Monash University Handbook 2015 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 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 related 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 learners' 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 enhancing the learning outcomes of children with special learning needs in primary classrooms.

This unit builds students' understanding of the discipline of English and introduces them to the multifaceted, diverse worlds of children's literacy learning spanning home, community and formal school contexts. Engagement with contemporary research literature assists students in their exploration of English language and literacy concepts 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 elements of English language development required by the literate person in relation to speaking, reading, writing and listening. Students learn to appreciate the importance of respecting the impact of culture, cultural identity and linguistic background on students and their 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 are introduced to place-based and experiential opportunities to begin developing their own practices for teaching about environment and sustainability. Students investigate how environment and sustainability concepts and practices are facilitated in early years education. They develop an appreciation for their local environments and explore how these can be integrated into teaching and learning through extensive fieldwork both on- and off-campus. They 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 of how to develop holistic learning experiences for environment and sustainability throughout the early years of education.

This unit introduces students to the field of early years 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 years education. Through studying philosophies and contemporary approaches to early years 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 years education.

This unit introduces students to the concepts of inclusivity and the ways that family and professional partnerships are an essential element of early years education. It explores the rationales and practices in the early years 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, the evaluation and application of evidence-based practice in relation to inclusivity and partnership is established. Major theoretical perspectives and current debates related to development are explored and students learn how to interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.

This unit monitors early years professional experience in the Bachelor of Education (Honours). 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 monitors early years professional experience in the Bachelor of Education (Honours) course. 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 monitors primary professional experience in the Bachelor of Education (Honours) course. 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 monitors primary professional experience in the Bachelor of Education (Honours) course. 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 monitors secondary professional experience in the Bachelor of Education (Honours) course. 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 monitors secondary professional experience in the Bachelor of Education (Honours) course. 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 introduces students to the three curriculum areas of health, physical education, and health and physical education, and provides foundation knowledge for subsequent curriculum units. The unit is the first in a sequence of studies that provide students with essential skills, knowledge and understandings to critically engage with new and established curriculum frameworks, models and pedagogical approaches. A focus on socio-critical and socio-ecological approaches and practical workshop sessions are designed to challenge students' thinking about health and physical education, introduce students to a range of pedagogies, and facilitate the application of theoretical insights to pedagogical practice. National and state curriculum and assessment frameworks provide a focus for investigation of the theoretical underpinnings of contemporary developments, and the influence of competing disciplinary perspectives and political, social and cultural factors on health and physical education curriculum texts and pedagogical practices. Exploration of international developments is used to extend insights into curriculum, pedagogy and assessment models and practices.

This unit examines how understanding health and physical education (HPE) requires an appreciation of how HPE connects to broader issues within society. Students are supported to use sociological theory to examine various case studies linked to broader issues such as sexuality, homophobia, gender, health and ethnicity. Students use the case studies to investigate and describe the contemporary developments in HPE and consider how these have influenced, or are likely to influence, practice in their schools. Students are introduced to key sociological ideas and supported to develop knowledge of how to use theory to examine contemporary practice. Students develop their knowledge of core issues within HPE including those associated with diversity and inclusion. Students are encouraged to consider how they might develop strategies as future teachers to respond to the issues they examine. The unit supports students to understand and implement relevant HPE curriculum in their future careers.

This unit provides the means for managing fieldwork experience placements within the Bachelor of Education (Honours) course. 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 (Honours) course. This is the second of two fieldwork experience units students undertake in their first year.

This unit monitors fieldwork taken concurrently with EDF1174 Foundations of outdoor education and environmental studies. Students develop their experiential knowledge and skills in outdoor environments and apply, question, test and consolidate theories and concepts they are exploring in EDF1174. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

This unit monitors fieldwork taken concurrently with EDF1175 Ways of knowing outdoor environments. Students develop their experiential knowledge and skills in outdoor environments and apply, question, test and consolidate theories and concepts that students are exploring in EDF1175. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

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

This unit develops students' 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 have 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 to reflect upon such activity. Prospective primary school teachers may not have had positive experiences of mathematics 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 build confidence so that students see themselves as mathematically able learners and teachers. 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 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, challenge students to reason about the mathematics and develop their problem-solving 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.

This unit introduces students to the historical, philosophical and experiential foundations of human participation in outdoor environments through the discipline of outdoor education and environmental studies. This has developed as a unique discipline that studies how humans experience, interact with and have an impact on outdoor environments. It includes an examination of the significance of such experiences to individuals and communities and the consequences that follow for outdoor environments. Specifically, the unit presents a case study of how Australian environments have evolved and how human cultures, both Aboriginal and Torres Strait Islander and settler, have accessed, utilised, explored, exploited, managed and conserved these environments through time. In addition, students develop their understanding of current threats, e.g. resource extraction, climate change and recreational pressures, to the ecological integrity of these environments.

This unit explores the ways that people develop knowledge and understanding in and of outdoor environments. These include geographical, scientific, aesthetic, spiritual and narrative ways of knowing. Students examine environmental land use history for particular Australian environments (inland rivers, floodplain forests and grasslands) in order to understand how different ways of knowing contribute to the attitudes and actions of Aboriginal and Torres Strait Islander and settler Australians, and how these groups have impacted upon and modified these environments. Students consider the connections between various types of land use and environmental impacts in local, regional, national and global environmental contexts.

This unit provides an introduction to the major influences on language and literacy development in young children. Students explore the importance of understanding the connections between home, community and school literate practices for the teaching and learning of literacy in school. They examine relevant theoretical models and teaching approaches, and focus on the range of ways young children encounter and use symbol systems whilst exploring their diverse everyday worlds and building their literacy skills. 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 assess children's learning. They develop understanding of relevant local and national curriculum for schools.

This unit develops students' knowledge, skills and attitudes relevant to the effective teaching and learning of primary school mathematics. There is a particular focus on knowledge relating to the number and algebra content strand at levels Foundation to Year 8. Students learn how to plan and sequence lessons to cater for a range of learning needs. They 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 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 encourages students to explore and examine teaching relationships including modes of communication, teaching models and strategies, and the management or organisation of learning situations. From the perspective of broader educational settings (school, community, home) learning and assessment tasks require students to analyse and reflect on teaching and learning processes within diverse educational contexts and consider the implications of the Australian curriculum on effective teaching and learning.

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 critically engage with current research, practice and policy in literacy and numeracy in multiple contexts. They begin to develop pedagogical tools to enable them to successfully support children's learning in literacy and numeracy.

This unit engages students with current research 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 is examined from a number of theoretical perspectives, and students are supported to think about teaching and learning from a sociocultural perspective. Attention is paid to some of the everyday concepts children develop and to the scientific concepts they are introduced to in institutional settings, and how these can be combined in meaningful and relevant ways.

This introductory unit lays the foundation for this discipline stream and discusses 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 provides 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 describes the various settings in which children with diverse needs are educated. Students 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 are also 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 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 is on assessment for learning rather than assessment of learning. Assessment for learning involves self-reflection and self-assessment that allow teachers to make better learning and teaching decisions but also develop learners' own understanding of how their learning is taking place and how it can be developed.

This unit takes a place-based and experiential approach to environmental education 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 utilises 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 is personal, moving on to a broader social and ecological focus.

In this unit students 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 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 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 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 also learn about the growth of the sports industry and examine sport and the media, the rise of the sports celebrity, and sport and governance.

This unit builds on students' initial education studies to further develop and practise their knowledge and skills in planning for teaching, collaborating with peers and building positive and productive classroom environments. One focus is on understanding the professional responsibilities teachers have with respect to developing their practice, and building and sustaining educational relationships with students, professional colleagues, administrators, parents and members of the community in diverse educational settings. Another focus is developing and applying the practical teaching knowledge and skills they are acquiring in their course and during professional experience. Unit learning and assessment tasks require students to engage with contemporary issues in teaching, 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 develop their knowledge and understanding of key priorities in education connected to their various education contexts, the Australian Curriculum and expectations of the Australian Professional Standards for Teachers. The unit includes exploration of cross-curriculum priorities including Asia and Australia's engagement with Asia, education for sustainability, and Aboriginal and Torres Strait Islander peoples, histories and cultures. Through a range of research and inquiry-based methodologies, and through investigations of exemplars of teaching and learning in schools in local and global contexts, students build their understanding of professional practice and education priorities. Students learn how to develop strategies for teaching diverse learners including Aboriginal and Torres Strait Islander students. The unit also focuses on how to implement the critical areas of literacy, numeracy and the use of information and communication technologies (ICTs) in schools.

This unit focuses on significant aspects of adolescent development and the implications for teachers. Students further their understanding of psychological research into adolescent development and are encouraged to develop critical perspectives in this field. 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 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. Students develop broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disabilities. 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.

This unit focuses 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 local and national levels. 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 can competently and professionally develop practices expected in early childhood learning and care in Australia and internationally.

This unit examines critically 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 complex 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 students' work as emerging leaders in their professional field.

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. 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 monitors early years professional experience in the Bachelor of Education (Honours) course. 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 monitors primary professional experience in the Bachelor of Education (Honours) course. 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 monitors primary professional experience in the Bachelor of Education (Honours) course. 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 monitors secondary professional experience in the Bachelor of Education (Honours) course. 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 monitors secondary professional experience in the Bachelor of Education (Honours) course. 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 monitors primary professional experience in the Bachelor of Education (Honours) course. 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 explores how educators come to understand and appreciate the complex connections across the many sub-fields of health and physical education (HPE) and more broadly across educational priority areas. Students investigate key priorities in secondary education connected to the Australian Curriculum and the Australian Professional Standards for Teachers to understand the requirements for their professional practice. In particular, the unit explores the cross-curriculum priorities of Asia and Australia's engagement with Asia, Aboriginal and Torres Strait Islander peoples, histories and cultures, and education for sustainability. The unit contextualises these within an HPE context and, drawing on interdisciplinary knowledge developed in the first year, students explore exemplars of policies and practice and continue to build knowledge of varied approaches to HPE in the school and community. Students further develop understanding of the critical areas of literacy, numeracy and the use of information and communication technologies (ICTs) and how they can be included in teaching and learning in schools. Through combining theory and practice across discipline areas, students begin to enhance their understanding of the wider educational settings, cross-curricular priorities and associated teaching and learning strategies.

This unit explores the range of complex and multilayered factors that influences physical activity and health. Students develop their understanding of interactions across personal, social and environmental contexts that combine to impact individual wellness over time. This unit develops understandings of settings and strengths-based health promotion and social ecology theory as a basis for researching, analysing, applying and appraising knowledge in health and movement fields. Students critique health and movement practices, teaching strategies, and the social and environmental contexts in which they operate. Students undertake research as part of an authentic, ethically sound inquiry-based unit of work, that demonstrates strategies for goal setting, planning, enhancing and assessing student learning related to health and physical education. Students take into account concepts of inclusiveness, power inequalities, diversity and social justice.

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. 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 monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. 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 monitors fieldwork taken concurrently with EDF2175 Human interactions and relationships in outdoor education. Students develop their experiential knowledge and skills in outdoor education environments and educational contexts and develop techniques for planning, managing and evaluating learning programs and the ability to apply, question, test and consolidate theories and concepts that students are exploring in EDF2175. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

This unit explores Indigenous and non-Western traditional education for both students and adults within a local and global perspective and supports 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 are 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 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 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 gain an understanding of 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).

This unit explores the discipline of human movement, particularly how humans acquire and refine a broad range of movement skills. The study of motor control and skill acquisition is a broad area that uses foundational biophysical knowledge together with elements of psychology, sociology and understanding of growth and development to explore how and why the human body moves. Students are introduced to concepts such as tacit knowledge and environmental constraints to understand the dynamic interaction between body and environment in the production of high-level skilled sporting and lifetime physical activity movements. The unit also investigates how movement abilities can be diverse due to a range of factors beyond the immediate control of the individual. Students develop a theoretical foundation to underpin many practical approaches common to sports coaching and movement settings. Practical application of theoretical understandings provides students with an appreciation for how they might plan for, implement and evaluate a range of approaches to learning motor skills.

In this unit students use and critically analyse a range of coaching styles and methods of delivery. They consider the use of fundamental motor skills, teaching games for understanding and game sense approaches to delivery. They examine how these approaches support participant learning and gain an appreciation of how to utilise these different delivery strategies to provide differentiation in their instruction. Students learn how to plan and deliver activities with challenging learning goals in a safe, structured, sequential way. They analyse the use of these activities across a range of contexts including active play, minor games, challenge and adventure, and games and sports. They develop knowledge of how to use technology to undertake performance analysis of both participants and themselves as deliverers. Students are encouraged to critique approaches to delivery using technical, ethical, physiological, social and psychological lenses. The unit develops students' skills to plan, facilitate and critique a range of movement experiences.

This unit introduces students to a range of principles and frameworks that guide health promotion in Australia and internationally. Students explore the place of health in people's lives and consider a range of factors that shape people's health. They also develop an understanding of the priority health issues and ways of working to promote health and wellbeing. Students consider health promotion as a key field for managing population health. Important dimensions of practice, including settings-based approaches, partnership, participation, multi-level action, capacity building and evidence-based practice are explored. The areas of health promotion action examined encompass policy development for health, creating supportive environments, health education strategies. The application of these to health challenges in diverse cultural and economic contexts is critically explored.

This unit explores key aspects of personal and social wellbeing (physical, emotional and spiritual) and the role they play in the meanings and significances that participants attach to outdoor experiences. Students critically investigate outdoor education contexts via portrayals of outdoor environments in the media, scholarship, and the outdoor education sector. This includes how portrayals and perceptions of nature, wildness, wilderness, risk, recreation and conservation influence people's attitudes, values and behaviours in the outdoors. Specifically, the unit presents a case study of outdoor learners in local and regional communities and environments and how their experiences are impacted by broader cultural belief systems. This includes a study of the social and ecological pressures placed upon specific environments due to increasing levels of settlement, industry and changes in outdoor leisure participation.

This unit introduces critical perspectives on human interactions and relationships in and with outdoor environments through outdoor education. This includes a study of the motivations for, and responses to, outdoor experiences amongst participants from diverse groups (e.g. socioeconomic status, cultural background, age, gender and physical ability) and how conflicts over access and use of outdoor environments arise and are resolved. The study of human interactions and relationships between people and communities, and with outdoor environments, and how this influences participation, is of critical importance in outdoor education (including intrapersonal, interpersonal, eco-systemic, reciprocal, community, and kinship approaches to relationships). In this unit students complete an investigation into the relational aspects, both social and environmental, of a significant outdoor education experience.

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 explores 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 learner diversity now common in classrooms.

This unit develops student's knowledge and understanding of classroom practice including planning for learning, meeting diverse learner's needs, behaviour management and innovative practice. Students explore 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 to develop a robust theoretical and practical perspective on the profession and their own classroom practice.

This unit further develops students' understanding of the complexities involved in the teaching of English and literacy and in developing theoretical perspectives on the learning and teaching of literacy and expert teaching practice in this field. The focus is on middle and upper primary. 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 explores teaching science within five broad frames: science as a way of thinking and acting, learning about learning science, teaching as the transformation of knowing science, the engagement of learners and communicating science. The unit prepares students to develop a constructivist approach to teaching science, incorporating strategies such as connecting to children's prior knowledge, questioning and inquiry learning, hands-on approaches, scientific investigations and learner-owned/learner-centred investigations. The relationship between science, technology and society is explored, and the nature of science as a discipline is considered. Students build understanding of science learning and teaching across levels Foundation to Year 8 through collaborative participation in a range of contexts and critically reflect on these.

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

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

In this unit students explore the importance of translating home and community learning into various institutional settings. The teaching of literacy and numeracy is examined from a number of current theoretical perspectives, and students are assisted to develop appropriate pedagogical practices that support children's learning.

In this unit students examine how educational systems in varied places and local-global contexts respond to issues such as social justice, equity and diversity. Students explore 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 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.

This unit focuses on how to create positive classroom and school environments that engage all learners, including those with diverse needs. Students learn how learner behaviour, teacher behaviour, the curriculum and teaching strategies interact and can influence each other. Students explore the value of using evidence-based practices in creating engaging classroom environments for all learners. A key focus is 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 is also discussed.

This unit provides 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 are 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 are 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 are 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 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 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 are examined, however much of the content of this unit is developed using a social-ecological framework. This framework is 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 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.

This unit will critically consider the ways in which work and workplaces have been changing in recent years, and the implications of these changes for workplace educators and others with an interest in how people learn at work. The unit explores and critiques a range of perspectives on workplace learning. A key part of this is an analysis of the role of the adult or workplace educator in facilitating learning at work.

This unit introduces students to the theory and practice of program design and delivery. Students will reflect on their own experiences and other case studies in order to identify and assess different approaches to program design, the role of the designer, underlying design principles and intended outcomes. Students will examine concepts of program design and evaluation, understand the links between particular approaches to program design and delivery and certain situations; and learn to justify why particular design strategies are preferred in different situations.

This unit explores conceptual and practical issues relating to 'difference' and socio-cultural diversity among adult learners in workplace and community settings. Students will examine policies and strategies for recognising and accommodating difference in the design and delivery of adult education and training programs.

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 enables students to develop knowledge, skills and understandings of how to engage with young and adolescent learners across discipline areas through their language and literacy practices. Drawing on a range of Australian and international research literature, and linking theory and practice, students work collaboratively and individually to develop deep understandings of language and literacy (including numerical literacy) as complex social, cultural, political and technological practices that develop in multiple contexts, in and out of schools and classrooms. They apply their emerging knowledge and skills in these areas to creatively and critically inquire into a range of educational scenarios involving literacy development and learning. Students learn about and undertake ethnographic research into their own literacy practices, and those of students and teachers in diverse educational contexts. In learning from research and through conducting their own inquiries, students develop an appreciation of how language and literacy practices play key roles in mediating diverse learners' identities, relationships and understandings of the world.

This unit builds the capacity of students for researching teaching and learning in their own educational setting, using data to inform their practice and developing an evidence base for this practice. It explores approaches and frameworks for teachers (and pre-service teachers) to conduct educational research. The unit addresses questions such as: where this research can occur, what is to be researched, how this research can be undertaken and why such research is important. It explores methodologies such as action research, self-study, case studies, critical incident analysis, observation, surveys, interviews and narrative enquiry. The notion of what constitutes a research community within a professional setting is also considered.