Monash University Handbook 2014 Undergraduate - Units

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

This unit introduces students to the requirements of university study. It provides students with a range of specific capabilities that are essential for engaged and successful undergraduate study. The unit content is arranged around the relationships between the learner, the university's requirements and the expectations of students. Students are introduced to the rigours of university learning and the ranges of scholarly traditions and practices. Emphasis is given to the importance of independent learning in university studies.

This unit draws from the various disciplines in which the Diploma of Tertiary Studies students are enrolled. It explores different knowledge traditions to develop student's understanding of the importance and relationships between context and knowledge across discipline streams. It critically considers the different paradigms of knowledge to explore differences or similarities between the physical sciences and humanities or social sciences perspectives. Students identify, compare, contrast and discuss different disciplinary approaches to knowledge and become familiar with the relationships between knowledge and context.

This unit introduces students to foundational mathematics to provide them with the mathematics skills to support their future university studies. The unit places a strong emphasis on using mathematics in practical contexts as they relate to everyday life, employment and further study. It introduces students to the study of mathematical patterns, symbols and logic. In particular, it provides students with key aspects of foundational mathematical knowledge. Students are introduced to space, shape and design, patterns and numbers, measurement and the handling of data. Emphasis is focused upon developing student understanding and proficiency in using mathematical concepts and skills in measurement, handling data, standard calculations and geometry.

This unit introduces students to the requirements of writing for academic purposes. It provides them with a range of composition skills that are essential for producing academic essays, reports and reviews. The unit introduces writing styles and conventions appropriate to university study and provides students with practical insights into structuring cohesive academic essays and reports. Students are introduced to the various styles and genres of structuring and composing writing for academic purposes. Emphasis is focused upon understanding the detailed requirements of written assignments, referencing, and developing the necessary form and structure appropriate to the required task.

This unit develops students' understanding of technological developments and how to utilise these in innovative ways in schools. Students explore the construction of knowledge and interaction in the digital age. They develop capabilities in understanding how information and communication technologies (ICTs) are associated with information access and management, information creation and presentation, problem solving, decision-making, communication, creative expression and empirical reasoning. Students develop knowledge, skills and dispositions around ICTs and the ability to transfer these across diverse environments, applications and pedagogical contexts. They are exposed to the diversity and interconnectedness of ICTs, including mobile technology, social networking and emerging innovative and creative technologies.

This unit prepares teachers to work inclusively with the diverse learning needs of their school students and in particular with students who have a range of abilities, disabilities and impairments. It develops students' knowledge and understanding of differentiation for all ability levels, particularly in relation to children with special needs due to disability. Students are introduced to policies, legislation and research influencing schooling and classroom practices for children with special needs. They engage with theoretical perspectives and research relating to difference and disability and consider the implications for themselves, learners and families. They investigate several common approaches to the education of children with special needs including inclusive education, differentiated instruction, universal design for learning and personalised learning. They also learn how environments, curricula and pedagogies can be designed and modified to support learner's diverse needs. Students develop an understanding of the necessity of positive relationships with children and the value of partnering constructively with families and support staff to work towards educational equity and enhance the learning outcomes of children with special learning needs in primary classrooms.

This unit introduces students to the multifaceted, diverse worlds of children's literacy learning spanning home, community and formal school contexts. Engagement with contemporary research literature assist students in their exploration of literacy concepts, events and theories leading to their development of pedagogical practices that support children's literacy learning in multiple contexts. A strong emphasis is given to understanding the four roles of the literate person in relation to speaking, reading, writing and listening, and recognising the importance of respecting the impact of culture, cultural identity and linguistic background on literacy learning.

This unit introduces students to teaching and learning in, about and through the arts in early childhood. Students engage with creativity theories and creative pedagogies by being immersed in music, visual art, dance, drama and multi-media. A focus of the unit is on students developing their competencies as teachers, artists and researchers in the arts. By exploring both discipline-specific concepts and knowledge and integrated curriculum approaches, students gain an understanding of how to plan and implement creative arts experiences in educational programs.

This unit develops students' understanding on the ways young children's mathematical thinking develops from a very early age. It introduces conceptual frameworks for understanding children's mathematical growth and explores experiences which give young children opportunities to learn mathematics from infancy through to the early years of school. The content addresses the transition from informal to formal mathematical concepts in young children. Students critically engage with current research, practice and policy in mathematics in multiple contexts. They begin to develop pedagogical tools that enable them to successfully support children's learning of mathematics.

In this unit students develop strategies in education for environment and sustainability in early childhood education settings. They also explore this field of learning in the Early Years Learning Framework and as a cross-curriculum priority in the Australian and Victorian curriculums. They develop an appreciation for how education for environment and sustainability has emerged as a global priority through examination of research in this field and policy including goals and agreements developed by the United Nations. They develop an understanding of the concepts of 'environmental studies' and 'sustainability' and explore how these concepts are inextricably linked. They learn how to develop integrated approaches to 'environment' and 'sustainability' across early years and primary school curriculum. Students investigate and understand the cultural, social, economic, ecological and political factors that influence attitudes and action towards environment and sustainability. Students develop theoretical and pedagogical knowledge and understanding of how to develop whole school approaches and learning experiences for environment and sustainability at different levels of early childhood and primary education.

This unit introduces students to the field of early childhood education through examining both practice guidelines and principles including the professional code of ethics and other curriculum and policy documents. Students explore foundational philosophies (e.g. Dewey, Steiner, Montessori, Pestalozzi) that inform current early childhood education. Through studying philosophies and contemporary approaches to early childhood education locally and internationally, students develop insights into programs such as the Golden Key Schools, Forest Schools, the Reggio Emilia approach and Developmental Education in the Netherlands. Understandings of daily practice will be informed by United Nations Conventions on the Rights of the Child to uphold the rights of the child and ethical considerations for respectful, meaningful and quality education and care for children. Through critique and analysis of current local practices, students develop their own personal philosophy of early childhood education.

This unit introduces students to the concepts of inclusivity and the ways that family and professional partnerships are an essential element of early childhood education. It explores the rationales and practices in the early childhood setting and profession to achieve inclusion for all learners. Students engage in critical analysis of current inclusion and professional partnership practices locally and globally. Within this framework of analysis, evaluation and application of evidence-based practice in relation to inclusivity and partnership is established.

This is a unit for professional experience in the Bachelor of Education (Early Childhood) or Bachelor of Education (Early Childhood/Primary) courses. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1052 Early childhood professional experience 1B, tracks the requirements for completing professional experience in the first year of the course.

This is a unit for professional experience in the Bachelor of Education (Early Childhood) or Bachelor of Education (Early Childhood/Primary) courses. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1051 Early childhood professional experience 1A, tracks the requirements for completing professional experience in the first year of the course.

This is a unit for professional experience in the Bachelor of Education (Primary) and Bachelor of Primary Education courses and within the following double degree programs: BA/BEd(Prim), BASS/BPrimEd, BSc/BEd(Prim), BSOR/BEd(Prim) and BVA/BEd(Prim). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1054 Primary professional experience 1B, tracks the requirements for completing professional experience in the first year of the course.

This is a unit for professional experience in the Bachelor of Education (Primary) and Bachelor of Primary Education courses and within the following double degree programs: BA/BEd(Prim), BASS/BPrimEd, BSc/BEd(Prim), BSOR/BEd(Prim) and BVA/BEd(Prim). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1053 Primary professional experience 1A, tracks the requirements for completing professional experience in the first year of the course.

This is a unit for professional experience in the Bachelor of Education (Secondary) course within the following double degree programs: BA/BEd(Sec), BCom/BEd(Sec), BMus/BEd(Sec), BSc/BEd(Sec), BSOR/BEd(Sec) and BVA/BEd(Sec). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1056 Secondary professional experience 1B, tracks the requirements for completing professional experience in the first year of the course.

This is a unit for professional experience in the Bachelor of Education (Secondary) course within the following double degree programs: BA/BEd(Sec), BCom/BEd(Sec), BMus/BEd(Sec), BSc/BEd(Sec), BSOR/BEd(Sec) and BVA/BEd(Sec). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF1055 Secondary professional experience 1A, tracks the requirements for completing professional experience in the first year of the course.

This unit provides the means for managing fieldwork experience placements within the Bachelor of Education (P-10) and Bachelor of Education (Special Education) courses. This is the first of two fieldwork experience units students undertake in their first year.

This unit provides the means for managing fieldwork experience placements within the Bachelor of Education (P-10) and Bachelor of Education (Special Education) courses. This is the second of two fieldwork experience units students undertake in their first year.

This unit will undertake a futures orientated approach to the exploration of sustainability and its implications for education. Students will critically examine environmental education, in addition to planning, implementing and evaluating environmental education learning experiences. The initial focus of the unit will be a personal reflective one moving on to a broader social and ecological focus.

This unit will introduce students to a wide range of fundamental science concepts, not only relevant for themselves but also for the teaching of primary school children. Important conceptual ideas and processes, including the scientific method, developing scientific literacy and the ability to communicate scientific understandings are fundamental to the unit. Students will explore theoretical concepts and contemporary issues from the disciplines of chemistry, biology and physics in ways which provide a lens to critically examine the natural environment.

This unit introduces students to several fundamental areas of mathematics and uses modern tools such as spread sheets and pocket calculators. Themes including: problem-solving, the function concept, applying mathematics to practical problems, and proof, are used to show how mathematical topics are interrelated. This unit is designed to develop students' skills and deepen their mathematical understanding. The topics covered have been developed around the VELS strands for Levels 1-4, and include: number systems and operations, modelling with formulae, plane and solid geometry, measurement, sets and functions, chance and probability, looking at data, graphs and networks.

In this first unit in the English and literacy discipline sequence, students begin to develop knowledge and understanding of the fundamentals of the English language including oral language, listening, speaking, reading and writing. They gain an historical sense of how English and literacy has been shaped since the introduction of mass schooling. Students explore conceptual frameworks and theoretical ideas that help them to understand how the English language works so they can learn to communicate effectively through a range of coherent and well-structured texts. They learn how language enables people to interact effectively and explore how language builds and maintains relationships and is a means to exchange knowledge, skills, attitudes and opinions. Finally, the unit builds on students' personal literacies to further enhance their knowledge and skills as future literacy practitioners.

In this unit students explore and critique a range of literature of personal, social, cultural, social and aesthetic value. Students learn to appreciate the value of exploring and creating their own literary texts in order to develop their understanding of how literature can enrich the human experience and develop students' knowledge about how language can be used in creative, powerful and purposeful ways.

This unit provides students with the opportunity to experience mathematics as a problem-solving discipline and to explore how mathematical knowledge, both within the discipline itself and within individual learners, develops from activity (mental as well as physical) and reflection upon such activity. Prospective primary school teachers may not have had positive experiences of mathematics themselves and may not be confident of their mathematics. Therefore, the unit challenges students in a supportive environment through 'low threshold' activities designed to promote understanding of mathematical concepts and processes (proficiencies), and at the same time build confidence so that students see themselves as mathematically able learners and teachers. At the same time the chosen activities have 'high ceilings' that allow the more mathematically confident students to stretch their thinking. Mathematics has its own value and beauty and this unit aims to develop in students an appreciation of the elegance and power of mathematical reasoning.

This unit is framed around the importance of teachers having a profound and flexible understanding of fundamental mathematics, particularly as it relates to number and algebra. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on a deep conceptual and connected understanding of number and early algebra. Carefully chosen problems together with whole class discussion emerging from students' work on the problems, challenges students to reason about the mathematics, develop their problem-solving skills and be fluent in certain skills. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).

This unit introduces students to the sociocultural foundations of health and physical education. Using the sub-disciplines of history, philosophy, and sociology, students examine the role of these areas in shaping and determining contemporary practices in health and physical education. Students learn that personal and contextual factors, together with individual and group actions, shape health, wellbeing, safety and participation in physical activity. Students develop their understandings through the application and critique of historical and contemporary practices within health and physical education.

This unit introduces students to the biophysical and behavioural foundations of health and physical education. Students learn about the major biophysical sub-disciplines including functional human anatomy, exercise physiology, nutrition and behavioural psychology. They explore the role these have played in shaping contemporary practices within the health and physical education discipline. Students learn how the biophysical elements interact with social, cultural and environmental factors to influence healthy and physically active lives. Students develop their understanding of the discipline areas through the application and critique of practice aimed to optimise individual potential for health and wellbeing, and the building of healthy, active communities.

In this unit students are immersed in art making. They conceptualise, experiment, reflect and communicate their own artwork. They gain an in-depth experience of art techniques, media and applications. They appraise artworks and make critical and aesthetic decisions. They develop drawing and design expertise leading to a selection of two and three dimensional artworks (such as drawing, printmaking, textiles, mosaic and construction). They explore diverse starting points for art experiences e.g. play-based, issue-based and thematic, as relevant to their own studio practice and art education.

This unit introduces students to the role that the visual arts play in society and the connections to education. It develops students' knowledge of contemporary and visual culture through making and responding to art. Students engage with different cultural institutions e.g. Google Art Project, Arts Play, Bunjilaka and National Gallery of Victoria, and examine what they offer primary arts education. Students develop intercultural understandings through a range of artworks.

This unit provides the introduction to the major influences on language and literacy development in young children. It examines relevant theoretical models and focuses on the range of ways young children encounter and use symbol systems whilst exploring their diverse everyday worlds. Students critically engage with current research, practice and policy in literacy in multiple contexts. They begin to develop pedagogical tools that will enable them to successfully support children's literacy learning in the early years of school and are introduced to relevant school-based curriculum.

This unit is designed to help students develop the knowledge, skills and attitudes relevant to the effective teaching and learning of primary and secondary school mathematics. There is a particular focus on knowledge relating to the number and algebra content strand across year levels (Prep to Year 10). Students will learn how to plan lessons and differentiate the curriculum to cater for a range of learning needs. They will also explore how mathematical learning might be facilitated by the appropriate harnessing of information and communication technology (ICT) and calculators.

This unit introduces contemporary learning theories that will enable students to reflect on their own learning experiences in order to understand how others learn. From the perspective of broader educational settings (school, community, home), the important questions of what learning is, how and why learning occurs, what quality learning might be, and what influences learning, are discussed and reflected upon. Through examination of different theoretical perspectives and contexts, this unit focuses on building an understanding of what can influence learning and offers skill building in academic learning. Ideas closely associated with learning, including motivation, engagement and ability are also considered. The unit encourages students to begin constructing deep knowledge about the relationship between learning and educational inquiry.

This unit builds on the focus on learning and education inquiry skills in EDF1303 Learning and educational inquiry 1 and introduces contemporary approaches to teaching and ways to investigate such approaches. It involves an examination of teaching relationships which includes modes of communication, teaching models and strategies and the management or organisation of learning situations. Again, from the perspective of broader educational settings (school, community, home) learning and assessment tasks will require students to analyse and reflect on an educational issue and consider the perspectives presented in the unit when analysing a teaching situation. This unit will utilise students' experiences in educational settings.

This unit will give students the opportunity to examine who they are, why they have chosen to be a teacher and what attributes and experiences they bring to the profession of teaching. They will begin to understand the roles and responsibilities of teachers, schools and other learning communities past, present and future. This unit provides an opportunity for students to examine themselves as future professionals and introduces them to the importance of reflection and the synergy between theory and practice. In addition, they will critique historical constructs relating to schools and other learning communities both nationally and internationally.

In this unit students will explore a range of theoretical perspectives (i.e. critical theory, critical race theory, feminisms, Indigenous knowledges, queer theory, etc.) relating to difference and diversity. Students will construct, examine, deconstruct and map their own social positionings in relation to their personal and professional experiences of difference and diversity. Through critical reflection and participatory practices students will work collaboratively in developing teaching, learning and assessment processes that recognise and support multiple discourses of difference.

This unit focuses on the range of ways young children encounter and use symbol systems from exploring their diverse everyday worlds. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about symbolic representation and communication from infancy through to the early years of school. Students will critically engage with current research, practice and policy in literacy and numeracy in multiple contexts. They will begin to develop pedagogical tools to enable them to successfully support children's learning in literacy and numeracy.

This unit focuses on the range of ways young children encounter and use literacy from exploring their diverse everyday worlds. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about literate representations and communication from infancy through to the early years of school. Students will explore the importance of translating home and community learning into various institutional settings. The teaching of literacy will be examined from a number of current theoretical perspectives, and students will be assisted to develop appropriate pedagogical practices that support children's learning.

In this unit students will explore movement, environment and community in the context of early childhood education. The unit will focus on the dynamic interactions between movement, environment and community, requiring students to critically reflect upon their own conceptions of movement, environment and community. Students will also be required to engage in physical and outdoor activities, adhering to health and safety procedures. These activities are also likely to take place in a range of community settings and environments.

Through engaging with current research literature students will begin to understand how young children, in a variety of cultural contexts, develop their understandings and skills in science and technology. The teaching of science and technology will be examined from a number of theoretical perspectives, and students will be supported in moving towards thinking about teaching and learning from a sociocultural perspective. Attention will be paid to some of the everyday concepts children develop and to the scientific concepts that they will be introduced to in institutional settings, and how these can be combined in meaningful and relevant ways.

This unit provides pre-service early childhood education students with an introduction to pedagogical and curriculum-related issues in the arts. It addresses four specific domains of knowledge: visual arts, music, dance and drama. The unit provides students with an overview of different approaches to theories and practices of arts education, including sociocultural, creativity-based and 'play-based' approaches to learning. It will prepare students for the tasks of selecting content and designing units of work in the arts for early childhood educational programs. Students will also explore cross curricula and integrative approaches to the arts in early childhood.

This introductory unit lays the foundation for this discipline stream and will discuss the evolutionary trend of educating students with a range of diversities from special schools to inclusive schools. A key focus of the unit is on inclusive education. It will provide an overview of the key issues related to the education of children with diverse needs including, but not limited to, disability, giftedness, mental health issues and those from non-English speaking backgrounds. It will describe the various settings in which children with diverse needs are educated. Participants will understand how policies, legislation and research are influencing, and have influenced, classroom practices for children with diverse needs in Victoria, Australia and worldwide. The critical roles that school educators might play in ensuring the success of students with diverse needs in various educational setting will also be covered.

This introductory unit is about the assessment of teaching practices, environment and student learning, across the school years. An important aspect of teaching learners with diverse needs is to understand the learner well. Students will learn the practical assessment processes of gathering and interpreting information for use by learners and their teachers, to decide where the learners are in their learning, what impacts on progress, where they need to go and how best to get there. The focus of this unit will be on assessment for learning rather than assessment of learning. Assessment for learning involves issues of self-reflection and self-assessment that allows teachers to make better learning and teaching decisions but also develops learners' own understanding of how their learning is taking place and how it can be developed.

This unit enables students to develop a comprehensive knowledge and understanding of health and physical education (HPE) as a key learning area within Australian primary schools, enhancing the students' ability to critically analyse issues and learning episodes. Students are introduced to the impact science has had on the HPE key learning area within schools, in particular through functional human anatomy, biomechanics, basic principles of exercise physiology, neurology, human growth and development. Students investigate contemporary HPE in Australian schools through lectures, practical workshops and readings. Topics and issues include: the nature, purpose and role of HPE, the policy for physical education in schools (curriculum documents), the sociocultural approach, the history of the discipline; learning through movement, the physical education teacher's role and inclusion and safety aspects. Building on their investigations students will develop an understanding in relation to how scientific knowledge can be successfully applied by teachers to assist with skill acquisition and the implementation of 'learning through movement' in an inclusive, enjoyable and challenging, yet non-threatening manner for primary school students.

This unit introduces students to the field of sport and outdoor recreation. Foundational concepts related to play, games and leisure will be examined as they relate to the applied contexts of sport, physical activity, movement and outdoor recreation. Practical components within the unit will include fundamental movement skill acquisition and modified/minor game development as it applies to sporting and outdoor activity pursuits.

Students will be introduced to the philosophy and practice of outdoor recreation as it relates to a range of physical activity and movement experiences. This will involve an overview of principles and practices related to both unstructured and structured approaches to physical activity in a range of social and environmental settings and the contribution that they make to healthy and active lifestyles. This unit will focus on the interrelationships of setting, participants and outdoor recreation activities by drawing upon concepts from biophysical, socio-ecological and philosophical perspectives. This unit includes eight days of experiential learning programs (ELPs).

This unit introduces students to the fundamental sport and outdoor recreation discipline studies of functional anatomy and biomechanics. The unit familiarises students with anatomical and biomechanical concepts applied to physical activity. The skeletal, neural and muscular system's actions are grounded within a broader understanding of their interdependence within the body and the body within its environment. Biomechanical concepts extend understandings of how the body moves through the environment by exploring the effect forces have on bodies and the motion produced by these forces. Theoretical concepts are used to extend knowledge of how systems operate.

This unit extends the discipline studies from first semester and introduces human physiology with a particular focus on physical activity, exercise and physical education. The unit seeks to apply understandings of the various physiological systems used and grounds these within a broader understanding of their interdependence within the body, and the body within its environment. The scientific principles underpinning the field of exercise physiology will be applied in laboratory practice. Sporting, physical and outdoor activity pursuits will be used to progress understandings of physiological adaptation within a broader socio-ecological context.

A place-based and experiential approach to environmental education is taken in this unit. This will be done in the general context of the Australian environment, significantly utilising the local marine and coastal environment as a basis for teaching and learning. The unit will utilise an experiential education approach (through a school-based learning approach), including extensive fieldwork both on-campus and off-campus in an exploration of and experience in the local environment. The initial focus will be a personal one moving on to a broader social and ecological focus.

In this unit students will gain an appreciation of physical activity and wellness across a lifespan. The students learn about strategies to engage people in physical activity and health promoting behaviours across the lifespan, including behaviour modification techniques, theories of activity adherence, and principles/types of fitness and health education programs. A large component of this unit is student centred, with a requirement being to reflect on their current lifestyle and discuss its implications for their future wellbeing. The unit includes practical experience in a range of lifespan physical activities.

In this unit students will examine sport and its significance in contemporary culture. The unit is an introductory one, covering a range of topics but providing students with a foundation to understand the key ideas within cultural analyses of sport. Students will use concepts from cultural studies theory to question why sport is so important in today's world and how sport can help with understanding society. Topics covered will include the relationship of sport to culture, nationalism and politics and understanding how sport, for example AFL, has been used by some groups to resist dominant cultures. Students will also learn about the growth of the sports industry and examine within this, sport and the media, the rise of the sports celebrity and sport and governance.

This unit focuses on issues related to educational curricula. Students will use multiple perspectives gained through studying a range of theoretical literature which they will be able to use to critically navigate through various contemporary issues regarding the curriculum. The implications for the curriculum will concurrently involve pedagogy in relation to educative experiences. Unit learning and assessment tasks will require students to draw on the knowledge and understanding they have already developed about teaching and learning and extend these with a more theoretical understanding of education. Not all teaching and learning are educative and so students will learn the nature of criteria which can be drawn upon to make this distinction. This unit will incorporate a five day professional experience placement in a secondary school setting where students will usually work in 'buddy' pairs with another student.

This unit builds on students' initial education studies in this course to develop and practise their knowledge and skills in building positive and productive classroom environments. One focus is understanding the professional responsibilities teachers have with respect to developing their practice and building and sustaining educational relationships with students, professional colleagues, administration, parents and members of the community in diverse educational settings. Another focus is developing and applying the practical teaching knowledge and skills that students are acquiring in university settings and on teaching practicums. Unit learning and assessment tasks will require students to engage with contemporary issues in classrooms, to develop a critical position on these issues, and to consider the practical applications of this position in their teaching practice now and into the future.

In this unit students build their professional knowledge and skills as teachers through developing understanding of key priorities in secondary education connected to the Australian Curriculum, expectations of the Graduate Teacher Standards for professional practice and important focuses on teaching and learning in schools in local and global contexts. The unit includes exploration of cross-curriculum priorities including Asia and Australia's engagement with Asia, Aboriginal and Torres Strait Islander histories and cultures, and strategies for teaching Aboriginal and Torres Strait Islander students. The unit also focuses on how to implement education for sustainability, and the critical areas of literacy, numeracy and the use of information and communication technologies (ICTs) in schools. Students have opportunities to explore exemplary resources for these education priorities and use these to develop engaging teaching and learning strategies in these fields.

This unit focuses on significant aspects of adolescent development in the context of teacher education. Building on the first-year education units students are introduced to psychological research into adolescent age span and encouraged to develop critical perspectives on knowledge claims rather than relying on anecdotal information. The unit considers psychological, motivational, social, cognitive, biological and sociocultural perspectives of adolescent development and learning. Students inquire into interpersonal and teaching strategies for teaching and learning with adolescents based on contemporary knowledge of adolescent development.

This unit examines the concept and process of becoming a specialist teacher. It focuses on the identity, knowledge, practices and professional learning of a teacher with expertise grounded in a particular disciplinary tradition. Using different frameworks to explore the nature of disciplinary knowledge, the unit enables students to think critically and creatively about the relationship between their ever-developing disciplinary knowledge and their emerging work as specialist teachers. Students examine how the curriculum organises and represents knowledge in ways that are both specialised and interdisciplinary. They explore how teachers help students develop knowledge, capabilities and skills both within and beyond subject specialism boundaries in ways that meet the needs of a diverse range of students in an ever-changing world. The unit provides a range of conceptual and practical ideas and resources from which students can build further understandings and capacities in their ongoing professional learning as specialist teachers.

This unit is the first of two that develop students' understanding of English and literacies learning in the Victorian and Australian curriculum. This unit focuses on the range of ways children encounter and use literacy in a diverse social, cultural and technological world. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about literacy. Students explore the importance of translating home and community learning into various institutional settings and vice versa. The teaching of literacy is examined from a number of current theoretical perspectives, and students develop appropriate pedagogical practices that support children's literacy learning. With a particular focus on the early years, the unit explores effective pedagogies to enhance children's oral language, reading, writing and visual literacies, taking into account issues related to information and communication technology.

This unit develops students' understanding of research and contemporary pedagogical practices in the teaching and learning of primary school mathematics. It particularly focuses on children's mathematical development in the early years of school including early number concepts, written and mental computation, estimation, measurement and geometry. Students also explore the importance of translating home and community learning into school-based practice. The teaching of mathematics and numeracy are examined from a number of current theoretical perspectives, and students develop appropriate practices that are in line with local and Australian curriculum support that they can implement in their teaching in schools.

This unit explores the complex nature of learners' health, wellbeing and social learning from the perspectives of the pre-service learners themselves and through an examination of the role that primary schools play in working to promote children's health and wellbeing. Students explore factors that shape health, wellbeing and social learning. They engage with current public health, wellbeing and curriculum policy and apply their understandings to school program development.

This unit develops students' understandings of active citizenship and community connections in local and global spheres, since this learning for children is part of the nationally agreed goals for schools and is a subject in the Australian Curriculum. Students explore what young people need to learn and be able to do in order to become active and informed citizens in Australia and globally, including how communities function, how civic processes work and how they can participate in community activities. They examine exemplars of how theme-based or integrated learning is used in primary schools to develop children's knowledge, understanding and capacities to be involved in citizenship activities, including as part of the formal school curriculum, in wider whole-school programs and with links to community.

In this unit students develop understanding of a range of contemporary theories of child development and discuss development as a cultural and social process whereby programming of development is always positioned to what the child can do collaboratively. Developmental, sociocultural, socio-behaviourist and post-structuralist theories are explored in relation to how they are applied to the provision of education and care for children from birth to twelve years. The unit explores new research in this field and students critically reflect on current practices in the light of this research. Students utilise their understanding of contemporary child development in early childhood settings to plan learning experiences showing the nexus between theory, teaching and development strategies that reflect contemporary curriculum frameworks.

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 their 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.

In this unit students examine research which explores contemporary theories about play and how play supports children's learning. Students learn how to interpret play-based curriculum that encourages children to explore, solve problems, create and construct new knowledge and explore how play is re-defined and theorised. In addition, students explore the diverse culturally informed ways in which children in contemporary society play and learn in their families, communities and early childhood settings. Importantly, students undertake an analysis of the contemporary theories of play, noting the research upon which a variety of theories are based, examining multicultural variations, popular culture and gendered interactions. They become familiar with a range of children's play contexts. Students further develop their understanding through observing children at play, undertaking analyses and re-theorising play.

This unit explores children's learning development within the context of their family and communities. The theoretical and practical context of how children learn from birth to eight years of age is explored. The focus is on the implications of development for learning and teaching in relation to contemporary issues impacting on children's learning with their family and communities. All aspects of learning and teaching in these early years is examined through participation in problem-based learning scenarios and observed case studies where students analyse and apply knowledge of children, family and communities to understand both theoretical and contemporary real-life issues related to the development of children's learning.

The focus of this unit is on students' developing understanding of what young children do to learn mathematically and build the skills of numeracy through play, games, shapes, numbers and varied resources for young learners. Students further build their conceptual frameworks for understanding children's mathematical growth. Students critically engage with current research, practice and policy in mathematics with a special focus on mathematics and play. They are introduced to pedagogical approaches that enable them to successfully support children's learning of mathematics, including a focus on the use of information and communication technologies (ICTs) and the use of real or imaginary technologies as props in their play, or as tools for designing and making meaning.

This unit develops students' understanding of how early childhood education can help to develop health and physical wellbeing in the young child with reference to the expectations in the Early Years Learning Framework. Wellbeing is discussed in terms of holistic approaches to health with children, their families and community including multicultural groups, Aboriginal and Torres Strait Islander children and others with diverse learner needs. There are emphases on physical wellbeing with attention paid to movement, the body, diet and nutrition, outdoor activity and risk taking, as well as children's socio-emotional wellbeing. Local and international perspectives on health and wellbeing are explored and how different cultural values disrupt the idea that there is a universal standard for health and physical wellbeing. The United Nations Convention on the Rights of the Child (UNCRC) document underpins the learning in this unit. Students learn how they can develop and apply strategies to ensure the rights of children to a healthy and active lifestyle can be achieved.

This unit develops students' understanding of the curriculum guidelines, documentation, assessment and evaluation policies that are pertinent to early childhood education at a local and national level. Students are involved in analyses of pedagogical, social, cultural, political and economic dimensions of curriculum theory, practice, design and assessment that meet diverse learners' needs. They develop knowledge of the key elements of current policy including the Australian Children's Education and Care Quality Authority (ACECQA), Early Years Learning Framework (EYLF), Australian Institute for Teaching and School Leadership (AITSL), the Australian Curriculum and the Assessment and Reporting Authority (ACARA). They explore exemplars of early years programs and planning and how children's activities are assessed, so they may competently and professionally develop practices expected in early childhood learning and care in Australia and internationally.

This unit critically examines how childhood has been theorised over time, and investigates how different concepts of childhood have shaped children's lives. Students engage with a range of educational philosophical perspectives that have contributed to understandings of childhood across time. Students also develop an understanding of the socio-economic, cultural and political contexts that have shaped childhoods in Australia and generate possibilities and challenges for young children's lives in the present and future. Particular emphasis is given to the implications for their work as professional educators.

This is a unit for professional experience in the Bachelor of Education (Early Childhood) or Bachelor of Education (Early Childhood/Primary) courses. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed. This unit, together with EDF2052 Early childhood professional experience 2B, tracks the requirements for completing professional experience in the second year of the course.

This is a unit for professional experience in the Bachelor of Education (Early Childhood) or Bachelor of Education (Early Childhood/Primary) courses. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed. This unit, together with EDF2051 Early childhood professional experience 2A, tracks the requirements for completing professional experience in the second year of the course.

This is a unit for professional experience in the Bachelor of Education (Primary) course and within the following double degree programs: Bachelor of Arts and Bachelor of Education (Primary), Bachelor of Science and Bachelor of Education (Primary), Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Primary) and Bachelor of Visual Arts and Bachelor of Education (Primary). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF2054 Primary professional experience 2B, tracks the requirements for completing professional experience in the second year of the course.

This is a unit for professional experience in the Bachelor of Education (Primary) course and within the following double degree programs: Bachelor of Arts and Bachelor of Education (Primary), Bachelor of Science and Bachelor of Education (Primary), Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Primary) and Bachelor of Visual Arts and Bachelor of Education (Primary). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF2053 Primary professional experience 2A, tracks the requirements for completing professional experience in the second year of the course.

This is a unit for professional experience in the Bachelor of Education (Secondary) course within the following double degree programs: Bachelor of Arts and Bachelor of Education (Secondary), Bachelor of Commerce and Bachelor of Education (Secondary), Bachelor of Music and Bachelor of Education (Secondary), Bachelor of Science and Bachelor of Education (Secondary), Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Secondary) and Bachelor of Visual Arts and Bachelor of Education (Secondary). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.
This unit, together with EDF2056 Secondary professional experience 2B, tracks the requirements for completing professional experience in the second year of the course.

This is a unit for professional experience in the Bachelor of Education (Secondary) course within the following double degree programs: Bachelor of Arts and Bachelor of Education (Secondary), Bachelor of Commerce and Bachelor of Education (Secondary), Bachelor of Music and Bachelor of Education (Secondary), Bachelor of Science and Bachelor of Education (Secondary), Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Secondary) and Bachelor of Visual Arts and Bachelor of Education (Secondary). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed. This unit, together with EDF2055 Secondary professional experience 2A, tracks the requirements for completing professional experience in the second year of the course.

This unit provides the means for managing professional experience placements within the Bachelor of Education (P-10) and Bachelor of Education (Special Education) courses. This is the first of two professional experience units students undertake in their second year.

This unit provides the means for managing professional experience placements within the Bachelor of Education (P-10) and Bachelor of Education (Special Education) courses. This is the second of two professional experience units students undertake in their second year.

This unit will explore Indigenous and non-Western traditional education for both students and adults within a local and global perspective and support students to expand their understanding of Indigenous cultures and consider Indigenous and local forms of education alongside the provision of mainstream schooling by nation states. The two foci of this unit are: first, to introduce education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes, and second, to situate mainstream provision of Indigenous education in students' future teaching contexts. Of critical importance will be an examination of the positioning of Indigenous and traditional education systems within the nation state, the impact of colonisation, issues pertaining to the retention and maintenance of Indigenous and traditional knowledge through education, and the role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems. Students will use their teaching experiences, an extensive national and international literature, an array of teaching and learning resources, and capacity for critical analysis, to develop skills and insights into how to engage learners from Indigenous and traditional communities and create successful academic partnerships that improve academic outcomes.

This unit is designed to build the competence and confidence of students in the discipline of mathematics. Students will explore a number of realistic situations across different cultures (occupational, ethnic, etc.) in which the need for mathematical problem solving arises and within which mathematical ideas are generated. Students will also be expected to draw on and utilise personal experience, skills and knowledge to enable them to respond to mathematical situations. Content areas will include the six universal mathematical activities (counting, locating, measuring, designing, explaining and playing), values and beliefs related to mathematics, and chance and data.

In this unit students will analyse health and wellbeing, exercise programming and prescription and the principles of leadership within a fitness context.

This unit provides pre-service primary education students with an introduction to disciplinary knowledge specific to the visual arts. It addresses studio practice within the context of both art historical and art critical practices, to provide students with a comprehensive understanding of the sources of knowledge that inform both professional and curriculum practice in the visual arts. The unit provides students with exercises in studio technique, methods of historical investigation of artworks and techniques for appreciation of artworks. Students will understand how these different practices can be integrated in relation to visual arts study and practical explorations in art making.

This unit recognises the complex literate demands placed on students due to technological advancements, an increasingly globalised world, diverse classroom contexts, and the importance literacy plays in learning, employment and community participation. It explores the multimodal nature of texts and the variety of modes that are used to create meaning in complex ways. Students explore conceptual frameworks and theoretical ideas to help them read, design and create new texts using a range of new technologies.

This unit helps students to understand diverse and multiple literacies and how they are experienced and defined in different ways due to our unique social, cultural and linguistic backgrounds. Students critique and challenge ideas related to what counts as literacy and explore theoretical ideas such as critical literacy, place literacies and multiliteracies as a means to understand how one might define and describe literacy in a variety of contexts and cultures. Further, students explore theoretical ideas that help them to understand the complexities around learning new languages and learning in English when it is an additional language or dialect (EAL/D).

This unit addresses the key questions of what are the similarities and distinctions between numeracy and mathematics. Although numeracy is sometimes thought of as a subset of mathematics, it can also be seen as encompassing a different set of aims and objectives. For example, the power of 'pure' mathematics can be thought of as resting in the pleasure that mathematicians gain from 'playing' with mathematics for its own sake, and the resultant ever more abstract nature of the subject. In contrast, being numerate means working in the opposite direction: looking for the mathematics potentially 'hidden' in the world and drawing on quantitative skills to question particular issues. Numeracy is linked to being able to make critically informed judgements, judgements for which mathematical knowledge in itself may not equip one. By addressing such issues the unit develops both students' understanding of numeracy and mathematics and what this means for them as teachers and future leaders of numeracy in schools.

This unit is framed around the importance of teachers having a rich, connected understanding of fundamental mathematics, particularly as it relates to measurement and geometry. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on the relationship between measurement and geometry, and their practical relevance. Carefully chosen problems together with whole class discussion emerging from students' work on the problems, challenge students to develop spatial reasoning and problem-solving skills and be fluent in certain skills, definitions and vocabulary. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).

In this unit students create time-based art works such as stop motion, animation, short films and digital stories. They engage with four-dimensional (4D, time-based) art practices through a range of traditional, analogue and digital platforms. They critically analyse the use of communication technologies and digital tools as well as the impact and expansion of new media on art practice. They investigate the cultural, creative and social effect that new media practices, such as digital art and graphics, virtual, internet and interactive art, computer games and robotics, have on our understanding of art and aesthetics.

This unit has been designed to provide the opportunity for students to explore significant aspects of child and adolescent development within the context of teacher education. It considers psychological, motivational, social, cognitive, biological and socio-cultural perspectives of child and adolescent development and the possible implications for learning. Students inquire into strategies for teaching and learning with children and adolescents based on contemporary knowledge of development, which takes into consideration the range of diversity now common in classrooms.

This unit explores a range of theoretical perspectives on the pedagogical practices of teachers. Students are encouraged to research changing practices, critically reflect on their own teaching practices and those of others, and develop a robust theoretical perspective on the profession and their own classroom practice.

This unit introduces students to pedagogical and curriculum-related issues in arts education, spanning Prep to Year 10. It provides students with an overview of different approaches to theories and practices of arts education. It prepares students for the tasks of selecting content and designing units of work in the arts. Students explore discipline-based arts (music, dance, drama, visual arts), as well as cross curricula and integrative approaches to the arts.

This unit revisits a range of theoretical perspectives on the learning and teaching of literacy, particularly in relation to the middle and upper primary years. Students are encouraged to research changing literacy practices, critically reflect on their own beliefs and teaching practices, and develop a robust theoretical perspective on the learning and teaching of literacy to a diverse range of learners. Students critically examine current literacy practices, including assessment, curriculum and reporting of literacy learning, in order to develop effective methods of literacy pedagogy and planning in their own teaching. Students' pedagogical practices take into account the changing social futures and needs of primary school students.

This unit will further develop students' skills and understanding of positive learning environments and effective classroom management. The unit will focus on understanding classroom relationships and the connection between learning and behaviour, and positive learning environments and relationships. It will cover the causes of challenging behaviours and ways to respond in preventative and reactive, and ethical and professional ways. Students will examine their own beliefs about classroom relations and develop strategies to respond to the learning needs of students with potentially challenging behaviours and to better manage the situations that can give rise to such behaviours.

This unit addresses the range of linguistic and literate demands on young children in contemporary Australia. Within a framework of multiliteracies, students will reconceptualise literacy to encompass systems of symbolic representation such as oral, written, disciplinary, artistic, technological, environmental, emotional and social literacies. Students will explore ways of analysing and extending children's representational capacities

In this unit students will be introduced to a range of different theoretical perspectives related to children's learning and development, including developmental, sociocultural, post-structural and post-modern theories. These theoretical lenses will be used to examine images of childhood as they are constructed in relation to time, space and place, with a particular emphasis on cultural constructions including indigeneity. Students will examine learning that occurs in a range of contexts including the classroom, the home, other informal settings and the wider community and the attendant implications this has for students from Indigenous backgrounds. Students will be presented with opportunities to describe, critique and utilise these theories during their professional placement.

In this unit students will explore the components of experiential education in the context of movement, environment and community. There will be an exploration of the dynamic interactions between the mind and body, the environment and sustainability and the context and community. Students will learn through experience of movement from the perspective of the learner, teacher and community.

This unit will build on students' understandings and skills developed in EDF1307 Early Literacy and numeracy 1. Students will explore the importance of translating home and community learning into various institutional settings. The teaching of literacy and numeracy will be examined from a number of current theoretical perspectives, and students will be assisted to develop appropriate pedagogical practices that support children's learning.

Students will examine how educational systems in varied places and local-global contexts respond to issues such as social justice, equity and diversity. Students will understand approaches to education that address the broad cultural, ethical and intellectual dilemmas emerging in diverse geographic educational contexts, and how these determine policy formation. Students will research case examples of policy and practice to develop a critical understanding of the relationships between geo-political issues and practical outcomes for students, teachers and communities.

In this unit students will extend their understanding of theoretical perspectives relating to difference and consider implications this has for themselves, learners and families within a variety of educational and institutional settings. Students will develop understandings of, and professional skills in, engaging with diverse learners and families, irrespective of circumstances.

This unit provides students with the opportunity to engage with curriculum and pedagogy in the upper primary school. Students are expected to demonstrate professional knowledge and practice drawn from other units in their course, and the attitudes and dispositions appropriate to teaching in upper primary school settings.

This unit provides students with the opportunity to engage with curriculum and pedagogy in the junior primary school. Students are expected to demonstrate professional knowledge and practice drawn from other units in their course, and the attitudes and dispositions appropriate to teaching in junior primary school settings.

This unit provides students with the opportunity to develop their own understandings of learning and teaching and to critically examine how curriculum can be more responsive to the needs of adolescents. It puts forward the idea that effective learning environments in the middle years must be sensory rich, intellectually challenging and based upon a critical constructivist philosophy of learning. The unit challenges traditional classroom management constructs and encourages students to determine how best to serve the needs of young people in their care while fulfilling the social function of preparing citizens of a future world.

This unit will focus on how to create positive classroom and school environments that engage all learners, including those with diverse needs. Students will learn how learner behaviour, teacher behaviour, the curriculum and teaching strategies interact and can influence each other. Students will understand the value of using evidence-based practices in creating engaging classroom environments for all learners. A key focus will be learning some of the fundamental research based strategies that can be used in creating engaging classrooms for all learners, including those with diverse needs. The need to collaborate with colleagues and parents in creating engaging classrooms for all will also be discussed.

This unit will provide an overview of effective, as well as evidence-based, learning and teaching practices in various educational settings for students with diverse needs. Generic learning and teaching strategies that can be applied in a variety of educational settings will be promoted, with a particular focus on peer-assisted learning, cooperative learning, reciprocal teaching, providing feedback, differentiated instruction and ways in which positive relationships between teachers and students might be promoted. Finally, students will be encouraged to critically analyse different forms of evidence and the ways they might evaluate their own teaching practice.

This unit examines aquatic education in a variety of coastal, inland and closed aquatic environments. Australia's climate and diverse environments shape different social, cultural and environmental understandings associated with aquatics. Aquatic education is therefore explored within a socio-ecological framework that provides students with a critical understanding of education, risk management and programming practices. Students will be presented with the opportunity to participate in a range of experiences that further refine practice across diverse aquatic teaching contexts.

This unit inquires into the relationships between experience and education in movement and outdoor contexts. It synthesises and builds on the units that students study in the first two years of their degree. The backdrop for this unit is the philosophies and theories underpinning experiential education and their relationship to practice in sporting and outdoor contexts. Students will develop their understanding of experiential education through a variety of means and experiences.

This unit introduces the philosophy and theory of adventure education. This includes an experiential learning program (where the student works as both a participant and leader/facilitator) in outdoor activities such as kayaking, sea kayaking, and environmental interpretation. Students focus on facilitating the transfer of adventure experiences to life-applicable learning. The unit emphasises planning, utilising, managing, and evaluating the use of small groups in problem solving, trust and team building activities. This unit includes eight days of fieldwork.

This unit develops the theory and practice of leadership and programming in relation to outdoor recreation. Concepts, principles, styles, leadership skills and programming techniques are investigated as they might occur in a broad range of settings. Ten days of fieldwork allows students to gain experience in applying these skills.

In this unit, students are introduced to the concepts of community physical activity promotion as it relates to health/wellness. The unit builds upon work in EDF1605 and uses a theoretical framework about the 'upstream' contexts of physical activity including those of policy, engagement, community action and advocacy. Several physical activity promotion theories will be examined, however much of the content of this unit will be developed using a social-ecological framework. This framework will be applied to schools, local shires, youth groups, hospitals, parks and in built, social, community and natural environments. Field day experiences are used to consolidate learning in this unit.

This unit examines contemporary theories and practical techniques associated with coaching for sport, physical education and recreation. General education, skill acquisition and motor learning and control theories are used to explain contemporary coaching practices including games for understanding, fundamental motor skill development, sport education and other holistic approaches. Students are involved in planning, teaching and evaluating practical sessions (athletics/games/ball handling) using a variety of pedagogical approaches.

In this unit students will develop a rationale of education through the arts and the place of dance in arts education, processes common to the arts including creating/making and presenting, arts criticism and aesthetics, past and present contexts and other aspects of dance curriculum such as devising dance lessons and safe dance practice. Practical experience in dance is a major part of the unit.

This unit will briefly examine the concept of life unit learning and the societal trends that have drawn attention to adult learning. It will introduce students to the core body of theories and practices traditionally associated with adult learning. Concepts of leadership and facilitation of adult learning will be explored. The role of the adult educator will be theorised with reference to responsibilities and values and their relationship to educational practice.

This unit examines the diverse contexts of adult learning and development from historical and contemporary perspectives. Consideration is given to the ways in which adult learning and development have been shaped by social, political and economic imperatives, including workplace and technological change. Students are given opportunities to explore the impact and implications of these contextual forces for adult educators and learners in workplace and community settings.

This unit bridges the knowledge and writing common to the workplace and to higher education learning. It develops awareness of the multiple knowledges that are valued in workplace and academic contexts. It provides students with opportunities to critically reflect on the contested nature of theoretical and experiential knowledge and to draw these into their academic research and writing.

This unit has been developed in response to radical changes in the way that education and training are being constructed and delivered. The unit will develop students' understandings of the impact the convergence of information technology and telecommunications is having upon the learner, the teacher, the workplace, the education provider and society in general. Attention will be given to the various government and organisational influences which are directing these changes. Through a study of technology, teaching and learning theory, and research, students will be introduced to the basic principles underpinning the design of educational multimedia resources.

In this unit students will acquire skills in constructing multimedia artefacts such as images, audio and video, and understanding and practical skills in applying these artefacts into an educational resource. Throughout the unit students will have the opportunity to critically evaluate educational multimedia products and their role in education and training.