this unit, students should:

• be able to draw upon scholarly and public knowledge resources to identify and define current trends and issues of significance in outdoor recreation.
• be able to appreciate and understand how current research activity provides conceptual resources and empirical insights into the development of outdoor recreation policy and practice.
• be able to identify, collect, analyse and synthesize the current literature of conceptual and empirical relevance to one or more current trends and issues in outdoor recreation.
• be able to develop and apply rigorous strategies, such as problem based learning and/or action research, for exploring those trends and issues.
• be able to evaluate those issues and trends and to construct a coherent and logical argument that represents how outdoor recreation managers, guides and leaders should address them in practice.

Upon successful completion of this unit students should be able to:

1. demonstrate the ability to safely plan and implement an extended journey in remote outdoor settings in a particular season
2. demonstrate the ability to apply careful judgement in a chosen adventure activity and the ability to work effectively as a group member
3. demonstrate an understanding of the cultural heritage of wilderness environments and the expedition experience
4. demonstrate the ability to present a detailed theoretical investigation into an aspect of expeditionary learning
5. demonstrate an understanding of nature based environmental ethics and the responsibilities of outdoor expedition leaders, guides, and participants
6. demonstrate an understanding of the educational potential and value of the expedition experience.

On successful completion of this unit students should be able to:

1. demonstrate an understanding of the experiential and cultural relationship humans have had with the natural environment
2. identify how educational approaches can contribute to a deeper understanding of outdoor experiences and place attachments
3. demonstrate an awareness and understanding of the place of discovery, exploration and aesthetic preferences in natural environments
4. explain how people develop a sense of place attachment to natural places.

Upon successful completion of this unit, students will have:

• developed knowledge, skills and competencies in the basic principles and applied practices of the different forms and purposes of camping;
• understand the importance of examining camp programs and activities from a socio-ecological perspective;
• developed a professional and personal philosophy of recreational/sports camping and role of camp education;
• gained supervised experience in programming for camps, including activity leadership and facilitation/teaching, pedagogical skill development and an appreciation of their application to a range of outdoor/sport populations, including special;
• developed grater insight and skill in applying experiential education to the administration, planning, programming, conduct and evaluation of camp education;
• developed a resource file relevant to different forms of camping but including information relevant to the administration of risk management, safety, legal and ethical duties, obligations and functions.

Upon successful completion of the unit students should be able to:

1. demonstrate through written reports a detailed knowledge of the application of professional programs in the sport and outdoor recreation sector
2. demonstrate performance competency in selected activities where required
3. demonstrate the ability to safely plan and implement a program in the selected activities in workplace and training settings within the sector
4. demonstrate the ability to produce written documents which critically examine and evaluate the provision of sport and outdoor recreation opportunities in the community.

Upon successful completion of this unit students should be able to:

1. conduct research planning skills in searching the literature;
2. systematically analyse, assess and annotate scholarly work differentiating between evidence and speculation;
3. critically analyse research;
4. clarify researchable problems or issues;
5. demonstrate the ability to critically synthesise a wide array of information into a scholarly review of the literature;
6. Demonstrate expert knowledge of a select topic relevant to their professional aspirations.

Upon successful completion of this unit, students should be able to:

• Discuss skills and basic movement techniques associated with alternate sport and movement experiences;
• critique a variety of traditional/contemporary pedagogical practices and their associated theories and describe how these are located within a broader socio-ecological frame for physical activity;
• plan and implement a movement experience unit of work grounded in a relevant theoretical framework (e.g. SEPEP, Cooperative Learning, Games Sense);
• apply a critical reflective practice that considers the interplay between developmental, social, cultural and environmental elements of the sport and movement education context.

Upon successful completion of this unit, students should:

• Be able to demonstrate knowledge and understanding of relevant theories underpinning community development.
• Have a practical understanding of how sport is used in community development and be able to evaluate its benefits and limitations.
• Understand the role of the coach in community development.
• Be able to demonstrate both theoretical and practical understanding of how to work with different marginalised groups in a community development context.
• Be able to plan, implement and evaluate a community development and coaching program aimed at working with an excluded group.

Upon successful completion of this unit students should:

• have an understanding of key concepts and inter-relationships between work, development and identity, as they relate to adult learners and educators
• be able to identify and analyse the ways in which global forces and local practices are reshaping processes of work, development and identity formation
• develop an appreciation of the role of work and learning, both formal and informal, in the development of professional identities and careers over the life course
• be able to use this knowledge to engage in reflexive research about their professional identities and career development.

Upon successful completion of this unit, students should:

1. be able to develop a research project proposal;
2. be able to select and apply a work-based research approach;
3. be able to design, manage and complete a work-based research project; and
4. be aware of the ways in which research project outcomes can be applied and disseminated.

Upon successful completion of this unit, students should have:

• developed an understanding of the rapidly changing environment for adult learning and development and of emerging trends and their implications for adult educators;
• a knowledge of relevant core concepts;
• a critical awareness of possible and alternative future directions for the development of adult learning and development and an appreciation of strategies for participating in, facilitating and influencing change processes in relation to adult learning and development.

Upon successful completion of this Unit, students should be able to:

1. demonstrate awareness of workplace issues concerning individuals, teams and organisations,
2. diagnose the structures and processes that affect and are affected by key issues, and
3. show increased confidence and competence in planning change to deal with key issues.

Upon successful completion of this unit, students should have developed:

1. a stronger appreciation of research as a process of knowledge production and its relevance to practice in adult and workplace education,
2. a broad understanding of research perspectives and approaches,
3. an awareness of their own positions in relation to different research traditions and methodologies, and
4. an appreciation of the research craft, including research design, methods, ethical principles and presentation.

1. develop their working knowledge of the concepts of reflection and reflective learning
2. identify their values around the construction of knowledge and their identities as reflective professionals
3. apply reflective approaches to interpreting critical moments in practice.

Upon successful completion of this unit, participants should have:

1. An appreciation of different types of mentoring
2. An understanding of the steps involved in setting up a small workplace mentoring scheme
3. An awareness of issues involved in introducing mentoring
4. Basic skills in designing, coordinating and evaluating a mentoring program.

Upon successful completion of this unit students should have developed:

• an understanding of the core concepts and processes relating to policy and policy making in the field of adult learning and development in both the public and private sectors;
• knowledge of recent policy reforms, and their inter-relationships with wider political, social and economic developments;
• an appreciation of the ways in which recent policy reforms have affected practitioners working with adult learners in diverse workplace and community settings;
• and skills in the development and analysis of policy from a critical perspective.

Upon experiencing this unit students will be critically inquiring into:

• how the notion of 'curriculum' is embedded in the praxis of education rather than the discourse of learning if it is to have educative value.
• the moral and political aspects inherent in all curricula and assessment;
• various curricula and assessment practices to determine their educative value;
• their beliefs about education, learning and assessment and be comparing these with theories found in professional literature;
• designing a range of methods for generating evidence of student learning, including appropriate application of ICT;
• reporting processes in terms of clarity for their audience and usefulness for future learning.

Upon successful completion of this unit, students should be able to:

1. critically examine their personal beliefs, values and experiences about teaching and learning, classroom management, communication and motivation;
2. articulate their emerging professional learning, identifying significant change moments;
3. describe, evaluate and apply a variety of classroom management and communication strategies in educational contexts;
4. recognise literacy and numeracy needs of students;
5. identify and apply processes for drawing on a range of theories and principles to create effective learning opportunities for students in a range of contexts; and
6. outline and apply processes for engaging students in their learning, especially disengaged students.

Upon successful completion of this unit students should be able to:

1. recognise the range and depth of teachers' work (the ethical, professional, industrial, legal, emotional, intellectual and physical frames of this work);
2. articulate their personal identities as teachers;
3. further develop the personal literacy, numeracy and ICT skills appropriate for professional practice;
4. demonstrate their knowledge and skills as a professional learner and as a member of a professional learning community; and
5. develop and document evidence of the impact of their professional practice on learning, teaching and organizational structures

Upon successful completion of this unit students should be able to:

1. develop an understanding of the societal diversity that surrounds and embeds teaching and learning in educational institutions
2. critique educational policies related to the issues discussed in this unit
3. understand the social and cultural contexts that influence education at the local, national and international level
4. recognise and articulate the principles of an inclusive approach to teaching and learning.

It is anticipated that by completing the unit students should:

• be aware of the implications of disabilities from an educational and developmental perspective;
• be familiar with the wide range of varying abilities of students;
• be familiar with adaptations necessary for the school setting and instructional style;
• be familiar with inclusive curriculum strategies; and
• be informed about policy at the school, state and national and international level.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, students will have completed the required number of days of practicum and the activities specified in the Bachelor of Education (P-10) and Bachelor of Education (Special Education) Professional Placements Manuals.

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• reflect on how resources can help to create rich and engaging learning environments;
• reflect on and respond to advice from their peers, supervising teachers and University mentor on their development as effective teachers;
• develop a range of teaching approaches to encourage effective student engagement and learning.

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

• develop and reflect on strategies that demonstrate empathy, positive regard for, and rapport with students;
• regard all students as capable of learning and demonstrate an understanding of and commitment to equity in their practice;
• identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning;
• develop and reflect on strategies that acknowledge and cater for diverse cultural, religious and socio-economic factors influencing students.

Upon successful completion of this unit, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• develop and sustain professional working relationships with colleagues.

Upon successful completion of this unit, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• develop and sustain professional working relationships with colleagues.

Upon successful completion of this unit students should be able to:

1. develop, prepare and evaluate effective learning episodes in school arts education;
2. explore and develop instructional strategies applicable in the arts classroom such as management and occupational health and safety issues;
3. understand curriculum concepts and documentation in arts education;
4. explore and develop strategies for engendering creative and aesthetic experiences in arts education;
5. show an awareness of approaches to inclusive arts education; and
6. understand the role of arts education in school communities.

On successful completion of this unit, students should be able to:

1. understand the role and importance of Business education curriculum (including reference to Accounting, Business Management, Economics, Industry and Enterprise and Legal Studies) in the secondary school context with particular emphasis on Years 7 - 10;
2. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions;
3. develop competence in planning and implementing lessons and units of work;
4. design innovative teaching and learning procedures to engage and motivate students which respond to the diverse abilities and interests of all learners;
5. employ accountable and theoretically grounded processes to monitor and assess student learning and progress; and
6. select and evaluate appropriate teaching and learning resources.

Upon successful completion of this unit, students should be able to:

1. critically reflect upon their beliefs, ethical approaches and experiences with respect to language and literacy learning in secondary schools;
2. develop, and critically evaluate, a variety of teaching practices and communication strategies in different modes and in different teaching and learning contexts;
3. develop competence in planning and implementing lessons and units of work;
4. actively participate in professional conversations about a range of issues in relation to the nature and possibilities of English language and literacy learning across different subject areas; the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas; and professional identity of teachers who teach language and literacy in different curriculum settings.

Upon successful completion of this unit students should be able to:

1. critically reflect on their experiences as learners of science and identify implications for their professional identity;
2. develop an understanding of a constructivist perspective on learning and its implications for science teaching;
3. become familiar with curriculum documents related to teaching science;
4. build pedagogical content knowledge through a focus on developing understanding of the relationships between content, context and pedagogical approach;
5. develop competence in planning, assessing and implementing lessons and units of work; and
6. become sensitized to the "real world" of the learners in their classrooms and develop an appreciation for providing learning experiences that will be meaningful to students.

On successful completion of this unit, students should be able to:

• Provide a socio-historical perspective on the relationships between Health, Outdoor and Physical Education;
• Articulate their teaching philosophies and identify the ways in which they may have implications for their teaching and professional identity;
• Plan, develop, implement and evaluate units of work and lessons;
• Identify and apply effective and innovative approaches to teaching HOPE;
• Develop knowledge of pedagogical content;
• Become familiar with relevant curriculum documents related to teaching HOPE.

Upon successful completion of this unit, students should be able to:

1. understand and appreciate the various applications of technology in learning and teaching;
2. critically evaluate the impacts of information and communication technologies in education and society;
3. apply their skills in using suitable technologies to manage teaching and learning;
4. understand and appreciate practical issues in implementing information technology programs into school settings;
5. develop competence in planning and implementing lessons and units of work
6. recognise the centrality of literacy and numeracy for effective use of ICT; and
7. explore and develop strategies for collegial cross-curriculum teaching using information and communication technologies.

Upon successful completion of this unit, students should be able to:

1. understand and appreciate the role of mathematics and numeracy in secondary schooling;
2. develop and apply knowledge of teaching styles, resources and assessment methods for mathematics;
3. explore the needs of diverse groups of students and consider the range of factors that can influence learning outcomes, including literacy and ICT needs;
4. develop competence in planning and implementing lessons and units of work
5. investigate and evaluate a variety of aspects of school mathematics pedagogy; and
6. examine and evaluate mathematics curriculum documents and their underpinning principles.

Upon successful completion of this unit, students should be able to:

1. develop their understanding of principles of second language acquisition and apply these to planning for teaching and learning in multilingual and multicultural contexts;
2. reflect on the ways in which second language and literacy teaching and learning in schools can develop additive bilingualism;
3. apply communicative language teaching approaches in diverse classroom contexts;
4. develop sociocultural awareness of and sensitivity to classroom contexts;
5. develop an understanding of intercultural competence and its importance in a global world;
6. undertake planning for second language learning;
7. acquire a metalanguage for talking about second language pedagogy; and
8. develop and apply their knowledge and skills for using ICT in second language programs.

Upon successful completion of this unit students should be able to:

1. develop appropriate strategies for teaching Social and Environmental Education in secondary school settings;
2. interpret and translate current curriculum documents into classroom practice that will engage school learners in active and inquiry-based learning;
3. and use a variety of resources and approaches to develop school students' literacy, numeracy and ICT skills;
4. devise, adapt, interpret and use courses, units, and varied learning resources to enhance classroom practice and student learning;
5. demonstrate an understanding of contemporary trends in Social and Environmental Education locally and internationally; and
6. reflect critically on the development of students' own learning and teaching skills.

As a result of participating in this elective unit students will gain opportunities to:

• develop knowledge of current and major issues in the field of health education;
• utilise critical and reflective thinking skills in the analysis of health issues via reading, research and investigation;
• review the impact of health initiatives and interventions, for example, the 'Health Promoting School' policy in the education context; and understand principles of health and wellness on a personal and community level.

Upon successful completion of this unit students should be able to:

• identify and discuss the major legal, ethical and cultural issues currently impacting on educational computing;
• have developed an advanced understanding of how the computer and its applications can be used in the primary classroom as a catalyst for the development of children's thinking;
• have further developed advanced understandings and user skills necessary for the effective use of the computer;
• possess an advanced understanding of the concepts underlying flexible and inflexible databases, multimedia, communications and adventure game software and the rationale underpinning their use in the classroom; and
• have further developed a range of advanced procedures and practices for the effective use of the computer as a teaching and learning aid.