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.

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

1. understand the principles and expectations of university scholarship
2. employ relevant theoretical and practical knowledge in a range of skills central to university learning, including critical reading and writing
3. exercise the skills necessary to maximise their learning from lectures, tutorials and teaching materials
4. produce essays and reports that present a critical argument and adhere to the conventions of academic presentation.

Research and reflection (1600 words, 40%)

Referenced essay (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • one 2-hour workshop per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

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.

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

1. demonstrate a grasp of the relationship between knowledge and context
2. demonstrate some familiarity with a variety of knowledge traditions
3. demonstrate independent research skills
4. construct a bibliography and correctly use citations
5. write well-structured essays
6. prepare for and deliver an oral report.

Written task (1600 words, 40%)

Tutorial presentation and paper (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • one 2-hour workshop per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit provides a foundation in mathematics to provide students with skills to support their future university studies. Topics covered include linear modelling, graphs of curves, financial mathematics, univariate and bivariate data, probability, matrices, and sequences and series. Students are supported to develop core concepts and skills, and to apply these to solve problems.

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

1. apply their mathematics knowledge to solve problems in a range of contexts
2. solve problems requiring linear or curved graphing skills, including sketching, identifying key features and finding equations
3. apply correct procedures to solve financial application problems, and interpret the solutions
4. summarise, present and interpret data numerically and graphically
5. select and apply appropriate procedures for the solution of probability problems, including recognition of dependent and independent events
6. calculate operation on matrices, including by-hand calculations involving identity and inverse matrices
7. generate an arithmetic or geometric sequence or series using a recurrence relation, and solve problems in practical contexts.

In-class test (1 hour, 800 words equivalent, 20%)

Take-home assignment (800 words equivalent, 20%)

Take-home assignment (1200 words equivalent, 30%)

In-class test (1 hour, 1200 words equivalent, 30%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • lectures
   • tutorials
   • 6 hours of directed online activity
2. Additional requirements:
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

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.

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

1. understand the components of written academic compositions
2. structure written academic pieces, demonstrating cohesive sentence and paragraph structuring to progress a coherent argument and perspective
3. have well developed referencing and attribution practices that adequately cite the work of contributing sources
4. produce essays and reports that present a critical argument and adhere to the conventions of academic presentation.

Written work in class: Paraphrasing and summary (1000 words, 25%)

Written work: Developing an argument and referencing (1400 words, 35%)

Written work: Academic essay (1600 words, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops and lectures
   • tutorials
   • online activity
2. Additional requirements:
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

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.

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

1. understand, analyse and respond pedagogically to current and ongoing developments in ICTs
2. understand and respond to the new and evolving forms of knowledge construction implicit in this digital age
3. demonstrate an understanding of how ICTs pervade all areas of daily life
4. understand, analyse and respond pedagogically to current (e.g. mobile technology, social networking) and future ICTs.

Research-based essay outlining the past and future of ICTs in education (can include individual and/or group work) (1600 words or equivalent per student, 40%)

Multimedia collection of diverse strategies for using ICTs in education (can include individual and/or group work) (2400 words or equivalent per student, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

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.

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

1. critically analyse and understand how society and schools define and understand learner differences, including learners with special needs
2. demonstrate awareness of the implications of the range of student abilities, disabilities and impairments from an educational and developmental perspective
3. recognise and understand how policies, legislation and research impact on the education of students with special learning needs
4. identify a range of teaching practices that are appropriate to meet the needs of students with special learning needs that align with inclusive education
5. develop confidence and professionalism in partnering with students, families and support staff to enhance the educational outcomes of learners with special needs
6. consider their own positioning in relation to difference, disability and impairment and how this impacts learners and families through reflexivity.

Research paper on a critical issue related to learners with special needs in the primary classroom (1600 words, 40%)

Class presentation on a selected special need (can include individual and/or group work) (2400 words, 60%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

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 and communities, including early childhood settings and the first years of schooling. 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 cultural and linguistic background on students and their literacy learning.

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

1. develop their expertise in and understanding of the discipline of English
2. understand the connections between home and community literacies with special focus on verbal and non-verbal language in context
3. recognise how key literacy concepts are practised in early learning settings such as homes, communities, childcare, preschool and primary school
4. analyse and critique literacy skills such as phonemic awareness, semiotic theory, text genres, morphology, phonics, consonants, syntax, phonology and semantics
5. engage with contemporary theories and research related to English language and literacy learning and development from birth to 12 years
6. demonstrate understanding of key curriculum principles and strategies relating to English language and literacy for young children
7. develop an understanding and appreciation of inclusive and diverse practices to support and engage children from a range of language heritage backgrounds, including bilingualism and multilingualism, which leads to an awareness of the cultural construction of English language development.

Research paper as a poster presentation on a key literacy topic (1600 words, 40%)

Portrait of a literacy learner: Observation and critical written analysis of an everyday

literacy scenario for a young child (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education

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.

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

1. develop an understanding of the relevance of each of the five arts domains in arts education
2. demonstrate skills in working creatively in the arts
3. demonstrate an understanding of effective planning and teaching of the arts for children of diverse backgrounds and abilities
4. display an understanding of integrating the arts across the curriculum and assessment in the arts
5. show an understanding of the connections between the arts, sustainability, health and wellbeing, intercultural understanding, information and communication technologies (ICTs) and Indigenous Australian and Asian people's cultures and perspectives.

Arts-based performance (1600 words equivalent, 40%)

Research assignment: Arts curriculum investigation (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education

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.

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

1. demonstrate understanding of key curriculum principles and content relating to mathematics for young children
2. understand the connections between home, preschool/school and community mathematics teaching and learning
3. reflect on their personal professional learning in the field of mathematics
4. develop classroom strategies that link mathematics to practical applications, particularly in relation to measurement and space
5. understand the importance of inclusive practices in relation to the teaching and learning of mathematics for diverse learners.

Report on mathematical understandings of young children (1600 words equivalent, 40%)

Analysis of mathematical thinking of young children (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education

In this unit students are introduced to place-based and experiential opportunities to begin developing their own practices for teaching and learning 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. 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.

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

1. critically reflect upon their own environmental experiences and understandings;
2. describe and understand current environmental and sustainability perspectives in early years education;
3. research, develop and present a learning experience for environment and sustainability in early years of education.

Review task (1600 words, 40%)

Learning Design (2400 words equivalent, 60%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education

This unit introduces students to the field of early years education through the exploration of historical and contemporary approaches to the education of young children. Foundational philosophies such as those developed by Dewey, Steiner, Montessori and Petalozzi are critically discussed in relation to their influence on contemporary approaches that inform early childhood education in local and global contexts. Students develop insights into a range of contemporary programs including but not limited to the Reggio Emilia and Forest Schools approaches. In addition students are introduced to practice guidelines and principles relevant to their specific contexts such as the professional code of ethics, curriculum frameworks and policy documents. Understandings of daily practice are informed by the United Nations Conventions on the Rights of the Child to uphold the rights of the child and by ethical considerations for respectful, meaningful and quality education and care for children. Through critique and analysis of historical and contemporary practices, students develop their own emerging personal philosophy of early years education.

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

1. demonstrate understandings of foundational philosophies and contemporary international approaches that have informed current local early years education practices
2. demonstrate understanding of policy, practice guidelines and principles in key early years education documents used in local contexts
3. prepare a well-informed personal learning and teaching philosophy that reflects foundational philosophy and contemporary models of early years education.

Group task: Poster presentation with individual reflection - contemporary approaches in early years education (1600 words equivalent, 40%)

Essay: Personal teaching and learning philosophy (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary 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.

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

1. develop sound knowledge of current rationales and practices in inclusivity and inter-professional partnerships
2. critically analyse inclusive and professional partnership practices in local and international early childhood education settings
3. evaluate evidence-based practices of inclusivity and partnerships
4. interpret and implement curriculum and legislative requirements to meet diverse learner needs
5. demonstrate the ability to engage in professional partnerships that support inclusive education.

Critical essay/narrative on inclusive and partnership practices in early childhood education (1600 words, 40%)

Report on developing strategies to teach children with diverse ability needs to meet curriculum and legislative requirements (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Early years education

Early years and primary education

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood and the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

5 days with children aged 3 to 5 years in preschool or kindergarten or other appropriate setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

Early years and primary education

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood and the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

5 days with children aged 3 to 5 years in long day care or other appropriate setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

Early years and primary education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

In conjunction with EDF1054, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

In conjunction with EDF1053, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Primary and Secondary Health and Physical Education specialisation and Secondary Health and Physical Education specialisation: In conjunction with EDF1056, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF1056, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary and secondary health and physical education

Secondary education

Secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Primary and Secondary Health and Physical Education specialisation and Secondary Health and Physical Education specialisation: In conjunction with EDF1055, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF1055, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary and secondary health and physical education

Secondary education

Secondary health and physical education

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 provides 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.

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

1. demonstrate knowledge and understanding of current national and state curriculum and assessment frameworks for health and physical education
2. identify competing interests and discourses associated with health and physical education curriculum and recognise the influence of different discourses on curriculum developments and pedagogical practices
3. demonstrate knowledge and understanding of socio-critical and socio-ecological perspectives as they relate to contemporary health and physical education curriculum and pedagogy
4. demonstrate their ability to apply and critically evaluate the use of different curriculum models and pedagogical approaches associated with health and physical education.

Practical and written workshop task: Application and evaluation of curriculum models and pedagogical approaches (1600 words, 40%)

Essay: Critical review of selected curriculum developments (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • one 2-hour workshop per week for 12 weeks
2. Additional requirements:
   • weekly independent study consisting of readings, preparation for workshops and for assessment tasks
   • group learning activities assigned as preparation for and/or follow-up to workshop sessions

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

This unit examines how understanding health and physical education (HPE) requires an appreciation of how our lives, the lives of our students and HPE content connect to broader issues within society. Within the context of 'teaching sensitive issues' and 'teaching difficult knowledge', students are supported to use sociological theories to examine power, relationships, difference and diversity. Issues explored are framed within a socio-cultural model for creating safe and supportive learning environments for young people and include sexuality, gender, sexual health, race, religion and ethnicity. Students investigate, critique and describe contemporary developments in HPE and consider how these have influenced, or are likely to influence, practices in schools. Students are introduced to key sociological ideas and are supported to develop knowledge of how to use theory to examine contemporary social issues as well as teaching practice. This deepens knowledge of and appreciation for complex issues in society and the role of HPE in creating safe and supportive learning environments for all students. Students are encouraged to reflect upon and consider how they might develop strategies as future teachers to respond to the issues examined. The unit supports students to implement relevant HPE curriculum in their future careers.

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

1. articulate and apply a range of sociological theories in relation to key social issues and examine pedagogical practice
2. demonstrate the capacity to explore and critique complex health and social issues in HPE associated with difference, diversity and inclusion
3. collect and display evidence of the ongoing development of Monash graduate attributes, research and professional teaching skills
4. devise ways in which to implement relevant HPE curriculum and pedagogy for learners in diverse local, national and international contexts
5. critically explore the role of schools, HPE and HPE teachers in the provision of safe and supportive learning environments for all students.

Critical letter (1600 words, 40%)

Abstract and poster presentation (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • one 2-hour workshop per week for 12 weeks
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

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.

Upon successful completion of this unit students will have engaged with, understood and reflected on the learning and educational dimensions of programs and activities which are undertaken within a workplace, community or school context. Students record their professional learning gained through this program.

15-20 hours of fieldwork experiences per semester

This unit is graded pass grade only (PGO).

Satisfactory completion of between 15 and 20 hours of fieldwork experiences, resource folder and evaluation task(s)

Students undertake 15-20 hours of fieldwork experiences over the semester.

Note: These hours do not contribute to meeting the course minimum requirement of 85 days of professional experience.

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

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.

Upon successful completion of this unit students will have engaged with, understood and reflected on the learning and educational dimensions of programs and activities which are undertaken within a workplace, community or school context. Students record their professional learning gained through this program.

15-20 hours of fieldwork experiences per semester

This unit is graded pass grade only (PGO).

Satisfactory completion of between 15 and 20 hours of fieldwork experiences, resource folder and evaluation task(s)

Students undertake 15 to 20 hours of fieldwork experiences over the semester.

Note: These hours do not contribute to meeting the course minimum requirement of 85 days of professional experience.

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

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.

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

1. adapt experiential knowledge and skills in diverse outdoor environmental contexts
2. demonstrate skills to review and analyse individual learning needs in professional practice
3. complete the required number of days of fieldwork experience and the activities specified in the fieldwork experience guides for this unit
4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

5 days of fieldwork experience

This unit is graded pass grade only (PGO).

Fieldwork experience logbook

Students complete:

1. 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
2. minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

Secondary health and physical education

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.

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

1. adapt experiential knowledge and skills in diverse outdoor environmental contexts
2. develop skills to review and analyse individual learning needs in professional practice
3. complete the required number of days of fieldwork experience and the activities specified in the professional experience guides for this unit
4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

5 days of fieldwork experience

This unit is graded pass grade only (PGO).

Fieldwork experience logbook

Students complete:

1. 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
2. minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

Secondary health and physical education

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.

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

1. display competence in their personal literacies, including a range of information and communication technologies
2. develop an historical sense of how the subject of English and literacy has been shaped
3. critically examine their own personal oral, reading and writing histories through different theoretical frameworks
4. further develop their knowledge of how the English language works
5. understand and evaluate current literacy practices in relation to theories of language and literacy development.

Essay (1600 words, 40%)

Critique (individual or in pairs) (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

In this unit students explore and critique a range of literature of personal, social, cultural 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 their knowledge about how language can be used in creative, powerful and purposeful ways.

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

1. evaluate and critique a range of literature
2. understand how authors use language and literary techniques and devices to influence readers across a range of genres
3. understand how ideas and viewpoints about events, issues and characters expressed by authors are drawn from and shaped by different historical, social and cultural contexts
4. develop a knowledge of different reading theories and how they relate to the ways in which we make meaning from text
5. create texts that use language in creative, powerful and purposeful ways
6. develop a knowledge of different theories of writing and how they relate to the ways in which we create texts.

Critique (1600 words, 40%)

Reflective piece (individual or in pairs) (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

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.

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

1. demonstrate broad and flexible understanding of the content of numerical aspects of mathematics that underpins the curriculum
2. display confidence in their capacity to engage in mathematical activity and in their ability to continue to learn mathematical subject knowledge for teaching
3. effectively communicate mathematics to their peers and lecturer, in a variety of media, including information and communication technologies (ICTs)
4. articulate how their learning experiences in the unit relate to teaching and learning in primary schools.

Fractions and decimals interview analysis and learning task development (1600 words equivalent, 40%)

Learning journal (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-hour workshop per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

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).

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

1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning number and algebra in the primary school curriculum
2. show awareness of how the concepts and structure of primary number and algebra relate to the mathematics for secondary schooling and beyond
3. demonstrate broad knowledge and understanding of the historical and cultural nature of number and operations and how this relates to education of students from diverse backgrounds, including Aboriginal and Torres Strait Islanders
4. display confidence in being a competent and creative mathematics learner who can foster these attributes in their own learners.

Report on problem-solving activity (can include individual and/or group work) (1600 words or equivalent per student, 40%)

Project report (can include individual and/or group work) (2400 words or equivalent per student, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hour workshop per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

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.

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

1. identify and describe historical, philosophical, sociological, cultural and political drivers of knowledge and practice in health and physical education, health, physical activity and sport
2. critically evaluate the influence of sociocultural factors on historical and contemporary policies and practices in health and physical education, health, physical activity and sport contexts
3. understand how sociocultural factors shape wellbeing, safety and participation in health and physical education, health, physical activity and sport
4. analyse how varied and changing personal and contextual factors shape understandings of, and opportunities for, health and physical activity locally, regionally and globally.

Online journal (1600 words or equivalent, 40%)

Examination (2 hours, 2400 words or equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary health and physical education

Secondary 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.

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

1. engage in meaningful discussions about the biophysical factors that shape individual and community health and wellbeing and physical activity
2. understand important biophysical theory and content knowledge
3. apply theory and content knowledge to relevant individual, local, regional or global contexts
4. acquire, apply and critically evaluate skills associated with the biophysical sub-discipline in physical activity and health contexts
5. demonstrate familiarity with the appropriate use of specialist equipment commonly used in the biophysical context
6. analyse how varied and changing personal and contextual factors impact the biophysical and subsequent opportunities for health and physical activity.

NOTE: From 1 July 2019, the duration of all exams is changing to combine reading and writing time. The new exam duration for this unit is 2 hours and 10 minutes.

Laboratory tasks (1500 words or equivalent, 40%)

Examination (2 hours, 2500 words or equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

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.

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

1. understand the philosophical, historical and experiential foundations of outdoor education and environmental studies
2. communicate theoretical and technical knowledge about the personal, social and environmental significance of human participation with outdoor environments
3. analyse and evaluate information on human participation in outdoor environments
4. demonstrate introductory level research skills in gathering, synthesising and presenting information on a particular Australian outdoor environment.

Test (1600 words equivalent, 40%)

Case study (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the required minimum hours during the semester (average 10 hours per week)

See also Unit timetable information

Secondary health and physical education

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.

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

1. assess key changes, pressures and responses over time, and understand the likely impacts and uncertainties associated with current trends in environmental change
2. analyse and evaluate information on historic and contemporary human interactions with outdoor environments, with specific reference to key events and activities
3. communicate the significance of a range of ways of knowing, specifically in relation to how people develop knowledge and understanding of outdoor environments
4. construct a complex argument, and transmit it to others, about how humans impact upon environments at local, regional, national and global levels.

Issues paper (1500 words equivalent, 40%)

Essay (2500 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students
   • workshops: 18 hours over the semester
   • 1-day off-campus intensive
2. Additional requirements:
   • independent study to make up the required minimum hours during the semester (average 10 hours per week)

See also Unit timetable information

Secondary health and physical education

This unit introduces students to the complexities involved in teaching English and literacy, and in developing theoretical perspectives on learning and teaching in the field. Students develop their own discipline knowledge of English. They are encouraged to research changing practices in the teaching of English, critically reflect on their own beliefs and teaching practices, and develop a robust theoretical perspective on the learning and teaching of literacy for a diverse range of learners. They focus on the range of ways children encounter and use symbol systems while exploring their diverse everyday worlds and building their literacy skills. Students develop understanding of relevant local and national English curriculum for schools, and the interrelated strands of language, literature and literacy.

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

1. identify a range of theoretical perspectives on effective English and literacy teaching and learning approaches
2. understand the importance of using a variety of texts and literature as part of an effective literacy program
3. demonstrate competence in the use of a range of information and communication technologies (ICT) in accessing relevant research literature, developing teaching resources and strategies, and presenting evidence of their own learning in the area of English and literacy
4. understand the connections between home, community and school literacy practices for the teaching and learning of literacy
5. demonstrate an understanding of primary school curriculum relation to literacy learning.

Developing pedagogies for English and literacy practices (1600 words equivalent, 40%)

Curriculum planning in English (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 contact hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

Primary and secondary health and physical education

This unit develops students' knowledge of the discipline of mathematics, content, concepts, skills and attitudes relevant to the effective teaching and learning of mathematics from Foundation to Year 8. Students build their capacity to apply teaching strategies to identify and address common misconceptions children have with numbers (including fraction and decimal numbers), plan and sequence lessons to maximise learning for children of varying abilities, and explore how learning can be facilitated through the effective use of digital technologies. Students also investigate and critique a range of teaching resources and reflect on their own engagement with mathematical tasks.

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

1. develop and demonstrate knowledge and understanding of the number and algebra strand in mathematics curriculum
2. plan and sequence lessons to teach mathematics content using a range of open-ended tasks to enable, consolidate and extend learning
3. differentiate teaching and learning strategies to maximise learning and foster engagement for all students
4. promote understanding, fluency, problem solving and reasoning proficiencies using a range of teaching strategies
5. locate and critique a variety of teaching resources
6. modify resources to improve learning outcomes
7. use digital technologies effectively to enhance learning in mathematics.

Sequenced mathematics lesson plans (1600 words or equivalent, 40%)

Critique of a mathematics task using digital technology (2400 words or equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

Primary and secondary health and physical education

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, early childhood settings, 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.

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

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

Tutorial-based tasks (1600 words or equivalent, 40%)

Essay on learning (2400 words or equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 1-hour lecture per week
   • 2-hour tutorial per week
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Primary and secondary health and physical education

Primary and secondary inclusive education

Secondary education

Secondary health and physical education

This unit builds on the focus in EDF1303 (Understanding learning and learners) to introduce contemporary approaches to teaching and their impact on learning. It enables students to demonstrate an understanding of curriculum and its role in teaching and learning in educational settings. Students are facilitated to demonstrate knowledge and skills in a range of teaching strategies including effective teaching models and assessment strategies that promote learning. Students develop knowledge and skills to engage in meaningful and respectful relationships with learners, their families and communities, in order to support learning.

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

1. develop an understanding of contemporary approaches to teaching and their impact on learning
2. demonstrate an understanding of curriculum and its role in teaching and learning in educational settings
3. demonstrate an understanding of a range of teaching strategies including effective teaching models and assessment strategies that promote learning
4. develop an understanding of the importance of engaging in meaningful and respectful relationships with learners, their families and communities
5. understand the key principles described in codes of ethics and conduct for the teaching profession.

Exploring and interpreting curriculum (1600 words or equivalent, 40%)

Critiquing teaching and learning (2400 words or equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 1-hour lecture per week
   • 2-hour tutorial per week
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Primary and secondary health and physical education

Primary and secondary inclusive education

Secondary education

Secondary health and physical education

This introductory unit lays the foundation for studies of Inclusive Education and the subsequent units in this discipline stream. The unit develops pre-service teachers' capacity to demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities, in order to maximise their learning and participation in schooling. They explore key issues related to the education of learners with disabilities including those who may be disadvantaged because of social and/or personal circumstances. These students may experience exclusion and/or lack of opportunities for success in schooling because of ethnicity, gender, socio-economic disadvantage, chronic health conditions and/or a range of other circumstances. In the unit students visit and build understanding of various learning settings in which learners with disabilities are educated. Students explore policies, legislation and research on inclusive education practice in Victoria, Australia and worldwide, to inform their ability to show evidence of understanding the complexities of inclusive education.

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

1. demonstrate understanding and critically analyse how society and schools understand and respond to individual differences to ensure inclusive education
2. build understanding of how a range of educational settings support the learning of students with disabilities
3. recognise how policies, legislation and research impacts on schools' and teachers' varied approaches to the education of students with disabilities
4. show evidence of understanding the critical roles educators play in ensuring the positive experiences and successful learning of learners with disabilities in various educational settings.

Research essay (1600 words, 40%)

Class presentation (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week

   Additional requirements:

   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary inclusive education

This introductory unit develops pre-service teachers' knowledge and understanding of assessment of the learning environment and the needs of learners with disabilities across the school years. An important aspect of teaching learners with disabilities 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 progression, what impacts on progress, and what strategies can maximise their learning. The focus of this unit is on assessment for learning as well as assessment of learning. Assessment for learning involves self-reflection and self-assessment, feedback and strategies that allow teachers to make better learning and teaching decisions. The unit develops pre-service teachers' own understanding of how their learning is taking place and how it can be developed. In addition, the unit develops understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning, moderation processes and the use of information and communication technologies in learning and assessment.

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

1. understand and apply various approaches to assessment used in inclusive classroom contexts across the school years to maximise success for learners with disabilities
2. understand ways standardised assessments can be utilised to assess learning of learners with disabilities
3. determine how the process of assessment can enhance the inclusion and participation of learners with disabilities, including in transition periods
4. understand the ways in which information and communication technologies can be incorporated in learning and assessment of learners with disabilities.

Research essay (1600 words, 40%)

Assessment practice written assignment (equivalent of 2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week

   Additional requirements:

   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary inclusive education

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 students 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.

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

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

Peer teaching report (1600 words, 40%)

Individual assignment: Reflection on professional responsibilities, practice and relationships (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Secondary health and physical education

Secondary education

In this unit students develop their knowledge and understanding of key priorities in the Victorian and the Australian Curriculum, including Asia and Australia's engagement with Asia and education for sustainability, and Aboriginal and Torres Strait Islander peoples histories and cultures, as well as of general capabilities, including literacy, numeracy, intercultural understanding, personal and social capabilities, ethical understanding, creativity and critical thinking and the use of Information and Communication Technologies (ICTs) in schools. Students will learn how to develop strategies and utilise resources to respond to curriculum priorities and capabilities when teaching diverse learners. Through a range of research and investigations of exemplars of teaching and learning in schools in local and global contexts, students build their understanding of professional practice and education priorities.

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

1. build professional knowledge of Victorian curriculum priorities and Australian curriculum capabilities
2. implement these through planning and developing teaching and learning approaches based on relevant curriculum documents
3. access and utilise a range of resources for teaching and learning and assessment practices related to these priorities and capabilities
4. understand and critically comment on a specific education priority.

Lesson planning for education priorities and capabilities (2000 words equivalent, 50%)

Research essay demonstrating knowledge and critical understanding of a key education priority or capability (2000 words, 50%)

Minimum total expected workload is 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary education

Primary and secondary health and physical education

Secondary education

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.

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

1. appreciate adolescence as a discrete period of individual development in our society
2. articulate theories of adolescent development from a scientific viewpoint
3. explain the developmental stages of adolescence
4. understand how teacher-student relationships are influenced by issues of adolescent development
5. identify problems in teaching adolescents and apply effective teaching strategies to support their learning
6. analyse multidimensional influences on adolescents including; motivations; self-esteem; anxiety, stress, resilience; biological processes; cognition; moral development; development of identity; family, peer and sociocultural influences; issues of diversity; additional issues including substance abuse, deviance, depression, truancy and bullying for diverse learners
7. use relevant resources to support adolescents' development.

Group presentation on adolescent development (1600 words equivalent per student, 40%)

Written report on adolescent development and practices (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Secondary health and physical education

Secondary education

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.

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

1. demonstrate knowledge and understanding of the social, cultural and political nature of disciplinary knowledge and how this knowledge is embedded within particular 'ways of knowing'
2. understand the relationship between curriculum, teaching practice and disciplinary knowledge
3. inquire into, and develop, their professional identity as specialist teachers
4. apply broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of diverse students including those with special needs and with disabilities
5. understand the complex relationships between content knowledge and pedagogy and between school knowledge, disciplinary knowledge and everyday knowledge
6. cultivate an appreciation of integrated, interdisciplinary and disciplinary based curriculum and how 'specialist' teachers in interdisciplinary teams might collaborate productively in this curriculum
7. design and produce resources for encouraging a rich engagement with particular disciplinary knowledge, capacities and skills
8. critically evaluate their practicum experiences in schools and other settings.

Professional investigation (2000 words, 50%)

Development of curriculum resources (2000 words, 50%)

Minimum total expected workload is 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops
2. Additional requirements (all students):
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Secondary education

This unit (with EDF4020) develops 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.

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

1. critically reflect upon and develop their own personal English and literacy skills
2. demonstrate their understandings of what constitutes texts within a multiliteracies environment
3. demonstrate their understandings of what 'counts' as literacy
4. demonstrate their understandings of how literacy is enacted in various different cultural and social settings, including homes, communities, daycare, pre-school and school
5. demonstrate knowledge of a range of theoretical perspectives related to how young children learn and develop their literacy knowledge, skills and understandings
6. demonstrate knowledge and understanding of effective ways to plan, teach and assess learning experiences to develop young children's early reading, writing, oral language and visual literacies.

Multimodal report on approaches to literacy teaching and learning in the early years (individual assignment) (2000 words or equivalent per student, 50%)

Integrated unit of work (can include individual work and/or work in pairs) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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.

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

1. understand and apply research and contemporary practices in mathematics and numeracy education to meet diverse learners' needs
2. recognise how key mathematical concepts are practised in early learning settings including homes, child care, preschools and the early years of school
3. use a range of appropriate strategies to assist children's development of number sense particularly in the early years of school
4. apply techniques that link mathematics to practical applications particularly in relation to measurement and geometry
5. appreciate that numeracy learning occurs in multiple contexts and in multiple ways
6. identify and employ a range of pedagogical tools and strategies to support children's learning in mathematics and numeracy in line with local and Australian curriculum.

Report on multiple approaches to numeracy education (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Integrated unit of work and/or resources on effective numeracy practices (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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 promoting 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.

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

1. discuss key concepts and definitions related to their own and young children's health, wellbeing and social learning
2. identify and analyse key factors that contribute to their own and children's health
3. demonstrate an understanding of socio-cultural, socio-emotional and ecological perspectives on health and wellbeing
4. explain the role that schools play in promoting health and wellbeing within contemporary public health, wellbeing and education policy
5. demonstrate an understanding of how social and emotional health status impacts upon themselves and young people, and plan school-based programs that draw from contemporary health-promoting school programs and curriculum frameworks.

School health and wellbeing program rationale (can include individual and/or group work) (2000 words or equivalent per student, 50%)

School health program evaluation (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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.

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

1. understand and evaluate how the learning area of active citizenship in local and global contexts is structured within the Australian Curriculum and the Victorian Curriculum F-10
2. develop knowledge and understanding of different theoretical and pedagogical approaches to active citizenship
3. design and implement primary lessons and units of work using themes and integrated approaches to active citizenship
4. locate, evaluate and use a variety of appropriate teaching resources and educational providers that support the teaching of active citizenship.

Essay on active citizenship curriculum (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Active citizenship presentations and engagement (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

In this unit students develop understandings of a range of contemporary theories of child development and discuss development as a cultural and social process whereby development is always positioned in relation to what the child can do collaboratively. A diverse range of theoretical perspectives and theories, including developmental, sociocultural and post-structural, are explored in relation to how they are applied to the provision of education and care for children from birth to twelve years in their specific contexts. The unit explores new research in this field and students critically reflect on current practices in the light of this research to begin to develop their pedagogical leadership. Students apply 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.

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

1. develop and demonstrate knowledge and understanding of contemporary theories of child development
2. link and apply this knowledge to pedagogy and curriculum design
3. develop their capacities as pedagogical leaders of children's learning and development
4. apply key concepts explored in the unit to mandatory curricula frameworks in local and national contexts.

Critical evaluation of contemporary theories of child development and how these inform the work of early childhood educators as pedagogical leaders (2000 word equivalent, 50%)

Action research report on child development theories and practice discourses to demonstrate knowledge of the role of the child's involvement as a learner and participant in pedagogical practices and curriculum design (2000 word equivalent, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit develops students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples and explores Indigenous perspectives on teaching and learning. 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, histories, cultures and languages. They develop skills and insights into how to engage learners from Indigenous and traditional communities and create partnerships to improve learning outcomes.

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

1. demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander peoples, histories, cultures and languages
2. demonstrate knowledge of Indigenous rights, language and celebration
3. understand cultural protocols and terms as they pertain to Aboriginal and Torres Strait Islander peoples
4. demonstrate understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds by developing culturally responsive curriculum practices.

Reflection summaries (2000 words, 50%)

Oral group task (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary education

Primary and secondary inclusive education

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 early childhood settings, primary schools, families and communities. Importantly, students undertake an analysis of the contemporary theories of play and, noting the research upon which a variety of theories are based, examine 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 and undertaking analyses of re-theorising play as a pedagogical construct to support students' ability for leading pedagogical practice change.

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

1. demonstrate an understanding of the importance of learning through play pedagogies
2. develop an understanding of curricular documents and their application within play-based curricula
3. critically analyse the research base underpinning the range of theoretical perspectives on play-based learning
4. develop an understanding of a range of tools and methods to assess children's learning in play
5. use contemporary theories of play to creatively explore possibilities for pedagogical practice change in early childhood settings, primary schools, families and communities.

Oral presentation (2000 words equivalent, 50%)

Reflective task (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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 to support students' capacity for building effective relationships. 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. Students learn to understand how theoretical and contemporary real-life issues relate to the development of children's learning, and they develop their ability to design innovative learning with children, their families and communities.

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

1. develop a critical understanding of theoretical and practical interrelationships of diverse children's learning development and their broader family and social context, including children from different socio-economic, cultural and language backgrounds
2. assess the impact of contemporary real-life issues on children's learning development in the context of multicultural families and communities
3. observe sensitively and analyse general and specific children's learning behaviours and skills that can be used in planning and evaluation of support/learning strategies
4. demonstrate the ability to design innovative learning with children, their families and communities
5. exhibit knowledge of teaching and learning strategies that are responsive to the learning strengths and needs of children from a range of linguistic, cultural, religious and socio-economic backgrounds.

Report on the impact of contemporary real-life issues related to one child's learning and development in their family and community contexts (1600 words, 40%)

Problem-based learning analysis of young children's learning in family, community and educational contexts (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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.

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

1. demonstrate understanding of key curriculum practice relating to learning mathematically through play, games and resources for young learners
2. understand children's learning of different aspects of mathematics through the innovative use of ICTs and their implications for teaching
3. identify and use effective pedagogical approaches to the teaching and learning of mathematics in the early years through play
4. implement classroom strategies using play, shapes and numbers that link mathematics to practical applications, particularly in relation to pattern, shape and number
5. understand the importance of and develop techniques for adopting inclusive practices in relation to the teaching and learning of mathematics.

Evaluation of a range of teaching and learning mathematical resources that lead to meaning making through play (2000 words equivalent, 50%)

Written responses to a case study observation of children learning mathematical skills and concepts through play and games involving ICTs and other methods (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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 relevant curriculum and policy documents. Wellbeing is discussed in terms of holistic approaches to health with children, their families and communities with particular emphasis on diversity and inclusion. 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.

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

1. learn and apply research, policies, practices and strategies to support all children and their families to be healthy and active
2. demonstrate familiarity with community groups and amenities that promote health and physical wellbeing
3. support a holistic and rights based approach to health and wellbeing based on the UNCRC document
4. apply approaches to health and wellbeing promotion for children, their families and community with explicit emphasis on diversity and inclusion.

Report on community health resource: Analysis of the work of a community organisation focused on health and wellbeing in the young child (2000 words equivalent, 50%)

Critical essay on how health and socio-emotional and physical wellbeing can be developed in the young child (2000 words equivalent, 50%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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 in-depth knowledge of the key elements and requirements of current policy relevant to their local, regional and national contexts. 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 nationally and internationally.

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

1. demonstrate in-depth understanding of the curriculum guidelines, documentation, assessment and evaluation policies relevant to local, regional and national context
2. demonstrate the ability to observe, document, analyse, assess and evaluate children's learning and reflect on curriculum effectiveness in their own practice
3. apply curriculum theories and design to the development of culturally inclusive programs in diverse settings for children
4. demonstrate reflexive practice to develop effective curriculum, assessment and documentation in education.

Curriculum policy and document analysis (2000 words, 50%)

Essay on curriculum development, application, assessment and evaluation in practice (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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

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

1. understand the changing concepts of childhood over time and place
2. begin to critically analyse how educational philosophies have shaped ideas of childhood
3. demonstrate critical thinking to develop new understandings of how young children's lives are historically embedded in socio-economic, cultural and political contexts
4. critically reflect on implications for early years' educational leadership.

Individual task: Review of concepts of childhood (2000 words equivalent, 50%)

Group presentation with written narrative analysis: Childhood over time and place (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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 unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

10 days with children aged 0 to 2 years in long day care or other appropriate setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years and primary education

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood and the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

10 days with children aged 3 to 5 years in long day care, preschool or kindergarten

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years and primary education

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood and the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Early Years Education specialisation: 10 days with children aged 0 to 5 years in long day care, preschool or kindergarten.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Early Years Education specialisation: 5 days in lower primary school.Primary Education specialisation: In conjunction with EDF2054, a minimum of 10 days of professional experience in primary settings are accumulated over the year.Primary and Secondary Health and Physical Education specialisation: In conjunction with EDF2054, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

Primary education

Primary and secondary health and physical education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Primary Education specialisation: In conjunction with EDF2053, a minimum of 10 days of professional experience in primary settings are accumulated over the year.Primary and Secondary Health and Physical Education specialisation: In conjunction with EDF2053, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary education

Primary and secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Secondary Health and Physical Education specialisation: In conjunction with EDF2056, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF2056, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Secondary Health and Physical Education specialisation: In conjunction with EDF2055, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF2055, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit explores how educators come to understand and appreciate the complex connections across health and physical education (HPE), curriculum learning areas and more broadly in relation to educational priorities. Students investigate key priorities in primary and secondary education connected to the Australian and Victorian curricula and in relation to the professional standards of the Australian Institute for Teaching and School Leadership (AITSL). 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, as well as relevant general capabilities. This investigation is contextualised within a broad whole-school as well as specific HPE context. Students draw upon interdisciplinary knowledge developed in first year to explore exemplars of policies and practice as they continue to build knowledge of varied approaches to HPE in the school and community. Students examine the general capabilities including literacy, numeracy and ICT with a focus on those relevant to HPE in Victorian schools and the way they inform teaching and learning in schools. Through combining theory and practice across discipline areas, students continue to enhance their understanding of the wider educational settings, cross-curricular priorities, general capabilities and other programming and planning priorities in HPE.

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

1. display increasingly advanced skills, knowledge and capabilities in programming and planning across schools and curriculum areas in relation to HPE
2. articulate and devise strategies to implement key priorities in primary and secondary school settings
3. reflect upon and examine the ways in which relevant policies, practices and theories connect to their pedagogical practice
4. identify and deploy relevant general capabilities including literacy, numeracy and the use of ICT for teaching and learning
5. collect and display evidence of the ongoing development of Monash graduate attributes, research and professional teaching skills.

Case-study responses (2400 words, 60%)

Planning, practice and reflection task (1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

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.

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

1. further develop their awareness of the impact that diverse individual, social and environmental factors have on health and physical activity, education and associated teaching experiences
2. elaborate on theoretical and foundational knowledge to enhance their capacity to critique highly individualised health and physical education practice and teaching strategies
3. demonstrate understandings of the role of authentic educational inquiry, particularly through action research frames, and their application to teaching in health and physical education contexts
4. plan to include a focus on inclusiveness, power inequalities, taken-for-granted assumptions, diversity and social justice as part of their professional practice.

Individual/group evaluation (1600 words, 40%)

Research essay and plan (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the professional experience guide
2. attain a Beginner standard of proficiency against Standards 1 and 2 of the Australian Professional Standards for Teachers at the Graduate Teacher level and make progress towards Beginner proficiency on all other standards
3. document their professional learning through means such as a professional experience folder which records lesson planning and self-reflections
4. complete an evaluation on their developing practice.

10 days in primary setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1 to 4, in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation and evaluation of their learning as required, including maintaining detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions as required or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide.

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the professional experience guide
2. attain at least a Consolidated standard of proficiency against Standards 1 and 2 of the Australian Professional Standards for Teachers at the Graduate Teacher level and maintain or exceed a Beginner standard of proficiency in Standards 3 to 7
3. document their professional learning through means such as a professional experience folder which records lesson planning and self-reflections
4. complete an evaluation on their developing practice.

10 days in primary setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1 to 4 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation and evaluation of their learning as required, including maintaining detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions as required or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide.

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

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 explored 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.

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

1. adapt experiential knowledge and skills in diverse outdoor education contexts
2. demonstrate skills to review and analyse the learning needs of others in professional practice
3. complete the required number of days of fieldwork experience and the activities specified in the professional experience guides for this unit
4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

5 days' fieldwork placement

This unit is graded pass grade only (PGO).

Fieldwork experience logbook

Students complete:

1. 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
2. minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

Secondary health and physical education

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.

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

1. develop a sound understanding of the roles and functions of literacy and multi-literacies as a means by which individuals think, learn and communicate in the twenty-first century
2. develop techniques for the analysis and critique of multimodal texts
3. develop a knowledge of the changing nature of literacy with reference to emerging technologies
4. explore new and complex ways for creating and designing texts using a variety of semiotic systems
5. explore and apply theoretical models that support the development of multimodal texts.

Essay (2000 words equivalent, 50%)

Multimodal text (group or individual task) (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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).

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

1. understand that how people experience literacy and what counts as literacy is shaped in different social, cultural and linguistic contexts
2. apply theoretical ideas from critical literacy, place literacies and multiliteracies as a means to understand what might count as literacy in different social, cultural and linguistic contexts
3. gain an appreciation for the importance of oral story telling in a range of different cultures in particular for Aboriginal and Torres Strait Islander peoples
4. understand some of the complexities around learning through English when it is an additional language or dialect.

Review of literature and critique (2000 words equivalent, 50%)

Case study (individual or in pairs) (2000 words equivalent, 50%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

This unit addresses the key questions of what the similarities and distinctions are 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.

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

1. articulate the distinction between numeracy and mathematics
2. demonstrate understanding of the difference between mathematics as a key learning area and numeracy as a general learning area
3. demonstrate awareness of the different sorts of contexts, problems and activities that lead to learners becoming numerate in their personal and civic lives
4. articulate how their learning experiences in the unit relate to teaching, learning and leadership in primary schools.

Report on a numeracy inquiry (2000 words or equivalent, 50%)

Research report (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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).

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

1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning measurement and geometry in the primary school curriculum
2. show awareness of how the concepts and structure of primary measurement and geometry relate to the mathematics of secondary schooling and beyond
3. demonstrate broad knowledge and understanding of the historical and cultural nature of number and operations and how this relates to education of students from diverse backgrounds, including Aboriginal and Torres Strait Islanders
4. display confidence in posing and solving problems and reasoning in measurement and geometry, thus being a competent and creative mathematics learner who can foster these attributes in their own learners.

Report and reflection on a measurement and geometry inquiry (2000 words or equivalent, 50%)

Project report on mathematical proficiencies (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

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.

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

1. describe theories of motor control and skill acquisition and how these underpin practice
2. articulate how the body, mind and environment interact in dynamic ways to impact movement outcomes
3. understand how diverse biological, personal, developmental, social and environmental factors combine to impact skill acquisition across a range of abilities
4. provide a sound justification for particular approaches that might be used to develop motor control and skill acquisition outcomes in sports coaching and movement contexts
5. discuss how different experiences might impact skill acquisition and how experience can be understood via different ways of knowing
6. demonstrate understandings of discipline knowledge through experiencing the practice of movement as both participant and facilitator.

Digital presentation (2000 words or equivalent, 50%)

Examinations (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

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. In addition, students will learn how to incorporate in a meaningful way, Aboriginal and Torres Strait Islander/First People's histories, cultures and languages into their delivery of sports and games. Students will 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.

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

1. use various coaching styles and approaches to plan and deliver movement experiences that are challenging, safe and well structured
2. integrate performance analysis technology to critique their delivery and participant skills to support participant learning
3. demonstrate their capacity to incorporate Aboriginal and Torres Strait Islander/First People's histories, cultures and languages into sport and games delivery
4. recognise the ways in which environmental, social, psychological and physiological conditions of participants influence their engagement in movement contexts and respond to these in their own delivery
5. communicate and display ethical practice in their delivery of movement opportunities.

NOTE: From 1 July 2019, the duration of all exams is changing to combine reading and writing time. The new exam duration for this unit is 2 hours and 10 minutes.

Delivery of a practical coaching session and reflection (2000 words equivalent, 50%)

Examination (2000 words equivalent, 50%, 2 hours)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2-hour workshop per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

This unit introduces students to a range of principles, frameworks and practices that guide health promotion in Australia and internationally. Students critically explore the place of health in people's lives and consider a range of factors that shape individual and population health. They also develop knowledge of priority health issues, determinants of health and an appreciation for ways of working to promote health and wellbeing. By developing health promotion planning and evaluation skills, students carefully consider health promotion as a key field for addressing, managing and having an impact upon individual and population health. Areas of investigation and important dimensions of practice include settings-based approaches, partnership, participation, multi-level action, capacity building and evidence-based practice, policy development for health, creating supportive environments, and health education strategies. The application of these to youth health challenges in diverse cultural and economic contexts is also explored.

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

1. demonstrate knowledge about and an appreciation for the ways in which health is experienced and understood by individuals and groups in society
2. identify and discuss contemporary local, national and international approaches to health promotion
3. critically evaluate and apply principles, frameworks and practices that underpin effective health promotion planning and evaluation (international and national)
4. compare and contrast approaches to health and consider their impact upon health and wellbeing of individuals and groups
5. work collaboratively and cooperatively in a variety of independent and group contexts.

Health promotion project plan and presentation (2400 words equivalent, 60%)

At-home examination (1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • weekly independent study to make up the minimum required hours per week: Readings, preparation of work for workshops and for assessment tasks
   • group learning activities assigned as preparation for and/or follow-up to workshop sessions

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

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.

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

1. demonstrate a theoretical understanding of the contribution of outdoor education to personal and social wellbeing
2. investigate outdoor education contexts and their portrayal using a range of environmental and cultural lenses
3. conduct a critical review of the potential of outdoor education contexts in relation to specific environments and communities
4. communicate understanding of social and ecological pressures placed upon outdoor environments via settlement, industry and leisure.

Essay: Personal environmental ethics in a contemporary Australian context (2000 words, 50%)

Case study poster and presentation (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3-hour workshop per week for 6 weeks
2. Additional requirements:
   • independent study to make up the minimum required hours per week
   • 1 day off-campus intensive

See also Unit timetable information

Secondary health and physical education

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.

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

1. demonstrate knowledge and understanding of the educational issues associated with diversity and inclusion in outdoor education
2. appraise the critical importance of different types of relationships (personal, social, cultural and environmental) and their contribution to outdoor education experiences
3. apply theoretical models of human relationships to real-world educational contexts
4. work collaboratively to solve complex problems in educational program design and evaluation.

Small group project: Program design and evaluation (2000 words equivalent, 50%)

Tests (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 9 hours over the semester
   • 3-day intensive learning program
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Secondary health and physical education

This unit explores significant aspects of child and adolescent development, behaviours and relationships within the context of teacher education. It builds students' understanding of the 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 learning and teaching with children and adolescents based on contemporary knowledge of development and fostering positive behaviour interactions and relationships for diverse learners. They develop understanding of how to develop a broad range of strategies for involving parents/carers and other community service and health providers in the educative process.

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

1. understand both childhood and adolescence as periods of diverse individual development, behaviours and relationships in society
2. understand and apply various approaches to fostering positive interactions in classroom contexts across the school years, including developing a broad range of strategies for involving parents/carers in the educative process to maximise success for students with diverse needs
3. examine the likely impact of factors such as culture, family, genetic inheritance, environment and life experiences on children and adolescents
4. analyse a range of learning theories, contemporary theoretical perspectives and practical approaches to fostering positive interactions
5. identify effective teaching strategies that support positive interactions and enhance learning.

Case study of fostering positive interactions in children and adolescents (2000 words, 50%)

Development of an original learning and teaching resource for fostering positive behaviour (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week lectures, workshops or online activities
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

Primary and secondary education

Primary and secondary inclusive education

Primary and secondary health and physical education

This unit develops students' knowledge and understanding of how to apply their content knowledge to classroom practice. They further develop their capacity to plan for differentiated learning for students across the full range of abilities, meet diverse learners' needs, and choose varied forms of behaviour management. Students explore a range of theoretical perspectives on the pedagogical practices of teachers. Students are encouraged to research multiple examples of teaching and learning practices, critically reflect on their own teaching practices and those of others, and develop a robust theoretical and practical perspective on the profession and their own classroom practice that is demonstrated through individual, group and peer written and oral presentations.

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

1. develop knowledge and understanding of classroom practice including planning for differentiated teaching and learning, meeting diverse learners' needs, behaviour management and innovative practice
2. identify a range of theoretical perspectives on classroom practice, and critically examine these in light of their own developing practice
3. demonstrate their understanding of a range of effective and inclusive teaching strategies that meet the needs of students across the full range of abilities
4. explore and develop their own pedagogical and classroom practice
5. reflect upon their own practices in relation to effective teaching.

Classroom practice project (2000 words equivalent, 50%)

Analysis of effective classroom practice (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 1-hour lecture
   • 1-hour workshop
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

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 among science, technology and society is explored, and the nature of science as a discipline is considered. Students build understanding of and demonstrate capacities to plan for science learning and teaching related to the Victorian and Australian curriculum from Foundation to Year 8.

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

1. appreciate science as a way of thinking that generates knowledge (representing cultural and societal dimensions) that is used to describe and respond to our environment
2. demonstrate an understanding of the ways in which science responds to technological and social change
3. critically reflect on their experiences as learners of science and identify implications for their professional identities as science educators
4. identify, develop, plan and deliver appropriate strategies to establish, monitor and develop learners' understanding of science as a way of knowing and the importance of reasoning and critical thinking skills.

Investigating science learners' science ideas (2000 words, 50%)

Reflective critique on approaches to science teaching (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 hours over the semester comprising seminars (2-3 hours each) and online activities
2. Additional requirements
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

Primary and secondary health and physical education

In this unit pre-service teachers further extend their knowledge and understanding of the discipline of mathematics and how students learn in this subject from Foundation to Year 8. They develop a critical understanding of effective teaching practices so they are able to design learning sequences that are informed by current research and maximise learning for students. They use diagnostic and formative assessment strategies to inform their understanding of children's progress in mathematics so they can plan appropriate learning experiences. They also construct summative assessments with marking guides and rubrics to assess learning and analyse school-level data from varied assessments including national tests. Pre-service teachers' personal numeracy is developed as they apply their own mathematical knowledge to investigate an issue of personal interest using publicly available databases.

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

1. develop and demonstrate knowledge and understanding of the discipline of mathematics including the geometry and measurement, and the probability and statistics strands in the mathematics curriculum
2. synthesise and apply research findings on effective teaching and learning in mathematics
3. design a unit of work that includes strategies to promote a range of mathematical proficiencies including understanding, fluency, problem solving and reasoning capacities
4. use a variety of assessment techniques to evaluate students' mathematical learning and to inform teaching
5. explain the meaning of numeracy and develop their own numeracy proficiency and data use.

Research-informed unit of work (2400 words, 60%)

Mathematical investigation (1600 words equivalent, 40%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • lectures: 1 hr per week for 9 weeks
   • tutorials: 1.5 hrs per week for 10 weeks
2. Additional requirements (all students):
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Primary and secondary education

Primary and secondary inclusive education

Primary and secondary health and physical education

This unit focuses on how to create positive classroom and school environments that engage all learners, including those with disabilities. 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 disabilities. The need to collaborate with colleagues and parents in creating engaging classrooms for all is also discussed.

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

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

Research essay (2000 words, 50%)

Classroom engagement plan (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary inclusive education

This unit develops students' understanding of evidence-based learning and teaching practices in various educational settings for learners with disabilities including (but not limited to) disabilities, health circumstances, and culturally, linguistically or socioeconomically diverse backgrounds. Students are equipped with sound knowledge and first-hand experience of working with learners with disabilities using varied learning and teaching strategies that can be applied in a variety of educational settings, so they can identify strategies to support inclusive student participation and engagement in classroom activities. This includes 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. Students are also introduced to the principles of effective planning to equip them with knowledge and skills in curriculum development and lesson planning that are relevant for students with disabilities, as well as a tool for reflecting on their practice.

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

1. critically analyse research evidence that supports the use of different learning and teaching practices
2. identify a range of effective and evidence-based learning and teaching strategies for students with disabilities to support inclusive student participation and engagement in classroom activities
3. create lesson plans incorporating evidence-based strategies to provide inclusive and personalised learning for diverse learners
4. develop and practise positive relationship and communication skills between teachers and students
5. demonstrate understanding of principles of effective planning and reflect upon their own practice.

Class presentation (1600 words equivalent, 40%)

Case study: Lesson planning and reflection (2400 words, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary and secondary inclusive education

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.

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

1. recognise the centrality of language and literacy in mediating learning in and out of school and the importance of ties between home and school practices
2. understand a range of theories that reconceptualise traditional understandings of school and out-of-school literacy and their social, cultural, political and pedagogical implications
3. understand, develop and apply the relationship between language, learning and identity in analysing their own literacy and numeracy practices in diverse contexts
4. conduct a small-scale inquiry into literacy and numeracy practices, including those involving information and communication technologies (ICTs), in classrooms, schools and out-of-school settings
5. understand and appreciate the value of sociocultural diversity in school communities and begin developing a professional capacity to recognise, respond and teach to difference
6. critically engage with relevant policy and curriculum initiatives and their pedagogical implications.

Critical narrative (2000 words or equivalent, 50%)

Inquiry project (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit inquires into the challenges of achieving equity in schooling and education in diverse social and cultural contexts. It critically engages with a combination of sociological theory, contemporary policy documents and accounts of innovative practice in schools and communities to explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs. International policy developments and trends in multicultural education are examined, as well as local, state and national responses. Cultural, linguistic, religious, socioeconomic, intellectual and physical differences among all students are studied in relation to creating equitable and inclusive learning environments. The unit builds understanding of the histories, cultures and identities of Aboriginal and Torres Strait Islander people and explores how this understanding in educators can productively contribute to experiences of schooling for all young Australians.

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

1. interpret a range of education policy developments and educational research that relates to schooling and equity in local, national and global contexts
2. critically explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs
3. appreciate the many dimensions and experiences of difference in young people's experiences of schooling in Australia and internationally
4. demonstrate an understanding of Aboriginal and Torres Strait Islander histories, cultures and identities and apply this understanding in their work as educators
5. reflect critically on themselves as educators and the strategies they will use for engaging diverse learners.

For students who commenced the course prior to 2014: 5 days

Inquiry Essay (2000 words equivalent, 50%)

Research paper (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements
   • 10 hours of independent study per week

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit examines a range of curriculum theories and uses this knowledge as a framework for exploring the work that teachers do to develop responsive curriculum and innovative practice. Through an examination of a range of innovative practices that engage diverse student populations, the unit explores the ways in which teachers in schools transform centralised curriculum documents and bring curriculum 'to life'. In association with this exploration, students investigate a range of issues that include maximising learner motivation in schools, engagement through curriculum development and innovative practice, developing community-based curriculas and practices, and teachers seeing themselves as 'curriculum workers' and the implication of this for their professional identity. Students draw on their emerging understandings of curriculum policies, issues and innovation to develop practices that are inclusive, exciting and educational.

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

1. describe, evaluate and compare different theoretical and practical approaches to developing curriculum, including both traditional and innovative practices
2. examine contemporary curriculum issues and explore exemplars of innovative practice by teachers in response to these issues
3. articulate the connections between robust curriculum development and innovative practice
4. analyse key policies and documents relating to curriculum, including those associated with the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/), and show how they promote or constrain innovative practice
5. appreciate the importance of teachers as curriculum workers and explain how this is related to their professional identity
6. develop curricula and practices that are educational, innovative, inclusive of difference and aligned with national and state curriculum policies and frameworks.

Research essay (2000 words, 50%)

Curriculum construction task (2000 words equivalent per student, 50%)

Minimum total expected workload is 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops
2. Additional requirements (all students):
   • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Secondary education

This unit extends students' knowledge, skills and dispositions relating to mathematics and numeracy education. The unit focuses on the exploration of different pedagogical approaches and strategies in the teaching of mathematics and numeracy to primary school children up to Year 6. Students have opportunities to engage in critical readings on current research and practice in mathematics education and practical learning strategies so they can implement effective student learning in different mathematical topics. There is an emphasis on facilitating children's learning in a variety of sociocultural and educational contexts. Students use and apply learning technologies that are inclusive of all learners, and develop and use creative assessment. These activities are informed by current local and international educational policy and curriculum.

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

1. identify and apply key concepts in primary mathematics and numeracy pedagogy
2. understand how sociocultural, political and educational contexts can facilitate and impede students' learning of primary mathematics and numeracy and how to ensure all children maximise their learning
3. evaluate personal professional assumptions about teaching and learning primary mathematics and numeracy
4. plan for the effective use of appropriate pedagogical strategies to support children's learning in current-day, multiple contexts
5. assess authentically, efficiently and effectively children's mathematics and numeracy learning in formative and summative ways.

Critical analysis of a selected pedagogical context or issue in mathematics education (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Exploration and critique of powerful pedagogical practices in mathematics (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 hours per semester
2. Additional requirements:
   • independent study to make up the minimum required hours per semester

See also Unit timetable information

Primary education

This unit further develops students' understanding of varied methods and practices in the teaching and learning of disciplines, subjects and learning priorities in primary schools. Through this advanced pedagogy unit, students build on their prior learning of discipline and practice principles and concepts from across the course to further develop skills in a number of areas including lesson and unit planning, achieving learning outcomes for students, developing differentiated curriculum and individual planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies, and selection of appropriate content and teaching procedures.

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

1. demonstrate and apply their understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning areas in primary school settings
2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse learner needs
3. select and use appropriate resources and strategies for the teaching of disciplines, subjects and learning priorities in the primary years
4. understand and utilise policy, curriculum and research to inform teaching and learning in primary school contexts.

Lesson plan (can include individual and/or paired/group work) (2000 words or equivalent per student, 50%)

Integrated unit of work (can include individual and/or paired/group work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

This unit continues the development of students' understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning priorities in primary schools. Through this advanced pedagogy unit, students build on their prior learning of discipline principles and concepts and practice from across the course to further develop skills in a number of areas including lesson and unit planning, developing learning outcomes for students, differentiated curriculum and individual planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies, and the selection of appropriate content and teaching procedures. A focus of the unit is on developing pedagogy relevant to primary learners and to curriculum in diverse Australian contexts and from education systems outside of the Australian context so that students are capable of teaching across the world in varied settings.

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

1. demonstrate and apply their understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning areas in the primary school
2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse learner needs in primary schools
3. select and use appropriate resources and strategies for the teaching of disciplines, subjects and learning priorities in primary schools in varied settings and socio-economic settings within and outside Australia
4. understand and utilise policy and curriculum from Australia and elsewhere to inform teaching and learning in the primary years.

Research essay on curriculum and pedagogy relevant to mainstream or diverse school contexts (can include individual and/or paired work) (2000 words or equivalent per student, 50%)

Teaching resource for either an Australian or non-Australian context in the primary years curriculum (can include individual and/or paired work) (2000 words or equivalent per student, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • 10 hours of independent study per week

See also Unit timetable information

Primary education

This unit develops students' advanced understanding of content and pedagogy for sustainability as a cross-curriculum priority, and primary years science discipline knowledge relevant to the Australian Curriculum and the Victorian Curriculum F-10, including biological, earth and environmental science studies from Foundation to Year 6. Students develop an appreciation for how education for sustainability has emerged as a global priority by exploring research and curriculum content and policy including goals and agreements developed by the United Nations and other education providers in this field. They learn how to develop integrated approaches to studies of the environment and sustainability across primary school curriculum. Students investigate and understand the cultural, social, economic, scientific, ecological and political factors that influence attitudes and actions towards environment and sustainability. They develop theoretical, discipline-based and pedagogical knowledge and understanding of how to implement whole school approaches and classroom learning experiences for environment and sustainability at different levels of primary education.

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

1. describe and understand the difference between environmental and sustainability education
2. develop and demonstrate advanced knowledge and understanding of the national and global reasons that have led to the emergence of education for sustainability as an educational priority
3. develop pedagogical content knowledge necessary to teach education for sustainability and relevant content in the areas of biological, earth and environmental science studies from Foundation to Year 6 in the Victorian Curriculum F-10 and the Australian Curriculum
4. discuss and evaluate the influence of cultural, social, economic, scientific, ecological and political factors on how concepts of environment and sustainability are understood and incorporated into primary curricula in Australia and internationally
5. design and implement learning experiences that incorporate environment, sustainability and science at different levels of primary education.

Essay: Environmental education for sustainability (1600 words or equivalent, 40%)

Unit of work (2400 words or equivalent, 60%)

Minimum total expected workload equals 12 hours per week comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Primary education

This unit focuses on the potential of playful activity to enhance the learning process and contribute to development throughout our lifetime. Playfulness allows 'possibility thinking', creative freedom, and intellectual curiosity, all vital characteristics of learning and development at all ages. Throughout this unit, students explore their own playfulness in order to increase confidence and develop their own skills in creating and leading playful learning environments. Students investigate a range of learning contexts to examine the presence and absence of playful activity, critically challenging common assumptions of who, how, where and when people play and how this affects their learning and development. Students draw upon insights from their own research, along with critical analysis of contemporary theoretical perspectives of play, to formulate personal theorisations of the role of play in both teaching and learning. They investigate and design new pedagogical and research-based approaches to playful learning with an emphasis on diverse learning contexts.

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

1. demonstrate advanced understanding of play as a complex pedagogical construct that contributes to lifelong learning and development
2. critically analyse the assumptions and research base underpinning a range of theoretical perspectives of play from local, national and global perspectives
3. investigate and design new pedagogical research-based approaches to playful learning in diverse learning contexts.

Research assignment (2000 word equivalent, 50%)

Pedagogical design task (2000 word equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Additional requirements:
   • independent study to make up the minimum required hours, including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Early years education

This unit develops students' understanding of the factors involved in diverse learners' experiences in childhood development. It focuses on individuals with physical, cognitive or emotional differences and abilities, as well as differences created by social structures such as family, class, gender, and culture. Approaches to designing learning for children with delayed development, exceptional ability, emotional or behavioural problems are provided for critical reflection and discussion to develop students' ability to respond to varied children's needs. 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.

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

1. develop an understanding of children's developmental and individual learning abilities
2. explain how individual differences can be created by social and other factors
3. apply knowledge of how to design learning for individual differences in classroom settings
4. demonstrate the skills required to engage children with emotional, cognitive and behavioural needs in positive learning and developmental experiences
5. demonstrate an awareness of the skills required to make connections with the home environment and other professional bodies so all children can maximise their capacity to be confident and involved learners
6. interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.

Case based critical analysis of diversity and child development (2000 words, 50%)

Report on developing strategies to teach children with diverse learner needs to meet curriculum and legislative requirements (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit critically examines trends in education policy across local, regional, national and global scales. Students engage with concepts of neoliberalism and globalisation in education policy and investigate how policy influences early years education through a range of perspectives. Students develop an understanding of national and regional policy relevant to early years education and research the implications of global and national policy for their work as professional educators and leaders in their field.

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

1. research local, national and global contemporary education policies relevant to the field of early years education
2. critically analyse the effects of local, regional, national and global education policy in early years contexts
3. develop a critical understanding of policy, and design early years policy documents at service level.

Individual written task: Critically analyse examples of local, regional, national or global education policies relevant to early years education (2000 words, 50%)

Group task: Research, develop and present a detailed policy draft relevant to an early years setting or school (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 24 hours over the semester
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit uses creative approaches to develop students' knowledge and understanding of English discipline specific content. Students learn how to develop personal literacy through integrated approaches and an explicit focus on reading recovery and language development across reading, writing, speaking and listening. Students explore a wide range of literature suitable for children and engage with various approaches to storytelling and language arts, including digital and cross-arts storytelling. Students develop their skills in English and literacy including how to critically analyse texts, how to select and present literature for children and methods of integrating language arts across the curriculum. By developing their own English communication skills as story makers and tellers, students gain the ability to design pedagogies for engaging children in literature and developing literacies through storytelling and to develop literacy leadership.

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

1. develop knowledge and understanding of English discipline specific content and how to develop personal literacy
2. develop knowledge of the diversity of genres in children's literature
3. demonstrate an understanding of effective selection of literature for children of diverse backgrounds and abilities that will promote literacy
4. show their developing competency in presenting literature and stories to children in a variety of ways that promote oral and written literacy
5. develop an appreciation of the role literature, storytelling and the arts play in health and wellbeing, sustainability, intercultural communication and Indigenous Australian and Asian people's cultures and perspectives
6. understand, design and apply varied pedagogical approaches to integrating the study of English language, literature and language arts across the curriculum.

Children's literature, storytelling and arts-based investigation (2000 words or equivalent, 50%)

Multimedia research assignment on English and literacy (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit further develops students' understanding of supporting children through periods of change and transition in their lives so they can be confident, creative and involved learners. Students research and critically analyse a variety of theoretical perspectives around social, cultural, emotional and language development, and other factors that mediate and influence the child's ability to participate and contribute in diverse contexts. The focus of this unit is on the development of skills that facilitate processes of researching and critically analysing, theoretically informed pedagogical strategies to support children through change and transition. By researching the traditions, routines and practices of children's life worlds, students are given the opportunity to develop a deep understanding of children's learning and development in diverse and complex contexts. Students explore possibilities for ethical, innovative and collaborative work with families and other professionals to enable children's mobility and agency across experiences of change and transition.

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

1. demonstrate an in-depth understanding of how to enable children's mobility and agency across experiences of change and transition, so they can be confident, creative and involved learners
2. research and critically analyse theoretically informed pedagogical strategies to support children through change and transition
3. demonstrate ability to research traditions, routines and practices of children's life worlds to better understand children's learning and development in diverse and complex contexts
4. research, critically analyse and develop strategies for ethical, innovative and collaborative work with families and other professionals to support children's learning experiences of change and transition.

Transition report (2000 words, 50%)

Research project (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit is an advanced study of students' understandings and pedagogical knowledge of children's literacy learning within the home, community, early childhood and school contexts. It builds on knowledge from earlier units and learning from professional experience across a range of early years educational settings. Exploration of current research literature illuminates the various ways diverse learners can fully and effectively participate within multiple contexts in a contemporary literate society. Emphasis is given to developing further understanding of language pedagogies, theories and strategies related to children's literacy learning including, for example, coding competence, semantic practices, pragmatic competence and critical thinking practices. Students develop the skills and confidence to plan, implement, evaluate and lead literacy initiatives intended to improve children's literacy outcomes across contexts and cultures.

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

1. explore and apply approaches related to language learning for diverse learners including decoding/encoding codes, symbols and conventions of written, spoken, visual and multimodal texts in response to contextual factors
2. apply strategies for developing children's awareness of key literacy concepts
3. develop plans detailing goals, implementation, and evaluation of children's phonemic awareness, concepts of print, fluency, comprehension and vocabulary development
4. explore and apply approaches related to comprehending and composing written, spoken, visual and multimodal texts
5. understand and apply the various purposes for different written, spoken, visual and multimodal texts and how these texts are used across cultures and diverse contexts
6. understand how to develop children's critical thinking across various texts.

e-Presentation of literacy approaches and concepts (1500 words equivalent, 40%)

Literacy plan and poster presentation (2500 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit focuses on how young children develop understandings in science, technology and environmental education in a variety of cultural contexts. Students research everyday environments at home and in the community to determine science and technology affordances and apply well-developed judgements for turning everyday concepts into scientific concepts. The teaching of these areas is examined from a range of theoretical perspectives and in relation to relevant regional/national curricula. Attention is paid to learning across the institutional contexts of home, early childhood setting and classrooms and students are expected to research and conceptualise both pedagogies and programs in ways that promote and meaningfully engage young children's learning of science, technology and environment.

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

1. develop advanced theoretical knowledge and understanding of how young children learn scientific and technological concepts in everyday contexts
2. generate and analyse data associated with researching teaching and learning in science and technology
3. critique a range of pedagogical approaches that support children's learning in science, technology and the environment
4. recognise that knowledges are culturally constructed and that a range of world views about science, technology and the environment should be supported in programs in the birth to eight years period
5. develop high-level observational and analytical skills in discerning children's learning of science and technology in everyday learning environments.

Observational documentation and analysis of everyday and scientific concepts (1500 words equivalent, 40%)

Science, technology and environmental program and evaluation (2500 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

Primary and secondary education

Primary and secondary inclusive education

In this unit students critically reflect on their emerging understanding of the range and depth of educators' work and their professional identity as teachers. They build their capacity to capture, articulate and demonstrate their developing practice in a professional portfolio of evidence of their learning across the dimensions of the Australian Professional Standards for Teachers. This includes the three domains of teaching: professional knowledge, professional practice and professional engagement. Drawing on their learning in university coursework and through professional experience in varied education settings, students explore what it means to be engaged in the education profession through consideration of the nature of teachers' and educators' work and of leadership in education. They explore policy and practice involved in the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educators in multiple contexts.

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

1. critically reflect on the complex range of factors influencing educators' work including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions
2. articulate and demonstrate their developing professional identities as teachers and as potential leaders in education
3. further develop their personal literacy, numeracy, and information and communication technology (ICT) skills appropriate for professional practice
4. demonstrate their capacity to plan and implement achievable learning challenges for students of varying abilities and characteristics
5. describe a broad range of strategies for involving parents/carers in the educative process
6. demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
7. develop and document evidence of their professional practice and capacity and ongoing professional learning in a professional portfolio.

Plan for learning that meets diverse learners' needs (2000 words, 50%)

Professional teaching portfolio (2000 words or equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 3 contact hours per week for seven weeks
   • 8 hours of online activities over the semester
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years and primary education

Early years education

Primary education

In this unit students critically analyse philosophies and contemporary theories of learning of early years education within the Early Years Learning Framework, linking the goals for children to be connected with their world as effective communicators, and confident learners with a strong sense of identity, to the theoretical paradigms of child development. Key foundational concepts are reviewed and analysed such as agency, social situation of development, meaningful learning, involvement, zone of proximal development and leading activity to consolidate knowledge. The overarching perspective is to explore the underlying principles of these philosophies and theories through the lens of the cultural contexts and to synthesise this into a cohesive approach to teaching and learning.

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

1. critically analyse the foundational principles of early childhood learning
2. demonstrate an understanding of contemporary theories of learning that influence children's learning and development
3. demonstrate capacity to adapt the knowledge of theoretical concepts and analytical skills to a range of learning environments
4. recognise initiatives in the design of program approaches consistent with the intent of enhancing children's learning and development.

Essay of literature review on selected philosophy and contemporary theory to demonstrate a broad understanding of the underlying principles of these theoretical constructs (1600 words equivalent, 40%)

Research project applying main concepts of contemporary development theories in an educational setting within the parameters of current curriculum frameworks (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Additional requirements:
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years and primary education

In this unit students develop understanding of the professional and ethical standards expected of educators working with children in the early years, in policy and practice. Students explore possibilities for interdisciplinary work with professionals in related fields to support children and their families in diverse contexts. They develop knowledge of reports and policies, including a review of legislative requirements informing educators' work and understanding of how to implement strategies to support the safe, responsible and ethical use of information and communication technologies (ICTs) in learning and teaching. They learn from professionals including social workers, health professionals and others to understand the day to day issues educators deal with in their work, and the importance of networking with, and leading interdisciplinary teams. Students develop communication skills that enable them to become future leaders who work professionally and ethically with a variety of professionals in early years and primary settings.

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

1. develop the knowledge of policies and processes to enable them to make ethical and professional decisions as educators and future leaders in early years and primary settings
2. understand and be ready to implement legislative requirements informing educators work
3. implement strategies to support the safe, responsible and ethical use of ICTs in learning and teaching
4. understand what an interdisciplinary focus means and how it is implemented
5. learn to communicate with a variety of professionals connected to early years and primary settings
6. develop and utilise the skills to work in larger teams of education professionals
7. understand the implications of professionalism and ethics in interdisciplinary work for children, their families and the community.

Case study analysis of professional and ethical decision making (2000 words, 50%)

Interview with an education professional who works in an interdisciplinary context (2000 words equivalent, 50%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • an intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

This unit develops students' understanding of the requirements placed upon education services and early years professionals working in a range of settings to meet legislative and policy requirements in their field. The unit develops students' knowledge of pedagogical practice and pedagogical leadership, administration, management and general leadership skills. During students involvement in a learning community they engage in a small research inquiry to examine the pedagogical practices within it. They develop understanding of how effective pedagogical and administrative leadership provides the intellectual tools to support the development of inclusive, culturally safe and secure places for all learners and professionals who participate in educational services.

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

1. understand leadership and management in local and international education settings
2. critically analyse different approaches to leadership and apply this to a broad range of educational contexts
3. apply leadership knowledge in working with and establishing policies expected in mandated and current requirements
4. understand the importance and impact of social, cultural and political factors on leadership roles in educational settings and the implications of these for children's learning
5. demonstrate an understanding of the challenges of leadership in dynamic educational environments and an ability to make professional and ethical decisions.

Investigation of a leadership challenge (2000 words, 50%)

Research project on leadership and management in education settings (2000 words, 50%)

Minimum total expected workload equals 144 hours per semester/term comprising:

1. Contact hours for on-campus students:
   • 2 contact hours per week
2. Requirements for on-campus block City-based students:
   • one intensive weekend block
   • at least 4 hours of active online engagement in Moodle activities per term
3. Requirements for offshore Kaplan-based students:
   • one intensive block (usually from Thursday to Sunday)
   • at least 4 hours of online study per term
4. Additional requirements (all students):
   • independent study to make up the minimum required hours per week

See also Unit timetable information

Early years education

Early years and primary education

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 unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

15 days with ages 0 to 2 years in appropriate care setting.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

For the Bachelor of Education (Early Childhood): 10 days. For the Bachelor of Education in Early Childhood: 10 days with children aged 3 to 6 years in early childhood settings.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Education - Early childhood and early childhood-primary

This unit monitors early years professional experience in the Bachelor of Education in Early Childhood and Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

10 days with children aged 0 to 2 years in long day care or other appropriate setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years and primary education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

10 days

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary education

This unit monitors primary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Early Years Education specialisation: 10 days in lower primary school; Early Years and Primary Education specialisation: 10 days in lower primary school; Primary Education specialisation: 10 days in primary school; Primary and Secondary Health and Physical Education specialisation: In conjunction with EDF3057, a minimum of 20 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years education

Early years and primary education

Primary education

Primary and secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Secondary Health and Physical Education specialisation: In conjunction with EDF3056, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF3056, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Secondary Health and Physical Education specialisation: In conjunction with EDF3055, a minimum of 10 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year. Secondary Education specialisation: In conjunction with EDF3055, a minimum of 10 days of professional experience are accumulated over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Secondary education

Secondary health and physical education

This unit monitors secondary professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Primary and Secondary Health and Physical Education specialisation: In conjunction with EDF3054, a minimum of 20 days of professional experience are accumulated over the year; up to 5 additional days of fieldwork in alternative settings may also be scheduled over the year.

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Primary and secondary health and physical education

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 unit guide. Students' learning is supported by relevant academic staff in the Faculty of Education, and by teacher mentors in the education setting in which they are placed.

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

1. complete the required number of days of professional experience and the activities specified in the unit guide
2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

20 days with ages 3 to 5 years in preschool, kindergarten or other appropriate setting

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

Early years and primary education

This unit develops students' understanding of how community partnerships can assist teachers to examine a range of health information, products, services and policies, and evaluate their impact on individual and community health, wellbeing, safety and physical activity within their local and wider communities. The unit draws upon theoretical understandings of the terms community and partnerships to prepare educators as knowledge brokers, capable of negotiating community resources and learning collaborations, including for example with local government, sporting organisations and digital communities of practice. There is an emphasis on how to develop respectful, mutually beneficial partnership with a particular focus on working with First People's/Indigenous & Aboriginal and Torres Strait Islander communities. The unit introduces innovative teaching and learning approaches that adopt partnership models within health and physical education. Planning for quality community partnerships enables students to continue to develop their professional practice and identity as teachers, and make connections between curriculum, teaching, learning and communities.

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

1. analyse key policies and documents relating to partnerships including those associated with the Australian Curriculum, and show how they promote or constrain community-based collaborations that accommodate the diverse needs of learners
2. describe the strategies required to build respectful partnerships with First People's communities
3. embed First People's histories, cultures and languages within curriculum and pedagogy
4. evaluate contemporary curriculum approaches that adopt community partnerships to ensure educative value and compliance with a range of regulatory frameworks
5. critically articulate how schools can promote community-based learning through educative experiences with multiple learning partners, including parents/carers, and community professionals, through face-to-face interactions and the use of information and communication technologies (ICTs) such as social media.

Case study (1600 words equivalent, 40%)

Presentation (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours per semester
2. Additional requirements:
   • independent student work engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

Primary and secondary health and physical education

Secondary health and physical education

This unit encourages students to explore their own capacity as leaders who can respond to education priorities whilst effectively negotiating competing interests and agendas associated with health and physical education (HPE). Students are challenged to consider their role as ethical leaders and change makers, and plan what resources, support, networks and ongoing professional learning they may need to progress performance. The unit engages students in critical reflection to explore current dominant policies and pedagogies within HPE and how these may shape and influence their practice. It prepares students to engage professionally with colleagues, parents/carers and the community with an understanding of the overarching legislative, administrative and organisational policies and processes. In doing so, it supports students to better understand the processes of changing practice within HPE at a policy, school and individual level. Case study and workshop activities examine relations that exist within the education context. Barriers and opportunities to initiating and sustaining change are critiqued and unpacked using various theoretical lenses.

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

1. understand theory and policies that relate to school education, including the field of HPE, in order to understand their influence on leadership and change and apply these to their pedagogical practice
2. demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners, positioned to become future leaders in HPE and education in school and community settings
3. engage with relevant professions, colleagues and communities to become ethical leaders and practitioners who can critically respond to educational priorities
4. apply responses to educational priorities that comply with various legislative, administrative and organisational policies and processes
5. demonstrate understanding of and commitment to network development and continued professional learning to improve HPE practice.

Professional learning activity (1600 words, 40%)

Curriculum project (2400 words equivalent, 60%)

Minimum total expected workload equals 144 hours per semester comprising:

1. Contact hours for on-campus students:
   • workshops: 24 hours over the semester
2. Additional requirements:
   • Independent study to make up the minimum required hours per semester including engaging with online material, readings, revision, assignment work and other study