Monash University Handbook 2014 Postgraduate - Units

This unit is used by the faculty and/or Monash Institute of Graduate Research to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Institute of Graduate Research to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is used by the faculty and/or Monash Institute of Graduate Research to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies (ICTs), in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession.

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession.

In this unit students will critically examine principles, practices and issues of health and wellbeing. They will explore how society and culture influence community practices, legal and quality assurance requirements relating to the health and wellbeing of children and adults in early childhood settings. The unit will prepare students with strategies to maintain high quality health, safety and nutritional standards in children's services and to balance work and life commitments through emotional, physical, social and spiritual self-care.

This unit will explore the socio-cultural/historical concepts of learning and development of children aged from birth to 12 years, including medical concepts of disability and special additional needs. The policy and practical implications of learning and inclusion for teaching will feature, with particular emphasis on good practice and strategies that may be introduced to assist children and their families from varying cultural backgrounds.

This unit will examine the contexts for professional life as well as the identities, roles and responsibilities of a contemporary early childhood professional. It will address the broader dimensions of being a contemporary early childhood professional including service management, professional leadership, research, advocacy, professional ethics, networking, career development and working effectively in the broader community. The notions of the 'learned professional' and the 'ethics of care', which require commitments to ethical relationships, pedagogical knowledge, critical thinking and intellectual engagement will underpin the way the unit is conceptualised. Consideration will be given to topics related to human and material resources management, service development and marketing.

This unit prepares students to enter the early childhood education profession. They will continue to develop their ability to become reflective professionals monitoring their own thoughts and actions. They will gain an understanding of employment opportunities, processes and organisational and work conditions. Students will understand the importance of emotional, physical, social and spiritual wellbeing. They will learn strategies to balance work and life commitments. They will have a conscious understanding of themselves as professionals, their relationships with others and the importance of continuing their professional learning.

This unit focuses on the planning, implementation, and evaluation of high-quality, play-based curricula in kindergarten settings. Students will develop skills in integrating a range of curriculum domains, with an emphasis on early literacy and numeracy. The unit also provides an overview of early childhood curriculum frameworks locally and nationally, in the context of wider curriculum theory. Students will develop strategies for observing and assessing children's learning as a basis for planning and pedagogical tools to assist in communicating with parents and for curriculum planning and evaluation.

This unit is principally comprised of up to 45 days of professional placement in prior-to-school settings, supported by regular in-centre tutorial sessions during block placements.

In this unit, students will examine research which calls into question the taken for granted theories of play that have informed the work of early childhood professionals and be provided with new and different contexts to think about in relation to how play is defined and theorized. Play has been traditionally viewed as an important pedagogical approach for early childhood education in most European heritage communities. However, in recent years broader and more culturally inclusive research has been undertaken to show how play is culturally constructed. Students will also consider the cultural ways in which children in contemporary society play and live in their communities. Importantly, students will undertake an analysis of the contemporary theories of play, noting the research upon which particular theories are based, examining cross-cultural variations, popular culture, gendered interactions and critiquing the range of play contexts that children find themselves today. Students will be supported in their work through observing children, undertaking analyses and through re-theorising play.

The emphasis in the unit is on the nature of the curriculum as it is enacted in the classroom and its connection to whole-school, community practices and global concerns including philosophical, moral and political dimensions. The implications of connecting the curriculum in order to address a variety of concerns relate to the professionalism of the educator, their pedagogy and assessment practices. In association with the practicum, students are required to critically evaluate, apply and imagine curriculum ideas that enable teachers to teach in educative settings. The unit will draw on contemporary curriculum developments internationally and in Australia including: nationalising the curriculum, who actually controls the curriculum, making the curriculum educative, curriculum integration and community-based curriculum.

One in four learners in Australian schools comes from a home where the main language is other than English. If these learners are to experience equal educational opportunities and achieve equal educational outcomes they need support in their language and literacy development and an environment that is conducive to their learning across all subject areas. This unit aims to provide mainstream subject teachers with the appropriate skills to meet the needs of non-English speaking background learners through developing an understanding of the language-related needs of these learners and ways of meeting these needs.

This unit provides a framework for students to understand giftedness and the practices associated with gifted education from a theoretical perspective and through the assessment tasks provides opportunities for both critically reflective appraisal and practical application of new understandings. It requires students to critically examine current understandings and practices relating to teaching highly able students from a national and international perspective. A focus of the unit is on development of differentiated curricula to engage all ability levels and gifted students in particular.

This unit explores local and global Indigenous perspectives on teaching and learning. It develops students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples. The unit considers Indigenous and other forms of education alongside the provision of mainstream schooling by nation states. Students develop understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. They explore and utilise education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes. Students also develop broad knowledge, understanding and respect for Aboriginal and Torres Strait Islander peoples and their histories, cultures and languages to meet expectations in the Australian Curriculum and the Australian Professional Standards for Teachers. They develop skills and insights into how to engage learners from Indigenous and traditional communities and create successful partnerships that improve academic outcomes and foster reconciliation.

The unit explores the growing emphasis on developing capacity in the workplace as a key platform of vocational education and training policy reform in Australia and overseas in recent decades. The unit will draw on workplace learning as it manifests within school curriculum as well as the ways in which teachers experience this in the school as workplace. Students will be introduced to the rationale for the introduction of vocational curriculums in schools and their connection to curriculum programs within them.

This unit aims to increase student's understanding of human development across the lifespan through the study of biological, perceptual, cognitive, personality, social and emotional changes from infancy to adulthood. Deviations from normal development will be covered within the field of developmental psychopathology. The content of the unit will reflect the view that human behaviour throughout life is multiply determined by the interaction of both environmental and constitutional influences and the context in which development occurs. Through student presentations and class discussion, students will be introduced to a number of current topics and contrasting developmental theories.

This unit includes a review of the important legislation for psychologists, professional organisations for psychologists, ethics committees and codes of professional conduct. It addresses issues of privacy, confidentiality, privilege and informed consent, professional responsibility in relation to competence, dual relationships and conflicts of interest, the role of the psychologist in court, ethical issues raised by having children as clients, ethical issues in the use of psychological tests, ethical issues in the provision of psychological services to people from a different cultural background, managing the suicidal client, ethical issues in reporting child abuse, the prediction of dangerousness, ethical issues pertaining to service delivery over the internet and by email and the ethics and responsibilities of supervision. Students will pursue a program of readings and assignments which direct attention to ethical, legal and social issues involved in psychological practice. These issues will cover relevant legislation, Australian Psychological Society (APS) and other codes of professional conduct for psychologists, registration requirements and some social ramifications of psychological practice.

This unit will provide students with a theoretical overview of individual differences and how these may be assessed. The course of study will include the theoretical background to the development of classes of tests, detailed examination of a range of models of human ability and other individual difference issues. The different approaches to the design and construction of personality assessment tools will also be addressed. Test evaluation methods and a review of recent trends in test development theory will also be covered. The unit will also cover the administration, scoring and interpretation of a range of psychological tests and classification tools.

This unit focuses on the principles and procedures of applied behaviour analysis (ABA) in changing human behaviour. A range of behaviour change procedures to establish new behaviours, increase desirable behaviours and decrease undesirable behaviours are introduced. ABA typically employs single subject research methodology. This unit therefore introduces students to this technology, encompassing observational systems and single subject research designs. The unit also highlights the role of functional behavioural assessment procedures in the context of positive behaviour support (PBS) and the development of effective non-aversive behaviour reduction interventions. It outlines the basic issues in developing behaviour modification programs to change one's own behaviour: a process called self-management. The ethical and social validity issues around the implementation of behaviour change procedures are highlighted, specifically in relation to those involving interventions including aversive procedures.

This unit covers all aspects of the conduct of research. Students undertake a study program in statistics and research design and under the guidance of a staff member plan an independent research project. This project involves designing research in relation to previous work on the topic of the study, gaining ethical approval for data collection or use of data, data gathering, data entry and analysis using appropriate statistical techniques or methodologies and the preparation of a research report and a literature review according to the specifications of the Publication Manual of the American Psychological Association (APA).

This unit introduces students to a range of intervention models/theories used in counselling psychology and the assumptions on which they are based. Students will examine the theoretical bases of two approaches in depth.

This unit orients students to the field of education, helping them to convey the academic ideas that they understand through their reading. Through the development of an annotated bibliography which responds to an education and sustainability-related challenge, students learn how to identify key ideas in an academic text and convey these in writing. The academic work of analysis is developed by building on the bibliographic entries and exploring the ideas conveyed in writing in particular contexts. In this way, students analyse ideas and identify their connections and relevance to concrete situations.

This unit develops students' capacities to convince others of their academic ideas. Its special focus is building an academic argument. Students are introduced to some key principles and approaches through which academic arguments are built by reviewing them in a range of sustainability-related texts. Students apply these features, present their academic argument, and give and receive constructive feedback, thereby gaining skills to strengthen their arguments.

This unit encourages students to identify, investigate, understand, evaluate and debate contemporary issues in sustainability locally, nationally and globally. Key environmental issues around biodiversity and water are addressed as a way to orient students to issues of contemporary relevance in sustainability debates. The learning implications of these issues are highlighted as they are reviewed through related policy, case study and research materials. Implications for learning and professional practice are considered. Learning is enhanced through students' critical engagement with issues raised by them and their peers.

This unit encourages students to identify, investigate, understand, evaluate and debate contemporary issues in sustainability locally, nationally and globally. Key environmental issues around food and social justice are addressed as a way to orient students to issues of contemporary relevance in sustainability debates. The learning implications of these issues are highlighted as they are reviewed through related policy, case study and research materials. Implications for learning and professional practice are considered. Learning is enhanced through students' critical engagement with issues raised by them and their peers.

This unit orientates students to the field of education. It engages them with academic traditions and scholarly practices in the field of education at the postgraduate level. Students review academic texts and research papers which represent diverse standpoints in understanding education. Students examine how education researchers position themselves within the field in terms of different theories and understandings of education. Students develop capacities in critical reading, analysis and synthesis and use these to prepare their own well-crafted and well-supported academic arguments in written and oral forms. Through this unit, students explore a topic or theme of interest to them, critically review the evidence related to it and practise building an academic argument related to this theme.

In this unit students are involved in identifying and investigating current contemporary issues in education through a variety of lenses that may include local, national, regional or global perspectives and emphases on school, adult or higher education learning, both formal and informal, depending on the interests of the student cohorts. The unit begins with the identification of issues at each of these spatial and sectoral levels, relevant to the students and their work and roles in education. Opportunities are provided for students to critically engage with theory, contemporary policy documents and accounts that are relevant to the issues they are investigating. Students further define key questions for investigation, gather appropriate data to research the issues and present and share in debates through peer-led forums. Through shared learning, the unit provides an orientation for students to a broad range of debates across education contexts and develops understanding of the complexities in this field.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of accounting education. Students work independently, collaboratively, and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students will further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of accounting education. Students work independently, collaboratively and interdependently, to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares pre-service teachers to teach biology in secondary schools as a specialist in Years 11 and 12 and in the junior Years 7 to 10. The unit draws upon a constructivist theory of learning to explore the most appropriate ways of encouraging students to build their conceptual understandings of biological concepts. Linked to this, students will develop a range of pedagogical approaches in teaching biology. Importantly, pre-service teachers will be introduced to appropriate curricula (Years 7 to 12) so that they are confident in linking their teaching to the curriculum in preparation for the classroom. Throughout the unit students will be challenged to consider the key issues impacting biology education and how they might address them in their teaching. Students will be encouraged to think critically about teaching biology and recognise the importance of reflecting upon their own practice.

This unit builds upon the foundational unit providing pre-service teachers with further opportunities to explore and develop their pedagogical practices in biology. In particular students will consider the importance and value of investigations and fieldwork in teaching biology along with the possibililties offered by a range of online electronic resources. Pre-service teachers will consider the types and ranges of assessment in biology. An important component of this unit will be an increased focus on the need for biology teachers to think critically about their own practice and the degree to which it enhances the learning opportunities for all students. The valuable role of ongoing professional learning as one becomes part of the teaching profession will also be considered.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students will further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit aims to prepare students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is to assist pre-service teachers to build an understanding of the importance of developing an effective pedagogy for teaching chemistry through the use of critical reflection. The unit also aims to build an awareness of problematic chemistry content and evidence-based teaching approaches that better facilitate student conceptual understanding. Students will trial a wide variety of effective teaching strategies and be encouraged to build information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.
The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. Methods for assessing and monitoring student learning in chemistry will be introduced. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

This unit builds upon EDF4847 Chemistry education in the secondary years A in preparing students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). Pre-service teachers continue to build an understanding of the importance of developing an effective pedagogy for teaching chemistry through the use of critical reflection. An awareness of problematic chemistry content and evidence-based teaching approaches that better facilitate student conceptual understanding will be explored. Students will trial a wide variety of effective teaching strategies and be encouraged to build information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.
The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. Methods for assessing and monitoring student learning in chemistry will be explored further. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

This unit will address the theory and practice of secondary school drama education. It is designed to introduce students to the skills and understandings of drama education and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical and pragmatic perspectives.

This unit will address the theory and practice of secondary school drama education. It is designed to develop students' skills and understandings as drama educators and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical and pragmatic perspectives.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise, commerce and business related education in secondary schools. Students will develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. Through an examination of a range of curricula drawn from state (e.g. VCE economics), national (e.g. Australian Curriculum: economics and business) and international contexts (e.g. IB economics), students are familiarised with current developments in the theory and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to further develop and extend the learning undertaken in EDF4853 Economics education in the secondary years A. Students will continue to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise and business related education in secondary schools. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. They will acquire knowledge and understanding of the nature and purpose of assessment, designing assessments that are purposeful and relevant to the teaching and learning economics program and the learning needs of students. Through an examination of a range of curricula drawn from state, national and international contexts students are further familiarised with current developments in the theory and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit prepares student teachers for the teaching of English as an additional language (EAL) to the full range of non-English speaking background students, including recently arrived students with limited English language skills, international students and others in a range of EAL contexts. It looks at the nature of English and the theory and principles of second language pedagogy, along with factors having an impact on teaching and learning. Attention is paid to the sociocultural contexts of learning and the need for sensitivity to linguistic and cultural diversity in schools. With reference to current curriculum documents, policy and assessment protocols, pre-service teachers will learn to assess EAL learner needs, devise appropriate lessons to meet those needs and to select and adapt materials to work effectively to maximise the educational opportunities of all EAL learners. The teaching practice component of the course is a crucial part of developing such knowledge and skills and students will complete weekly activities to prepare for the placement, including the use of technology.

This unit builds on the contextual and pedagogical knowledge about EAL teaching from EDF4855 English as an additional language (EAL) education in the secondary years A. Students will link theory and practice with a view to deepening their competence to teach EAL in a range of settings, including intensive new arrival programs, EAL support programs in the mainstream, EAL programs targeting international students and team-teaching (where ESL teaching is taught in cooperation with a mainstream subject teacher). The course will cover all aspects of ESL teaching in a secondary setting, including VCE. Students will learn to assess EAL learner needs, devise appropriate units of work to meet those needs, adapt and create course materials and work effectively as part of a whole school program to maximise the educational opportunities of all EAL learners. The teaching practice component of the course is a crucial part of developing such knowledge and skills.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and interdependently to develop their skills and knowledge in planning and implementing curriculum materials in the area of English language. Students also learn to appreciate how language, in its various modes and uses, including those involving information and communication technologies (ICTs), mediates the learning of all young people across a range of curriculum areas and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in the theory and practice of English literacy education. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and exciting innovations in English education in Australia and internationally.

This unit builds on EDF4857 English education in the secondary years A by extending pre-service students' capacities, as they continue to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and interdependently to plan and implement appropriate curriculum in the area of English language. They also learn to appreciate how language, in its various modes and uses, including those involving information and communication technologies (ICTs) , mediates the learning of all young people in school and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in the theory and practice of English literacy education, with a particular focus on senior English curriculums. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and exciting innovations in English education in Australia and internationally.

This unit introduces students to the language, methods and major ideas useful in contemporary science teaching and focuses on content, pedagogy and the interrelationships between them. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on their past, as well as providing new experiences. The unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit broadens students thinking about learning and teaching science by introducing them to ways of engaging learners in real world science. It provides students with the opportunity to develop their planning and teaching skills and emphasises the importance of reflection and continual development of teaching practice. This unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Furthermore, this unit reinforces a view that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers.

This unit aims to prepare students to become effective and knowledgeable specialist geography teachers. It develops pre-service teachers' understanding of current approaches and trends in geography education, nationally and internationally and how these impact on school-based and post-compulsory curriculum in geography. The unit will involve an examination of various strategies, resources, policies, activities and forms of assessment for geography education.

This unit aims to build on the understanding developed in EDF4861 Geography education in the secondary years A, to further prepare students to become effective and knowledgeable specialist geography teachers. It develops pre-service teachers' understanding of current trends and approaches in geography education, through a focus on the uses and applications of fieldwork, information and communication technologies, personal geographies, environmental and sustainability education, and civics and citzenship education. Students will be expected to critically examine school geography drawing on a range of national and international perspectives on geography curriculum, resources and assessment, and on learners of diverse backgrounds and abilities.

The aim of this unit is to provide a secondary teacher education method in health that has two foci: to explore human development content and curriculum in the school context and to develop teaching and learning skills including ethical knowledge for teaching health to Years 11 and 12.
Study in this unit is underscored by the need to develop an understanding of the complex nature of health as part of a social model and the methods for teaching related fields in science, education, society and politics in terms of the interrelationship of individuals and groups throughout the lifespan.

The aim of this unit is to provide a secondary teacher education method in health that has two foci: to explore new technologies for health education in the school context and to develop teaching and learning skills for teaching health across the school curriculum. Study in this unit is underscored by the need to develop an understanding of the complex nature of health and how this can be addressed across the curriculum. It also addresses teaching models related to experiential education and how this can support health educators to set up health promoting school programs that support individuals throughout their lifespan.

This unit introduces pre-service teachers to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of an integrated program in either Australian or overseas school or wider educational settings. The unit is practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs.
The unit explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past, multiple definitions of 'historical literacy', Australian Curriculum cross-curriculum priorities and general capabilities, Australian Curriculum: History and how it has been implemented by different government and other education authorities, civics and citizenship education and values education imperatives, strategies for engaging and purposeful lesson-planning and delivery, 'teaching by the textbook and the website', teacher-directed as well as student-centred questioning, English language proficiency and assisting students for whom English is another language when 'reading and writing' about the past, preparations for school placement, introductions to inquiry methodology, Gardner's 'multiple intelligences', Bloom's 'taxonomy' and de Bono's 'six thinking hats'.

This unit builds on EDF4865 History education in the secondary years A and continues to develop pre-service teachers' understandings and skills with regard to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of integrated programs in either Australian or overseas schools or wider educational settings. The unit continues to be practice-based, research-informed and resource-rich.
The unit embraces diverse histories, perspectives, pedagogies and technologies, and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs. It explores advanced teaching, learning and assessment strategies with emphases on 'viewing', 'listening to' and 'visiting' sources of the past, important history education resource providers at state/territory, national and international levels, studies of Asia, Indigenous and sustainability imperatives, religious studies and their connections with history education, unit planning and delivery. The unit will also examinte the Victorian Certificate of Education histories and/or Australian Curriculum, history 'senior years' documents, securing employment as history/humanities school teachers or educators in non-school history education settings, history disciplinary or education professional communities that advocate and work for high quality history education experiences for students as well as educators and strategies for responding effectively to curriculum priorities and developments as they arise.

This unit enables students to understand the scope of information and communication technology (ICT) education in secondary school (Years 7 to 12). It provides students with opportunities to develop their knowledge and skills relevant to teaching ICT with a particular emphasis on the junior levels in secondary schools. This includes the use of technologies to represent understandings, conceptualise and manage ideas; to create and communicate; to engage critically with the impacts of technology on society and education; and to develop an understanding of the relationship between ICT curriculum content and pedagogy.

This unit provides students with opportunities to continue developing their knowledge and skills relevant to teaching information and communication technology (ICT) but with a particular emphasis on senior levels in secondary schooling. This includes: the use of technologies to represent understandings, conceptualise and manage ideas, to create and communicate, to engage critically with the impacts of technology on society and education and to develop an understanding of the relationship between ICT curriculum content and pedagogy. The unit also considers how we can sustain professional learning and the role of the ICT teacher more broadly in the school and in shaping policy.

This unit provides students with an introduction to theory and practice covering various disciplines which comprise Jewish Studies. The unit introduces students to a number of issues and themes that can help them to locate Jewish Studies in its broader global context and to appreciate the dynamics of Jewish schools and Jewish schooling. The unit also focuses on developing an understanding of various models of and approaches to the teaching of Jewish Studies.

This unit builds on the study in Semester 1 of EDF4869 Jewish studies education in the secondary years A. The primary purpose of this unit is to introduce students to the knowledge, skills, values and attitudes that underpin the teaching and learning of the various subject areas which fall under the generic heading of Jewish Studies. This unit deals with various topics, themes and issues related to the teaching of Jewish Studies in the secondary school. In addition to various pedagogical 'hands-on' aspects of teaching Jewish Studies, the unit will also deal with issues and themes of a more philosophical or theoretical nature.

This unit involves students in close examination of current research on first and second language theories linked to principles of optimal classroom pedagogy. Students will engage with global, national and Victorian policies and curriculum and assessment frameworks, and reflect on how these impact on decisions at the school and classroom levels related to the teaching and learning of languages. Students work collaboratively to explore intercultural contexts as they are realised through interaction with a range of spoken and written texts.

This unit invites students to utilise second language acquisition research and curriculum design techniques for constructing lessons appropriate to learners' needs. Students develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language competencies. They investigate and evaluate theoretical and practical links between disciplines, domains and literacies in order to better appreciate the importance of communication and how languages contribute to this educative process.

This unit explores current, local and international research on first and second language theories linked to P-12 principles of classroom pedagogy. Students are provided with foundations for effective teaching of languages within the perspective of the P-12 continuum. Students will develop a flexible and informed approach, selecting appropriate strategies for learner's linguistic and communicative needs. While the focus is mostly practical, emphasising the importance of planning and sequencing lessons, this unit links closely with research, and builds skills in the development of integrated units of work emphasising the importance of cross-curricular planning involving classroom teachers and communities of professional practice.

In this unit students will consider a range of factors that impact on the establishment of a languages program in their context and the integration of such a program within the larger P-12 school curriculum. While the focus further emphasises the importance of planning and sequencing lessons, it links closely with the research in EDF4871 and EDF4872 (Languages education in the secondary years 1A and 1B). It builds skills in the development of creating integrated units of work incorporating ICT and multimedia specific to student's languages method. Students investigate and evaluate theoretical and practical links between disciplines, domains and literacies in order to better appreciate the importance of communication and how second languages contribute to this process.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students will acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory and practice of legal studies education. Students work independently, collaboratively, and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students will further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students will gain deeper understandings of current developments in the theory and practice of legal studies education. Students work independently, collaboratively, and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit will reinforce a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit EDF4877 and the next unit EDF4878 explore the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units are designed to prepare students to teach mathematics and consider the philosophy that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both junior level (Years 7 and 10) in this unit and senior levels (Years 11 to 12) in unit EDF4878. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit EDF4878 and the previous unit EDF4877 explore the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units are designed to prepare students to teach mathematics and consider the philosophy that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both senior level (Years 11 and 12) in this unit and junior levels (Years 7 to 10) in EDF4877. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit is designed to prepare specialist teachers of media studies. It will introduce students to current debates and trends in media education. Students critically explore the different justifications for teaching media studies in secondary schools, as well as the benefits and negatives of different approaches to teaching media studies (e.g. a more vocational, 'hands on' approach, as opposed to a more theoretical approach). Students will examine different approaches to teaching key media studies topics, including representation, narrative, new media and media production. Students will draw upon their knowledge of these topics to evaluate media studies teaching resources and design and implement individual lessons and assessment tasks for a range of levels and in accordance with state and national curriculum documents, including the VCE media studies study design.

This unit is designed to prepare specialist teachers of media studies. It will further develop students' critical understandings of current trends in media education. Students will examine different approaches to teaching key media studies topics, including media industry, social values and the media, audience and media influence and media production. Students will draw upon their knowledge of these topics to design and implement sequential programs of lessons and assessment programs for a range of levels and in accordance with state and national curriculum documents, including the VCE media studies study design.

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and also considers primary school music education from the viewpoint of the specialist music educator. Students will be encouraged to refine their attitudes through reflecting on their past, as well as providing new experiences. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals.
The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process. The focus on this unit concentrates primarily on lower and middle secondary school music. The following subject EDF4882 Music education in the secondary years 1B, will focus on senior secondary school music. It is considered appropriate to do this as many students will find themselves required to teach the majority of their first teaching placement classes in the secondary levels mentioned.

This unit builds on the key ideas and methods in teaching and learning music introduced in EDF4881 Music education in the secondary years 1A. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools. The focus on this unit concentrates primarily on senior secondary school music. Students will be encouraged to refine their attitudes and approaches to music education through reflection and evaluation of both past and new experiences. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection and analysis of pedagogical reasoning. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process.

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. It expands the knowledge and understandings developed in EDF4881 and EDF4882 (Music education in the secondary years 1A and 1B). In particular, the unit explores issues and practices that surround the effective school music educator such as the establishment and management of school music departments and the teaching, conducting and management of school performance ensembles (bands, choirs, orchestras and myriad ensemble arrangements). The unit considers the support that must be provided for all music teaching and learning in educational environments including that offered by instrumental specialist teachers. It focuses on the interrelationships and interdependencies between school music classroom teaching and learning and music performance practices. Students will be encouraged to share their past experiences in these areas, by reflecting on their own past, they may build a better understanding and basis for future practice as educators. This is particularly pertinent as most students will already be experienced instrumental teachers and music professionals. It will also reposition students as novice learners of unfamiliar instruments (classroom recorder, guitar, keyboards, etc.) to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. In addition, there will be discussion of the tensions inherent in advocacy issues for music both within and beyond the school.

This unit further develops the understandings of teaching and learning methods and major ideas useful in contemporary music education. It expands the knowledge and understandings developed in EDF4883 Music education in the secondary years 2A. In particular, the unit explores major music methodologies such as Kodaly, Dalcroze, Yamaha and Suzuki and the possible application of these methodologies to the secondary classroom. Students will be encouraged to share their past experiences in these methodologies, by reflecting on their own past, they may build a better understanding and basis for future practice as educators. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. This experiential learning will be furthered by the students' involvement in a class musical production, the components of which will have been developed by the students themselves. Through the process of planning for and rehearsing the production, the students will experience directly the process that their own secondary school students will experience in the preparation of a school musical production.

This unit prepares students to teach school outdoor education from Years 7 to 12. The unit will introduce students to the historical, philosophical, experiential and environmental foundations of outdoor education and how these shape professional practice and student learning. A focus for this unit will be on students developing competencies and skills in professional knowledge and professional practice. The unit will encourage students to reflect critically upon their experiences of learning, leading and teaching in outdoor education. Students will be provided with opportunities, in class and/or via related professional experience (teaching practicums) to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

This unit prepares students to teach school outdoor education from Years 7 to 12 with a particular emphasis on VCE Outdoor Environmental Studies. The unit will critically introduce students to the historical basis of the outdoor education curriculum and how these shape contemporary professional practice and student learning. It will encourage students to reflect critically upon their experiences of learning and teaching in outdoor education, and will be used to develop and refine their educational philosophy. Students will be provided with opportunities, in class and via related professional experience (teaching practicums) to consolidate their content knowledge, develop curricula and refine their pedagogic skills relevant to teaching in secondary schools.

This unit prepares students to teach school physical education from Years 7 to 12. It provides students with the historical, philosophical and experiential foundations of physical education and how these have shaped and continue to shape contemporary perspectives, paradigms of practice and student learning in physical and movement culture. A focus for this unit will be on students developing competencies and skills in professional knowledge and professional practice. Students will be provided with opportunities, in class and/or via related professional experience (teaching practicums) to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

This unit builds on physical education concepts and knowledge from the previous semester. It provides students with a continuing intellectual, theoretical and practical framing of secondary physical education, enabling students to become critically reflective and informed professionals. The focus for this unit will be on students consolidating their physical education specific professional knowledge and professional practice, while identifying and engaging in professional learning for improved practice and student learning. Students will be provided with opportunities, in class and/or via related professional experience (teaching practicums) to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

This unit is the first of two units which aim to prepare pre-service teachers to teach physics in secondary schools and colleges both as a specialist subject in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of this first unit is to assist pre-service teachers to build an understanding of the importance of developing an effective pedagogy for teaching physics through the continual use of critical self-reflection. The unit also aims to build an awareness of problematic physics content and evidence-based teaching approaches that successfully facilitate student conceptual understanding. Pre-service teachers will also be encouraged to trial a wide variety of teaching strategies and to build information and communication technology (ICT) skills and techniques considered essential for establishing a productive and engaging secondary classroom.

This unit is the second of two units which aim to prepare pre-service teachers to teach physics in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the second unit is to assist pre-service teachers to develop their capacity and confidence to effectively communicate their physics knowledge using a range of appropriate teaching strategies, while encouraging purposeful and critical thinking in their students.The unit also aims to build an awareness and confidence in each pre-service teacher to design a variety of authentic assessment and monitoring procedures aimed at evaluating the effectiveness of their students to achieve the intended learning objectives of the local senior physics curriculum framework. Pre-service teachers will also research and design a unit of work suitable for teaching a senior physics topic and critally reflect on their own professional practice and its importance for effecting continuous improvement. The unit will highlight the importance of setting personal and professional goals and actively seeking professional learning programs that contribute to the ongoing improvement of one's professional classroom practice.

This unit explores the teaching and learning of psychology in secondary schools. It is designed to prepare students to teach psychology and consider the philosophy that underpins their teaching. It encourages students to consider the purpose of teaching psychology in schools and develop an understanding of the subject discipline's place within secondary schools, at senior level (Years 11 and 12) and junior level (Years 7 to 10), including within the science domain and links to other domains such as health and humanities. It emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit builds on EDF4891 Psychology education in the secondary years A as it continues to explore the teaching and learning of psychology in secondary schools. It is designed to prepare students to teach psychology and consider the philosophy that underpins their teaching. It continues to encourage students to consider the purpose of teaching psychology in schools and psychology's place within secondary schools and focuses more on electronic assessment, debate, learning spaces and information technologies this semester. It emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

This unit aims to prepare students to become effective and knowledgeable social education teachers. Students will be able to critically explore different approaches to teaching social education in Years 7 to 12. The unit will involve an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum, including civics and citizenship, history, geography, politics, international studies, sociology, cultural studies, studies of Asia, and sustainability that are taught in diverse ways in schools. Students will also critically examine relevant state and national curriculum documents.

This unit aims to build on the understanding developed in EDF4893 Social education in the secondary years A, to further prepare students to become effective and knowledgeable social education teachers. Students will be able to critically explore different approaches to teaching social education in Years 7 to 12. The unit will involve an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum. Students will also critically examine national curriculum documents and explore examples of social education internationally, to prepare them to be teachers in other global contexts.

This unit is designed to enable pre-service teachers to develop skills in lesson planning and to confidently approach their initial pre-service classroom experiences. It builds understanding of the ways in which visual art and design pedagogy can be considered in practical terms and the corresponding nature of professional identity for the specialist art and design teacher. The emphasis is on exploring classroom practice and curriculum design, offering students opportunities to identify with the professional responsibilities specific to learning and teaching in the disciplines that inform visual art and design curriculum practice.

This unit builds on coursework undertaken in EDF4895 Visual art and design education in the secondary years 1A. It enables pre-service visual art and design teachers to build skills in curriculum design through teaching studio-based practice. It explores a range of issues with respect to classroom pedagogy in the visual arts that are specific to aesthetic education, including a discussion of the interdisciplinary relationships between artists, designers and teachers and their impact for conceptions of student experience.The unit takes students into a deeper experience of curriculum theory especially as it has developed through reform of the dominant curriculum models in the visual arts.

This unit provides pre-service art teachers with a heightened sense of the connections between the knowledge disciplines which inform visual art curriculum. It enables students to build skills around the development of art historical and art critical knowledge, such as research and unit preparation. The tasks involved in this unit will also enable students to learn about museum activities and the design of museum experiences for secondary school art and design students. The unit provides a rudimentary introduction to art historiography and pedagogical strategies relevant to art history and art criticism that lead students back to studio practice.

This unit builds on coursework undertaken in EDF4897 Visual art and design education in the secondary years 2A. It enables pre-service visual art and design teachers to build skills in curriculum design through teaching studio-based practice. It explores a range of issues with respect to classroom pedagogy in the visual arts that are specific to aesthetic education, including a discussion of the interdisciplinary relationships between artists, designers and teachers and their impact for conceptions of student experience.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the first of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the second of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the third of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the fourth of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the fifth of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Secondary) course. This is the sixth of six professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the first of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the second of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the third of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the fourth of five professional experience units.

This unit provides the means for managing the professional experience placements within the Master of Teaching (Primary) course. This is the fifth of five professional experience units.

This unit develops students competency in counselling research and counselling skills through the introduction of a range of evidence-based psychotherapies. Students learn the process of conducting systematic literature reviews, appraise research papers and develop a methodology to summarise evidence-based practice. Students learn relevant core skills and theoretical concepts underpinning the therapeutic process and extend their practical knowledge on counselling interventions in order to be effective in developing a helping relationship with a range of client groups. The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

This unit provides students opportunity for advanced exploration and analysis of the psychological assessment process. It involves scholarly consideration and debate of quantitative and qualitative approaches to psychological constructs, their dominant underpinning theories, means of assessment, as well as exploring associated issues of validity and reliability, cultural and ethical considerations, and linguistic factors. Students acquire skills in the administration, scoring and interpretation of pertinent psychological tests, the integration of multiple sources of assessment data, and appropriate report writing. The unit also covers constructive critical appraisal and skills in making clinical judgement for the assessment and diagnostics of disabilities, psychopathology and human strengths (positive psychology). The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

This unit develops students' ethical practice in a variety of psychological and research contexts. It covers the ethical dilemmas that might exist in psychologists' research, educational or professional roles in different workplaces. Ethical approaches pertaining to the practice of psychology, conducting research, and assessments as well as program design and evaluation are discussed. The unit considers these activities across a variety of contexts, such as in person, postal, telephone, internet and other electronic transmissions. Ethical, legal and moral issues are considered and discussed. The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

This unit reviews current approaches to psychological practice employing empirically supported interventions. The learning is structured around evidence-based practice and the development of practice-based evidence for common issues in both adult and child populations. Students examine both client and therapist variables that have been identified as essential for intervention efficacy and are exposed to a range of techniques associated with promotion of wellbeing, symptom reduction and behavioural change. In addition, students learn how to employ culturally sensitive interventions that have been shown to facilitate positive outcomes in a variety of contexts. Research methodologies employed in the establishment of evidence-based practice are critiqued. Students learn how to utilise research in guiding their choice of therapeutic interventions and how to study the outcomes of their intervention in practice. The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

This is a unit for professional clinical experience in the Master in Professional Psychology course. Students complete the required number of days and the activities specified in the practicum manual for this unit. Students' learning is supported by professional experience advisers. This unit tracks the requirements for completing professional experience in the course. This unit is designed to support psychological training on a 5+1 basis.

This unit considers the economic, social and environmental dimensions of sustainability and introduces the multifaceted concept of sustainability. Students explore what sustainability means for them personally and for humanity. Using multiple perspectives, informed by research, the unit presents a coherent, personalising and engaging introduction to the concept of sustainability, the challenges it presents and the range of possible responses. Through the understanding of sustainability provided by this unit, students develop their capacity to be reflective, ethically aware professionals capable of giving recognition to sustainability issues in the decisions they make personally, professionally and as members of the community.

This unit explores and develops case studies of the range of practices and settings in which people learn about sustainability. Students examine how learning occurs across the lifespan, in diverse contexts, and with different impacts. Using case study methodology, the unit engages key questions about how the qualities and characteristics of educating for sustainability differentiate this field of activity from environmental education and related areas.

In this unit, students reflect on and analyse the features and complexities of an internationalised, contemporary and changing context for education and sustainability. Students engage with key perspectives on the global arena and with theories and ideas which show how globalisation makes a difference to education and achieving sustainable development. Such perspectives are important to engage with in order to develop individuals and communities capable of responding at local and global levels to rapidly changing social, economic, cultural and ecological conditions. The effects of international viewpoints and deliberations on education for sustainability are considered for their impact on local contexts and educational initiatives. Students identify the interconnections between their 'everyday' contexts and national and international movements, as peoples, cultures and economies are brought closer together.

In this unit students identify aspects of significance in framing learning for sustainability such as knowledge, attitudes and behaviours related to sustainability, learners' perceptions of learning about and experiences in learning for sustainability. Cases are drawn from within and outside formal education settings through which to illustrate and evaluate perspectives on learning and learner development. Implications for teaching for sustainability are considered.

This unit supports students to design and develop a learning event around sustainability. It positions learning for sustainability within a dialogic tradition of adult education which has a strong orientation to active learning, participation and change. Within this tradition of learning, an approach to learning design which anchors learners into learning and then builds their learning sequentially is explored. Students design a short learning session to develop participant learning around a concept of their choice within a personally and professionally relevant context.

In this unit, students are encouraged to reflect on their lives and contexts, to identify and evaluate dispositions, capabilities, roles, resources and goals in leading change for education for sustainability. Developing leadership for change around sustainability relies as much on leading systems and planning change as it does on developing a leader's self and other awareness and emotional preparedness.The unit introduces a variety of perspectives for developing self and other awareness. Instruments and practices, learning styles and profile instruments are used, along with a rigorous reflective practice regimen, to help students develop a leadership development plan. This knowledge is used to understand how to lead and engage others in ways that may produce enduring change.

This unit explores leadership and the processes of change that are most effective in leading change for education for sustainability within educational and organisational contexts. Students explore leadership approaches to development programs that have successfully engaged with sustainability matters through the balancing of economic, environmental and societal concerns. Moving beyond 'greenwashing' in a system, this unit engages with the fundamental principles of triple bottom line reporting and the leadership required to enact enduring change around education for sustainability. Through critical insights, the processes of how to engage people in educational, community and organisational contexts to meet the challenge of education for sustainability are identified.

This unit develops written, visual, verbal and non-verbal communication skills. Communication, the familiar act of transferring information from one person to another, is fundamental to day-to-day life. In a professional context, effective communication skills are essential no matter whether the purpose of the communication is to inquire, inform, persuade or develop goodwill. It begins with a basic model of communication that highlights the role of the sender and receiver, and then considers the implications of different communication mediums or channels as well as the impact of feedback. Attention is given to the development of coherent arguments as part of framing effective communication. Since advancing sustainability requires the application of effective change agent skills, the unit then focuses on using communication to influence others through either persuasion or negotiation.

This unit helps students identify the value and specific nature of research in education for sustainability, including its relationship to small-scale inquiry in education and other social science disciplines. Students learn about the traditions and forms of explanation used in small-scale inquiry, and the types of knowledge that can be generated that inform professional practice. Students also consider the major ways of designing and conducting research studies to address a range of issues and challenges, including appreciating the often complex relationship between research, policy and practice.

In this unit students select an education for sustainability challenge or issue of relevance to their professional context and design a small-scale inquiry. Students learn how to set out the key features of a potential project, and how to select appropriate criteria for evaluating the quality of their research design.

This unit focuses on requirements for the effective execution of a research design as a means of collecting data to facilitate meaning-making. Research is fundamental to generating authentic, new and timely knowledge, so as to guide and inform policies and practices. Students are made aware of the implications of relevant sociocultural and ethical contexts on how meaning is interpreted. Qualitative and quantitative data are considered, when they are gathered separately in different research studies, as well as when they are gathered sequentially or simultaneously in the same research study. Discussions focus on 'traditional' research methods (such as surveys) and emerging ones (such as videos and photographs) in physical or virtual forms of research representation. Students develop their research skills through evaluative work on prior, related studies, as well as have the opportunity to consider the data collection process in response to a specific concern of relevance to their respective professional or educational contexts.