Bachelor of Education (Primary)

Unit outlines will be available through Find a unit outline two weeks before the first day of teaching for 1000-level and 5000-level units, or one week before the first day of teaching for all other units.
 

Education (Primary)

Candidates must complete 192 credit points of units of study comprising:

YEAR 1

In the first year, candidates must complete 48 credit points of units of study, comprising:
(i) 12 credit points of Education One units;
(ii) 24 credit points of Curriculum and Professional Studies units; and
(iii) 12 credit points of 1000 level units of study, chosen from Arts and Social Sciences Table A or Table S.

Education One Units

EDUF1018 Education, Teachers and Teaching

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 36 hours face-to-face, 1x1-hr mentoring seminar/wk for 4 wks Prohibitions: EDUF1011 Assessment: 2000wd critical reflections on lectures (40%), 1800wd essay (40%), seminar presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first of five units that make up the program of Education Studies. This program is the core curriculum for students enrolled in initial teacher education courses. Units within this program are also of relevance to students enrolled in other courses. This first unit provides an introduction to key issues in education, including: the complexity of teachers' work, the contested nature of knowledge, and the multiple ways that formal learning functions in society. Equity and social justice are key themes that are examined by drawing upon concepts derived from the sociology of education, cultural studies, curriculum theory, and educational research. In the first four weeks, students participate in a peer-mentoring program conducted by senior students. At the conclusion of the unit students should have developed and demonstrated a critical understanding of education, teachers and teaching.
EDUF1019 Human Development and Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 2x1hr lectures/week for 12 weeks, 1x1hr tutorial/week for 12 weeks Prohibitions: EDUF1012 Assessment: 1x30min seminar presentation (20%), 1x1800wd reflective report (40%), 1x1800wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit EDUF1019, which is the second part of Education I, introduces students to the study of human development, including a critical overview of current theory, research and practice in human development, with particular emphasis on the development of early childhood through to adolescence. A core assumption of the unit is that the study of human development is inter-disciplinary, and that developmental theories, past and present, are open to question and debate. Students are therefore encouraged to engage in this study with critical and creative minds. The content of the Unit focuses on the processes and products of human development, related to neurobiological, cognitive, emotional, social, cultural, and language development. The classical theories are considered and examined in the light of contemporary theory and research. The seminar programme of the Unit is concerned with the teaching of values in schools and early childhood education settings, including the creation of values-based learning environments, and with each participant's development as a human self, focusing in particular on the development of participants' professional skills and personal values.

Curriculum and Professional Studies Units

EDUP1001 Creative Arts 1

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk, 1x2-hr workshop/wk for 12 weeks Prerequisites: 18 credit points including EDUP1002 & EDUP1005 or EDUP1004 Assessment: Learning Experiences Assignment 2500 wd (65%); Visual Arts Process Diary 1500wd equivalent (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit comprises four Creative Arts components: Drama, Visual Arts, Music and Dance. It combines both theoretical and practical/studio work across a range of art forms appropriate for K - 6 classrooms. Given the experiential nature of this unit, attendance at both lectures and workshops is mandatory.
Textbooks
Gibson, R. and Ewing, R. (2011). Transforming the curriculum through the arts. Camberwell, VIC: Palgrave Macmillan. Ewing, R. (2010). The arts and Australian education: Realising potential. Camberwell, VIC: ACER. Ewing, R. and Simons, J. (2004). Beyond the script: Take two. Newtown, NSW: PETA.
EDUP1002 English, Literacy and Learning

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12wks, 1x2-hr tutorial/wk for 12wks, online learning experiences Assessment: 20min seminar presentation (500wd equivalent)(20%); Assignment 2000wd (35%); Assignment (including compulsory school visits and response tasks) 2000wd (45%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study begins the exploration of children's language and literacy learning in the context of the English key learning area. The unit provides an introduction to exploring K-2 literacy development and teaching practices. Students will become familiar with the fundamental components of reading and writing, children's literature, and multimodal texts, supported through varied learning activities and observation of teachers and children through classroom visits.
EDUP1003 Mathematics and Numeracy

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 18 credits points including EDUP1002 & EDUP1005 or EDUP1004 Assessment: 2500wd portfolio of tasks (30%) and 500wd reflective report (15%) and oral presentation (30%) and 1500wd poster (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
The aim of this unit is to assist students to develop a more holistic understanding and appreciation of mathematics and numeracy, and of themselves as learners of mathematics through exploration of mathematical systems, patterns, relationships and reasoning. Through practical and collaborative workshops designed to cater for a range of learning styles, students will develop deeper understandings of fundamental mathematical concepts and processes. This unit content is situated in historical and cultural contexts, including indigenous and non-English speaking perspectives so as to promote an appreciation for the origins, evolution and purposes of mathematics. Students will reflect upon the meanings and roles of numeracy in their own lives and in modern society, including educational contexts.
EDUP1005 Primary Science and Technology 1

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/week, 1x2hr workshop/week Assessment: 1x500wd equivalent presentation (20%), 1x2000wd mini research project (40%), 4x30mins quizzes (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first of four units in the BEd (Primary) program that prepare students to teach the Science and Technology K-6 curriculum area. This unit of study provides students with a background in science and children's understanding of science in the areas of The Natural Environment (Living Things, Ways things move, and environmental changes) and the Made Environment (properties of material objects, purpose of products, places and spaces). A neuroconstructivist approach is adopted to understand the way children (and adults) develop science conceptions including alternative conceptions. This will involve students reflecting on and enhancing their own scientific understanding. Educational research into children's development of science understanding and dispositions towards Science and Technology practices is introduced. Commencing with the earliest year of school this unit examines pedagogy and learning experiences appropriate for young children's learning of Science and Technology. While the unit focuses on learning through experiential tasks with familiar objects, it also emphasises development of conceptual understanding and skills in working scientifically and technologically.

YEAR 2

In the second year, candidates must complete 48 credit points of units of study, comprising:
(i) 12 credit points of Education Two units; and
(ii) 36 credit points of Curriculum and Professional Studies units.

Education Two Units

EDUF2006 Educational Psychology

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: Individual Written task 1800wd (40%); Individual written task 1800wd (40%); 2 x Select-and-Fill-In Concept Maps (2 x 10%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is the first part of Education II. Its aim is to provide a general introduction to educational psychology, surveying a range of individual and social influences on learning This unit plays an important role in supporting later teaching and curriculum studies in the Bachelor of Education degree. At the end of this unit of study, students will have made substantial progress towards understanding the utility of research in psychology for educators. They will have the capacity to describe learning and teaching activities in terms of their psychological efficacy, especially as it relates to young people. Similarly they will have been introduced to the theory and practice of assessment and evaluation in educational settings, and the impact of assessment on learning and motivation. They will have had training in two Department of Education and Community policies, Good Discipline and Effective Learning, and Student Welfare.
Textbooks
McInerney, D.M (2015). Educational Psychology: Constructing learning (6th ed). Frenchs Forest: Pearson.
EDUF2007 Social Perspectives on Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 12wks, 1x2-hr workshop/wk for 12wks Prerequisites: (EDUF1018 and EDUF1019) or 30 junior credit points Assessment: Presentation (25%); Critical Policy Analysis 500wd (25%); Summative Project Parts 1 and 2 4000wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is part of the Education I-IV program which provides students with a foundation in the social scientific study of education. The aim of this unit is to critically examine the social, political and economic contexts of education. Key issues concerning difference and inequality in education are explored through sociological and historical approaches. These include social class, gender and cultural diversity in education, as well as the schooling market, school systems, and globalisation. At the end of this unit of study, students should have the capacity to discuss the impact of a range of educational practices and policies on schools, students and families. Similarly, students will be familiar with broad movements in contemporary educational reform and their association with national and global economic change. As a result of working on a substantial project students will develop a range of analytical skills. Through policy analysis tasks and workshop activities, students will be familiar with NSW Department of Education and Communities policies and procedures relating to gender, Indigenous education, and cultural diversity.

Curriculum and Professional Studies Units

EDLN2000 LANTITE Undergraduate

Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Assessment: Satisfactory meet requirements for LANTITE Mode of delivery: Normal (lecture/lab/tutorial) day
To satisfy requirements of this unit students must achieve the LANTITE standards.
EDUP2002 English: Learning to be Literate

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks, online learning experiences Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and (EDUP1004 or EDUP1005) Assessment: 1x1500wd Assignment (including weekly tasks and peer discussion) (50%), 1x1500wd Assignment (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit you will develop understandings about the teaching of reading, writing, listening and speaking to students in the early years of schooling, as well as a focus on visual and written grammar, and associated classroom pedagogy. A balanced approach to the development of literacy and the teaching of English will be exemplified by a focus on the use of quality children's literature relevant to this stage of learning.
EDUP2004 PDHPE1: Physical Activity

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/wk for 6wks, 3x1hr tutorials/wk for 6wks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and (EDUP1004 or EDUP1005) Assessment: 5x400wd weekly responses (50%) and 2000wd unit outline and lesson plans (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Students will study teaching and learning in primary physical education with a focus on student-centred, inquiry-based pedagogy. Through reading, active participation in lectures and workshops students will engage with the latest developments in physical education pedagogy and apply it in practical contexts. This will involve practical workshop experiences as learner and planning for learning in physical education. This unit of study will integrate theoretical and practical knowledge in the study of physical education pedagogy focused on the intellectual dimensions of movement, inclusive practice and the development of skill within contexts that give it meaning and relevance for learners. Focused on the development of generalist primary school teachers' ability and inclination to teach physical education the subject encourages student-centred, inquiry-based teaching and the development of critically informed pedagogy and teacher decision-making.
EDUP2005 Mathematics Education 1: Early Number

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 11wks, 1x1-hr tutorial/wk for 11wks Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Assessment: Reflection on Readings and Resources 1000wd (40%); Assessing and Analysing Early Number Strategies 2000wd (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first unit of study in Mathematics Education and students will be introduced to key issues associated with how children acquire early mathematical concepts, processes and knowledge. The Numeracy Continuum (Aspects 1 and 2) will be a major focus of content for this unit of study. As part of this study students will be required to assess a child from the K-2 grades using an interview schedule and to use the results to plan activities that demonstrate knowledge of worthwhile mathematical tasks.
EDUP2006 Aboriginal Education K-6

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture and 1x1-hr tutorial/wk for 12 wks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and (EDUP1004 or EDUP1005) Assessment: Presentation 600wd equivalent (20%); Assignment People and Events 1200wd (40%); Essay 1200wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study supports students to become effective teachers of Aboriginal and Torres Strait Islander students by expanding their understanding of the diversity of Indigenous cultures, communities and perspectives. The unit develops an understanding of Australia's shared history, and highlights the importance of embedding Indigenous content and perspectives in the curriculum for all students. Key stakeholders in Indigenous education are identified and the importance of consultation and ongoing engagement with communities is emphasised. Current NSW Aboriginal education policies and strategies are examined in the broader context of global Indigenous educational experience and rights based initiatives. Students will also develop a knowledge and understanding of culturally inclusive teaching and learning strategies for all students.
EDUP2007 Creative Arts 2

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/week for 1 week, 1x2hr workshop/week for 11 weeks Prerequisites: 42 credit points including EDUP1001 and EDUP1002 and EDUP1003 and (EDUP1004 or EDUP1005) Assessment: 1x3400wd reflective scrapbook (60%), 1x2600wd media arts project (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit comprises three Creative Arts components: Drama, Visual Arts and Media Arts. It continues to develop both theoretical and practical/studio work across a range of art forms appropriate for primary age children.
Textbooks
Gibson, R. and Ewing, R. (2011). Transforming the curriculum through the arts. Camberwell, VIC: Palgrave Macmillan. Ewing, R (2010). The Arts and Australian education: Realising potential. Camberwell,VIC:ACER. Ewing, R. and Simons,J. (2004).Beyond the script: Take two. Newtown, NSW: PETA.
EDUP2009 Intercultural Understanding in HSIE K-6

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 11 wks, 1x1-hr tutorial/wk for 11 wks Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Assessment: 2000wd group task with individual component (50%) and 2000wd HSIE K-6 portfolio and reflection (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the first of three units of study in the B.Ed (primary) teaching program focusing on Humanities and Social Sciences (K-6). Humanity and Social Sciences provides opportunities for primary students to learn about cultural identity and cultural diversity. We will examine relevant policies, particularly the Seven Student Capabilities found in the Australian Curriculum ACARA) that emphasise the need for K-12 teachers to engage their students in real life contexts beyond the classroom and explore how primary teachers find links and develop networks in the local community. This unit offers practical opportunities for primary teaching students to build knowledge and understanding of intercultural understanding, appreciation of cultural diversity and develop their own cultural competence.
EDUP2010 Professional Experiences 2 (Primary)

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 4 wks, 1x2-hr tutorial/wk for 10 wks, 15 days professional experience Prerequisites: 66 credit points including EDUP2002 and EDUP2004 and EDUP2006 and EDUP2007 Prohibitions: EDUP2003 or EDUP2027 Assessment: 1000wd lesson plan (25%), 1500 wd micro teaching presentation (25%) and 1500wd portfolio (50%) and successful Professional Experience placement (mandatory) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit incorporates a 15-day Professional Experience and continues students' development as reflective practitioners. This unit will focus on pre-service teachers planning for effective learning, communicating effectively with their students, and maintaining a safe and challenging learning environment through the use of classroom management skills (Australian Professional Standards for Teachers, Elements 3 and 4). It examines various ways in which the concepts of curriculum, evaluation and quality teaching have been defined in the current literature. The phases of planning, development, implementation and evaluation in developing learning activities and teaching sequences will be examined along with the importance of reflective practices, building on the initial discussions in EDUP 1002 in Year One. Students will develop an understanding of the interrelationship between quality teaching dimensions and management of the classroom learning community. Students will demonstrate their understanding and expertise of quality teaching and learning principles through peer teaching and during their professional experience in schools.
Textbooks
Clarke,M. and Pittaway,S. (2014) Marsh's Becoming a Teacher. Frenchs Forest: Pearson
EDUP2015 Primary Science and Technology 2

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr lecture/wk for 12 weeks, 1x2hr workshop/wk for 12 weeks Prerequisites: EDUP1005 or EDUP1004 Corequisites: EDUP2005 or EDUP2009 or EDUP2010 Prohibitions: EDUP2008 Assessment: Questioning Sequence 1300wd (30%); Reading Summaries 1200wd equivalent (30%); Quizzes 2000wd equivalent (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the second of four units in the B. Ed. (Primary) program that prepare students to teach the Science and Technology K-6 curriculum area. This unit of study provides students with a background in science and children's understanding of science in the areas of the natural world (Living Things, materials, force, energy, and Earth and space), the built environment (engineering principles and systems, food and fibre production and material technologies) and digital technologies (digital systems and how digital technologies represent data). A constructivist approach is used to understand the way children (and adults) develop science understanding including alternative conceptions. This will involve students reflecting on and enhancing their personal scientific understanding. Educational research into children's development of science understanding and dispositions towards Science and Technology practices will continue to be explored. Progressing to stage 1 of school, this unit examines pedagogy and learning experiences appropriate for year 1 and year 2 children's learning of Science and Technology. Students will participate in hands-on practical tasks and discuss the development of conceptual understanding and skills including scientific inquiry (processes of working scientifically), design and production processes (development of solutions) and design and productions (of digital solutions). Catering to the learning of all students will be addressed through consideration of adjustments to teaching and assessment strategies in the area of science and technology.
Please note, candidates must enrol in EDLN2000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a grade of "satisfied requirements" (SR) to be awarded.

YEAR 3

In the third year, candidates must complete 48 credit points of units of study, comprising:
(i) 48 credit points of Curriculum and Professional Studies units.
Please note, candidates must complete EDUF3031 in semester 1.

Curriculum and Professional Studies Units

EDUF3031 Positive Approaches to Special Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 6 wks, 20-hrs fieldwork placement Prerequisites: 96 credit points of units Assessment: Reflective Commentary Quizzes x 2 500wd equivalent (7.5% x 2); Professional Statement 800wd (30%); Group Presentation 650wd equivalent (15%); Fieldwork and Placement Report 2000wd + 20 hours fieldwork (2000wd equivalent) (40%). All assessment tasks need to be submitted in order to pass the unit of study; active participation in tutorial presentation is required. Mode of delivery: Normal (lecture/lab/tutorial) day
This unit addresses issues relating to the education of children and students with special education needs. They include the impact of the philosophy and principles of inclusive education and current legislation; universal design for learning; evidence-based approaches to curriculum design, teaching and learning practices for students with special education needs; and collaboration in schools. A specific focus is given to supporting students with challenging behaviours in a range of settings.
EDUF4044 Reading and Applying Educational Research

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lectures/wk for 9 wks, 1x2-hr workshop/wk for 9 wks, 1x1-hr online activities/wk for 9 wks Prerequisites: 96 credit points of units, including (EDUF2006 and EDUF2007) Assessment: Group presentation (30%; 1500wd equivalent); Report (30%; 1500wd); Classroom Inquiry Project Plan (40%; 3000wd) Mode of delivery: Normal (lecture/lab/tutorial) day
Teachers use and engage in research in a range of different ways with the aim of informing and improving their practice, from using reseach done by others to inform their decision making, to conducting classroom-based inquiry as professional learning and development. This unit of study is designed to equip you with the understanding and skills required to embed research into your everyday practice as a teacher. You will be encouraged to develop an appreciation of the broad range of research topics in education and their associated forms of systematic inquiry and to develop your capacity to make links between research, policy, teaching and learning. The unit will provide opportunities for you to become more familiar with the relationship between research and practice so that you can locate, critically analyse and use published material to investigate, understand and enrich your own practice and, in the future, exercise leadership in this regard. A series of expert lectures in the production and use of educational research will be complemented by workshops and assessment tasks designed to encourage you to synthesise different kinds and sources of research-based knowledge about students, teachers, schools, classrooms and communities.
EDUP3001 PDHPE 2: Active Healthy Primary Schools

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2-hr workshop/wk for 12wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: Written assessment (20%), peer teaching experience (30%) and whole class teaching experience and written component (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this second unit of study focusing on Personal Development, Health and Physical Education (PDHPE), students will continue to gain experience in planning, teaching and reflecting upon the four mandatory Physical Education strands in the current NSW K-6 PDHPE Syllabus: Active Lifestyle, Gymnastics, Dance and Games and Sport. In light of national changes, students will also be introduced to the emerging F-6 Health and Physical Education Australian Curriculum. Emphasis will be placed on participating in a variety of gymnastics, dance activities and fundamental movement skills that will enable students to develop teaching confidence and competence in these areas. Particular attention will be given to developing the pedagogical knowledge, understanding and skills to plan and implement appropriate teaching and learning strategies for the PE subject matter and integrating the PE curriculum within a K-6 Health Promoting Schools context.
EDUP3002 Human Society and its Environment 2

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: Planning a Geographical Inquiry and Excursion Plan 1500wd (Group and Individual Component) (30% and 20%); Scoopit for History (Individual) 1500wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Human Society and its Environment (HSIE) is a vital Key Learning Area in the primary curriculum. The knowledge and understandings, skills and strategies, values and attitudes inherent in HSIE K-6 provide opportunities for young children to learn about themselves, their community, their nation and the world. Recent curriculum changes to HSIE K-6 are addressed in this unit of study where our focus will be on the newly developed NSW NESA syllabuses for History K-6 and Geography K-6. Drawing on current cognitive and sociocultural research, you will examine the implications of disciplinary approaches to teaching and learning and explore and develop a range of effective curriculum resources for teaching history and geography in the primary classroom.
EDUP3003 Teaching in Multilingual Classrooms

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture and 1x1-hr tutorial/wk for 11 wks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: Video Presentation 1000wd equivalent (30%); Text Analysis with Activities 1000wd (30%); Designing a Unit of Work 2000wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Many primary aged students born in Australia or overseas need support in developing English language. The type of support depends on the learners' needs. For example, some young children entering school with fluency in their first language, but not English will need intensive classroom support in social and school English as will some older students who arrive in Australia during their school years. Some students may be fluent and literate in their first language but others may have missed several years of schooling and may not be literate in any language. The aim of this unit of study is to provide you with both a foundation and a framework for the successful teaching of English as an additional language in a mainstream classroom. You will be encouraged to build on what you are discovering about the development of literacy in English 1 K-6 and how you may build on this knowledge and make decisions about an appropriate pedagogy for supporting students learning English as an additional language or dialect (EALD).
EDUP3004 Mathematics Education 2

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr lecture/wk, 1x1hr tutorial/wk for 7 wks, 1x2hr school based project work/wk for 3 wks Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: Report 1000wd (40%); Assignment 2000wd (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit students will focus on the content strand of Measurement and Geometry. The role mathematics plays in developing numeracy will be examined in the light of the content topics covered in this unit. The working mathematically processes and effective use of digital technologies will be integrated throughout all content areas.
EDUP3006 English: Becoming Literate

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 10 wks, 4-hrs online tutorial Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: 1x1500wd analysis of child's writing sample (50%) and 1x1500wd multimodal resource collection and lesson plans (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit students will continue to reflect on their theoretical knowledge of the principles of English teaching. They will critique key readings to challenge, make links to their own practices and to question past and current practice. Students will examine literacy assessment tools, identify the literacy demands of factual and multimodal texts and plan lessons to encourage pupil engagement through explicit teaching in stages two and three. As a result of working in this unit, students should be prepared to justify their own approach to teaching English and literacy across the curriculum areas in the primary classroom.
EDUP3007 Professional Experiences 3 (Primary)

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr lecture/wk for 8 wks, 1x2hr tutorial/wk for 5 wks, 20 days professional experience Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Prohibitions: EDUP2003 Assessment: Annotated Lesson Plan and Assessment Task 1000wd (30%); Critical Reflective Task 2000wd (70%); Sucessful completion of 20 day professional experience Practical field work: 20 day professional experience Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study and school-based 20 day professional experience builds on the introductory unit Language, The Learner and Schools in year 1 and Beginning Professional Experience in year 2 of the program. This unit moves to a more complex interpretation of the learning experience by focusing using different assessment strategies and feedback for the diverse learning needs of students. Students will develop their knowledge on how students learn by planning teaching and learning opportunities through assessing students' learning needs. Pre-service teachers will apply this knowledge to the students they will teach on their 20 day professional experience. Throughout the unit of study, the emphasis will be on employing this developing knowledge of students' learning in the planning, assessing and reporting of effective learning outcomes. It continues students' development as reflective practitioners and focuses particularly on Standards 1, 2 and 5 of the Australian Professional Standards for Teachers.
EDUP3008 Creative Arts 3

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/week for 1 week, 1x2hr workshop/week for 11 weeks Prerequisites: 90 credit points including EDUP2005 and EDUP2008 and EDUP2009 and EDUP2010 Assessment: 1x1600wd equivalent short film (60%), 1x1400wd reflective scrapbook (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on Creative Arts experiences in Year 1 and Year 2, and comprises three Creative Arts components: Media Arts, Music and Dance. It continues to develop and extend both theoretical and practical/studio work across a range of art forms appropriate for primary age children.
EDUP3010 Primary Science and Technology 3

Credit points: 4 Session: Semester 2 Classes: 1x1hr lecture/week for 9 weeks, 1x1.5hr workshop/week for 10 weeks Prerequisites: EDUP1005 and EDUP2015 Corequisites: EDUP3004 and EDUP3006 and EDUP3007 and EDUP3034 Prohibitions: EDUP3009 Assessment: 1x1200wd design task and presentation (40%), 2x450wd photovoice reflection (30%), 1x900wd critical review of teaching/learning resource (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the third of four units in the Science and Technology K-6 curriculum area. Based around the stage 2 school curriculum, students experience, consider and develop learning experiences for year 3 and year 4 children. A blend of learning theory and hands-on practical experiences are used to develop methods for guiding children's understanding of ideas, scientific and design thinking and problem solving including digital solutions. Students will critically reflect on personal understanding of concepts and developing teacher practice. The unit continues to develop students' confidence, competence and commitment towards effective teaching of Science and Technology.
EDUP3034 PDHPE 3: The Health Promoting School

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture for 4 wks, 1x 2-hr workshop/wk for 10 wks Prerequisites: 114 credit points including EDUP3001 and EDUP3002 and EDUP3003 and EDUP3008 Assessment: 1x500wd programming task 1 (20%), 1x1000wd programming task 2 (40%), 1x1500wd assessment design task (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this third unit of study in PDHPE, students will plan engaging and meaningful teaching and learning activities that address health and personal development curricula. Emphasis is placed on programming and planning using four of the syllabus strands: Growth and Development. Interpersonal Relationships, Personal, Health Choices and Safe Living. Students explore a range of health issues including child protection, sexuality education, alcohol and tobacco education, body image, loss and grief, bullying and mental health. The Health Promoting Schools model is introduced as a framework for building student-centred curriculum, valuing whole-school policies and practices that support wellbeing, and fostering community partnerships.

Honours Pathway

To qualify for admission to the honours degree a student must have an eswWAM of at least 75 across the following second and third year units (with the third year weighted double): EDUF2006, EDUP2002, EDUP2004, EDUP2006, EDUP2007, EDUF2007, EDUP2005, EDUP2008, EDUP2009, EDUF3031, EDUP3001, EDUP3002, EDUP3003, EDUP3008.
Candidates who are eligible for Honours must complete the 6 credit points of units of study listed below instead of EDUF4044 from Semester 2.
EDUF4020 Education Honours Preliminary

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week for 8 weeks plus individual supervision Assessment: 3000wd proposal (50%), 3000wd literature review (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit provides an introduction to the Honours Program and the nature of educational research. Students develop an understanding of a range of education research methodologies through participating in seminars and by attending lectures. They demonstrate their emerging understanding of their chosen field of research in the process of conducting a detailed literature review and designing a research proposal, which will include carefully constructed research questions and an appropriate research methodology. This Unit leads to a research project that will be conducted under the supervision of an academic member of staff in Unit EDUF4021.

YEAR 4

In the fourth year, candidates must complete 48 credit points of units of study, comprising:
(i) 28 credit points of Curriculum and Professional Studies units;
(ii) 8 credit points of Primary Four Optional units; and
(iii) 12 credit points of Education Three Optional units.

Curriculum and Professional Studies Units

EDLN4000 LANTITE Undergraduate

Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Prohibitions: EDLN2000 Assessment: satisfactory meet requirements for lantite Mode of delivery: Normal (lecture/lab/tutorial) day
The externally administrated Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is designed to assess initial teacher education students' personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching. To satisfy requirements of this unit of study, students must meet the required standard in both the literacy and numeracy components of the LANTITE.
EDUP4017 Professional Experiences Internship

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1,Semester 2 Classes: 1x1-hr lecture/wk for 2 wks, 1x1-hr tutorial/wk for 2 wks, 1x2-hr tutorial/wk for 3 wks, 1x3-hr seminar for 1 wk. Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 and (EDLN2000 or EDLN4000) Assessment: Teaching Performance Assessment 3000 words (100%), and satisfactory completion of Professional Experience Practical field work: 6 week internship Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolmentin the following sessions:Semester 1
This unit of study is the final professional experience in the Bachelor of Education Primary degree. This professional experience will focus on preservice teachers continuing to improve their professional knowledge and practice and actively engaging as members of their profession (AITSL Standards 5, 6 and 7). Students act in the role of graduate teacher, being responsible for a 50-60% teaching load, in a 30 day internship that is the culmination of this unit of study. The lectures and seminars will support students to develop a professional learning project that will build upon the professional learning undertaken in EDUP4079 in semester 1.
EDUP4019 Primary Science and Technology 4

Credit points: 4 Session: Semester 1 Classes: 1x1hr lecture/week for 9 weeks, 1x1.5hr workshop/week for 10 weeks Prerequisites: EDUP1005 and EDUP2015 and EDUP3010 Corequisites: EDUP4074 and EDUP4076 and EDUP4077 Prohibitions: EDUP4018 Assessment: 1x1200wd critical research review (40%), 1x1800wd science learning sequence (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This is the final of four units in the Science and Technology K-6 curriculum area. Based around the stage 3 school curriculum, preservice teachers experience, consider and develop learning experiences for year 5 and year 6 students. A blend of learning theory and hands-on practical experiences are used to develop methods for guiding students' understanding of ideas, scientific and design thinking and problem solving including digital solutions. Preservice teachers will critically reflect on personal understanding of concepts and developing teacher practice. The unit continues to develop students' confidence, competence and commitment towards effective teaching of Science and Technology.
EDUP4074 Mathematics Education 3

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x1-hr tutorial/wk for 12 wks Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: Assignment (professional experience reflection) 1200wd (40%); Assignment (excursion kit) 1800wd (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This compulsory unit of study is the third and final unit in primary mathematics education. It is designed to build on the content and ideas introduced in Mathematics Education 1 and 2, with emphasis on Number and Algebra Strand in Stages 2 and 3 of the NSW Mathematics Syllabus for the Australian Curriculum. The unit will explore how children's mathematical thinking strategies develop via research-based frameworks and assessment-based planning for teaching.
EDUP4076 English: Being Critically Literate

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 4 wks, 1x1-hr workshop/wk for 2 wks, 1x2-hr workshop/wk for 8 wks, 2 hrs independent study /group work for one wk Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: Literature Circle Presentation (Individual) 1500wd (50%); Drama-based Response Assignment 1500wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is focused on the use of literary texts in the classroom through pedagogy that combines the communicative modes of speaking, listening, reading, writing, viewing and representing.Picture books, novels, plays and poetry as well as texts of popular culture will be used as the basis of teaching the English curriculum to children in the middle years (NSW Stages 2 and 3, grades 3, 4, 5 and 6). The unit emphasises will be on developing children's critical understanding and imaginative writing through strategies that encourage creative responses to and close study of literary texts. Understanding how to assess a child's strengths and needs in reading, writing, speaking, listening, viewing and representing through assessment for learning, assessment as learning and assessment of learning is also an important component of this unit.
EDUP4077 Teaching Children with Special Needs

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 2x3-hr in-school sessions/wk for 9 wks Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 Assessment: reflective journal and professional statement (25%) and planning and implementation of 14 tutoring sessions (50%) and5 x online tasks (5 x 5%) Mode of delivery: Normal (lecture/lab/tutorial) day
Under the supervision of mentors, students will complete a series of tutoring sessions in schools. During this time, students will develop, implement and evaluate a sequence of individualised literacy and/or numeracy plans. From these experiences, students will develop a professional statement and reflective journal, making links between practice and the research literature based.
EDUP4079 Professional Experiences 4 (Primary)

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr seminar/wk for wk 16, 1x2 hr seminar/wk for 7 wks, 3x 1hr lectures, 1x3hr post professional experience meeting, 14 days professional experience Prerequisites: 138 credit points including EDUP3004 and EDUP3006 and EDUP3007 and EDUP3009 and EDUP3034 Assessment: 1x300wd equivalent viva voce (10%), 1x1350wd independent investigation - literature review (45%), 1x1350wd independent investigation - report (45%), satisfactory completion of professional experience Practical field work: 14 days professional experience Mode of delivery: Normal (lecture/lab/tutorial) day
This unit plays a significant role in supporting pre-service teachers into their next role of early career teacher. Pre-service teachers will extend their understanding of theory and research that influences their pedagogy, the selection of teaching strategies to support student learning and guide the decision making processes for connecting teacing and learning. Pre-service teachers will engage in a viva voce identify priority areas for individual professional learning with a major focus on assessment. Pre-service teachers will then develop and conduct individual investigations to broaden their understanding of assessment practices that will guide action during their final professional experience. This unit of study links directly to the professional learning model utilised in EDUP4017, with both units introducing pre-service teachers to professional learning approaches that may be drawn upon throughout their teaching careers.
EDUP4080 Human Society and its Environment 3

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4018 and EDUP4074 and EDUP4076 and EDUP4079 Assessment: Learning and Assessment in Geography (Group) 1500wd (50%); Digital Story (Individual) 1500wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This final HSIE unit of study gives you the opportunity to consolidate and build new knowledge for teaching the NSW NESA syllabuses for the Australian Curriculum in History K-6 and Geography K-6. It is expected that you will draw on relevant research and theories to inform your pedagogical decisions for teaching history and geography in the primary setting. Through the practical assessment tasks and classroom activities, you will develop a deeper understanding of pedagogy and how technologies can be used to activate geographical and historical understanding. The authentic learning experiences and assessment tasks offered in this unit are strongly aligned to the NESA Australian Professional Standards for Teachers.

Primary Four Optional Units

EDUP4007 Primary Languages A

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 10 wks, 1x1-hr tutorial/wk for 10 wks Prerequisites: 138 credit points Assessment: 2000wd portfolio (50%) and 2000wd lesson plan (50%) and teaching episode (pass/fail) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study focuses on the teaching and learning of additional languages in the primary school context and will enable students to prepare to implement a languages program. Students will focus on the rationale behind "an early start" to learning additional languages. Through an examination of policy and syllabus documents, suitable teaching methods and pedagogy, students will focus on what is required for establishing and sustaining a primary languages program. Students will also develop language lesson planning skills, and become familiar with materials that are suitable for the primary languages classroom.
EDUP4008 Primary Languages B

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4007 Assessment: Intercultural Task A 1500wd (40%); Intercultural Task B 1500wd (40%); Presentation to Parent 1000wd (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study allows students to continue their understandings of how best to deliver a languages program in a primary school context. Through an examination of intercultural languages education theory, and the syllabus directives as regards planning to use ICT as a vehicle for lesson delivery as well as a tool for teacher student teaching/learning, students will continue to focus on what is required for establishing and sustaining a primary languages program.
EDUP4009 Principles and Practice for All Learners A

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2hr seminar/week for 10 weeks, 2x2hr school visits Prerequisites: 138 credit points Assessment: Literature Review 1000wd (30%); Discussion Paper 1000wd (30%); Summative Overview and Posting 500wd (15%); School Visit Reflection 500wd (15%) Mode of delivery: Normal (lecture/lab/tutorial) day
Meeting the education needs of students with disabilities, sensory and physical disabilities, and emotional and behaviour disorders is a requirement of the Disability Standards for Education (2005). This unit of study provides an in depth examination of legislation and policy, and a detailed exploration of quality education practice that is required to assist teachers in meeting the requirements of this policy and legislation. Further, it will offer students an opportunity to make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.
EDUP4010 Principles and Practice for All Learners B

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week for 9 weeks, 3x2hr independent field visits Prerequisites: 170 credit points including EDUP4009 Assessment: 1x1500wd professional development workshop (50%), 1x750wd in-class debate (25%), 1x750wd professional statement (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
The education of students with special education needs is the business of all teachers. This unit will further the study of policy and practices that assist teachers to cater for students with special needs through (a) examining strategies of how teachers can work together to address student need, and (b) how they can adjust their classroom practices to support challenging and difficult social behaviour. This unit will address issues and review current literatures about effective practices in catering for students with special education needs. At the completion of the unit students will be familiar with evidenced based approaches and whole school strategies for addressing the education outcomes for students with special education needs.
EDUP4066 IT in the Primary Classroom A

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2-hr workshops/wk for 10wks Prerequisites: 138 credit points Assessment: Online Evaluation 600wd (20%); ICT Portfolio 1800wd equivalent (60%); Online Reflective Journal 600wd (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on student's knowledge and skills gained from their previous ICT related units of study and draws on students' curriculum content knowledge and pedagogical content knowledge. Technical aspects will be drawn from technological knowledge of digital tools and construction of appropriate ICT teaching and learning resources, presentation software and desktop publishing. The unit will deal with aspects of digital technologies for teachers' professional practice, the evaluation of curriculum related IT related resources for the classroom and the integration of ICT into teaching and learning.
EDUP4067 IT in the Primary Classroom B

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2-hr seminar/wk for 10 wks Prerequisites: 170 credit points including EDUP4066 Assessment: Web project 1800wd (60%); Peer Reviews 600wd (20%); Reflective Journal 600wd (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on earlier ICT experiences IT in the Primary Classroom (A) in order to develop students' understanding of, and skills in, the application of contemporary digital technologies in the Primary classroom. Technological knowledge and pedagogy will be drawn from the use of Web 2.0 tools and applications using Web 2.0 and cloud technologies. By immersing ICT tools as part of assessment tasks and in-class activities, this unit of study will provide students with hands-on experiences in designing, developing, impelenting and evaluating learning and teaching web-based resources relevant to the primary classroom.
EDUP4068 TESOL (A) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2-hr tutorial/wk for 10 wks Prerequisites: 138 credit points Assessment: Create a Website/Resource for New Arrivals 1000wd equivalent (30%); Spoken Language Analysis 1000wd (30%); Differentiating activities for a Unit of Work 2000wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
The goal of this unit of study (UOS) is to provide students with both a foundation and a framework for the effective teaching of English as an additional language both within the context of small group teaching (either in class or pull-out) and culturally and linguistically diverse primary classrooms. The course will assist you to problem solve and make decisions about appropriate group / class strategies through the curriculum in the broad areas of speaking, listening, reading/viewing, and writing. The decisions you make will be based upon the integration of current second language acquisition (SLA) theory and more recent theoretical approaches that will lead to a socioculturally informed pedagogy. The second part of this course is in Semester 2 and will continue to extend your understandings within the field. The UOS will include a substantial focus on grammar and how to use grammatical knowledge to both design effective lessons and assess children's strengths and areas of need. There will also be a component in this UOS that looks specifically at the needs of beginners as well as children of refugee parents. Please note that this course does not provide you with formal TESOL qualifications.
Textbooks
Hertzberg, M. (2012) Teaching English Language Learners in Mainstream Classes, Newtown: PETAA.
EDUP4069 TESOL (B) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2-hr tutorial/wk for 9 wks Prerequisites: 170 credit points including EDUP4068 Assessment: Teaching sequence (60%) Research and Presentation (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This UOS follows on from EDUP4068 and assists participants to engage more fully with the profession generally and the teaching of EAL in particular. An important focus in EDUP4069 will be the role of ESL pedagogy in supporting writing in multilingual classrooms. This will include, assessment of writing using the ESL scales, and the teaching of writing across key language focus areas. There will be particular emphasis on designing a teaching sequence to explicitly teach EAL students how to write a specific text type. In addition we will re-visit key aspects of EAL pedagogy through the teaching of a contemporary literary text. Our work on pedagogy for grammar teaching will also continue. In line with concurrent UOS in this semester there will be a focus on technology and EAL pedagogy. Finally, participants will begin their journey as EAL experts through the design of an in-service presentation.
EDUP4070 Integrated Arts (A) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 2-hrs/wk for 12 wks Prerequisites: 138 credit points Assessment: Group presentation (40%) and reflective scrapbook documenting the Creative Arts experiences, the in-school experience including written critical reflections (60%). Length, complexity and format appropriate for a final year unit of study within the discipline of the Creative Arts. Criteria will be negotiated jointly. Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study provides students with the opportunity to further their knowledge, skills, techniques and understandings in the Creative Arts, building on earlier units in the Bachelor of Education (Primary) program. It also involves teaching Creative Arts in a school context. Integrated Arts Special Course comprises Integrated Arts A (Semester 1) and Integrated Arts B (Semester 2).
EDUP4071 Integrated Arts (B) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 2-hrs/wk for 9 wks Prerequisites: 170 credit points including EDUP4070 Assessment: Assessment options and their weightings will be negotiated with the students but are linked to unit outcomes and reflect the 4 credit point loading. Possible examples include: reflective scrapbook/portfolio; or rationale for using Creative Arts in the primary school; or critical responses to 'Arts' experiences (40%) and planning a creative arts workshop (25%) and presentation of group image (35%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study will further develop and extend students' knowledge, skills, techniques and understandings in the Creative Arts, building on the unit of study undertaken in Semester 1. It may include workshops, guest lecturers, excursions to galleries, concerts or performances, etc.
EDUP4072 Koori Kids in School (A) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x3hr seminar/wk for 8 wks Prerequisites: 138 credit points Assessment: 1x900wd assignment (30%); 1x900wd equivalent presentation (30%); 1x1200wd essay (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study builds on EDUP2006 Aboriginal Education K-6, and focuses on the application of Aboriginal Studies in primary education. Students will be guided to develop teaching resources that authentically represent Aboriginal knowledge and expertise across the curriculum. The unit will emphasise approaches to meaningful consultation with Aboriginal communities and organisations. It aims to develop skills and knowledge that enable teachers to adopt a strengths based approach to Aboriginal education. A Professional Experience placement in a school that provides leadership in Aboriginal education is sought to align with pedagogical content knowledge developed in this unit.
Textbooks
Harrison, Neil. (2011). Teaching and learning in Aboriginal education (2nd ed.). South Melbourne, Vic: Oxford University Press.
EDUP4073 Koori Kids in School (B) Special Course

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x3hr seminar/wk for 8 wks Prerequisites: 170 credit points including EDUP4072 Assessment: Assignment (professional experience reflection) 1200wd (40%); Assignment (excursion kit) 1800wd (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study builds on EDUP4072 Koori Kids in School (A), and further prepares students for developing expert knowledge of Indigenous Australian histories and cultures, and strengthen their skills for designing culturally responsive curriculum. Students will experience innovative pedagogies such as "Learning from Country" and engage with Aboriginal educators and community organisations to develop culturally rich learning experiences.
EDUP4081 Primary Mathematics Specialisation A

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2-hr seminar for 10 weeks, plus 2x2-hr school visits Prerequisites: 120 credit points including EDUP1003 and EDUP2005 and EDUP3004 and EDUP3007 Corequisites: EDUP4079 and EDUF3028 Assessment: Research and Debate 2000wd equivalent (50%); Teaching Plans 1000wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit of study is the first in a pair of units providing BEd(Primary) students with the necessary requirements for a specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the development of conceptual understanding in problematic aspects of Number and Algebra, and the use of digital technologies for mathematical representations and Working Mathematically. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience placement.
EDUP4082 Primary Mathematics Specialisation B

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2-hr seminar for 9 weeks, plus 3x2-hr independent field visits Prerequisites: 144 credit points including EDUP4081 and EDUP4079 Corequisites: EDUP4017 Assessment: Assignment 1500wd and Group Presentation 500wd equivalent (50%); Reflective Statement 1000wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit of study is the second in a pair of units providing BEd(Primary) students with the necessary requirements for a primary specialisation in Mathematics. It is designed to strengthen mathematical discipline knowledge and pedagogy in targeted, difficult-to-learn (and teach) content areas from a K-8 perspective. The unit focuses on the big ideas surrounding mathematical relationships and reasoning in the Measurement and Geometry strand, and contributes to the development of emerging leadership skills. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience internship.
EDUP4083 Science and Technology Specialisation A

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x2hr seminar for 10 wks, plus 2x2hr school visits Prerequisites: 138 credit points including EDUP1004 & EDUP2008 & EDUP3009 Corequisites: EDUP4018 Assessment: Briefing Paper 1500wd (50%); Digital Teaching Resource 1500wd (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
This unit enables teacher education students who have an enthusiasm for and expertise in Science to undertake a more extensive preparation in this discipline. It is designed to strengthen the teaching of Science and Technology K-6 concepts that are problematic for primary students to learn and develop competency in research based teaching approaches. The unit also focuses on the development of exemplary teaching resources. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience placement.
EDUP4084 Science and Technology Specialisation B

Credit points: 4 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x2hr seminar/week Prerequisites: 170 credit points including EDUP4083 Assessment: 1x1500wd School teaching plan (50%), 1x1500wd Portfolio (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: Department permission required for enrolment
The unit enables teacher education students who have an enthusiasm for and expertise in Science and Technology to undertake a more extensive preparation in this discipline. It is designed to develop a holistic view of Science and Technology as an essential component of the primary school curriculum. The unit also focuses on ways to support teacher colleagues and promote excellence in Science and Technology K-6 education. Connections between theory, research and practice will be exemplified through close links with the fourth year professional experience.
Please note, candidates must enrol in EDLN4000 LANTITE Undergraduate in Semester 1 or Semester 2 and successfully pass the tests in order for a grade of "satisfied requirements" (SR) to be awarded.

Honours Pathway

Candidates who are eligible for Honours must complete the 6 credit points of units of study listed below instead of one Education Three Optional unit from Semester 2.
EDUF4021 Education Honours Dissertation

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 2x2-hr seminars, individual supervision Prerequisites: 70+ mark in EDUF4020 Assessment: 6000wd research report (100%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit, under the supervision of an academic member of staff, and possibly as part of a research team, students undertake a research project developed as part of EDUF4020. In undertaking the research project, students are required to demonstrate a breadth and depth of knowledge of the discipline studied, autonomy and imagination in applying that knowledge, proficiency and skill in the research methods used, and a critical and insightful analysis of the results. They will also be required to demonstrate an understanding of relevant ethical issues. Under the direction of their supervisor, students will develop a research report for examination and dissemination to the wider research field.
Calculation of Honours WAM
The Honours WAM (eswHWAM) is calculated by averaging the following third year (level 3000) education units (weighted 2), fourth year (level 4000) education units (weighted 3), the honours preliminary unit (weighted 4) and the honours dissertation unit (weighted 6): EDUP3002, EDUP3003, EDUP3008, EDUP3009, EDUP3034, EDUP4018, EDUP4074, EDUP4076, EDUP4077, EDUP4080, EDUF4020, EDUF4021.

Education Three Optional Units

for Year 4
EDUF3023 Sport: Contemporary Educational Issues

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1hr online lecture/week and 1x2hr seminar/week and 1x1hr workshop/week for 9 weeks Prerequisites: 42 credit points of units Assessment: 1x1000wd research seminar paired presentation (30%), 5x500wd written responses (50%), weekly x 1000wd total discussion board posts (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
Understanding sport is central to understanding Australian culture and Australians' sense of who they are in the world. In this unit we dissect the role played by youth sport in Australian society (including school physical education and sport, organised community sport and other organised youth physical activity) from an historical, socio-cultural and practical perspective, focussing on emerging theories of youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes of class, gender, age, ethnicity, sexuality, social identity, policy, politics, commercialism, nationalism, colonialism, disability and racism.
EDUF3026 Global Perspectives, Poverty and Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 1x1-hr lecture/wk for 9 wks, 1x1-hr online tutorial/wk for 9 wks, 1x2 hour workshop for 9 wks Prerequisites: 42 credit points of units Assessment: 8x200wd Online postings (30%), 1x1500wd equivalent Presentation (30%), 1x1500wd Policy Brief (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
In this unit we explore relationships between education, poverty and international development in multi-level contexts. It acknowledges the importance of a broad view of concepts and practices of 'international development', including economic, political, and cultural dimensions. We examine poverty and education and explore educational implications of global social policies Education for all, the Millennium and Sustainable Development Goals. We investigate multiple actors in global development and the politics of aid. Using case studies of specific contexts we locate key issues and explore understandings of how related reforms are experienced and contested locally, regionally and nationally.
Textbooks
McCowan, T. and E. Unterhalter (2014) Education and International Development: An Introduction, Bloomsbury (available as an ebook)
EDUF3027 International Education

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr workshop/wk for 12 wks Prerequisites: 42 credit points of units Assessment: Critical Reflection 1500wd (30%); Essay 3500wd (40%); Exam 1500wd (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context. These include Indigenous education issues in Australia, the USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Brazil, China and India. The unit will appeal to students who are likely to work in organizations such as UNESCO, the OECD or the World Bank. It is a unit also of particular interest to students wishing to teach outside of Australia at some stage in their career.
EDUF3028 Mentoring in Educational Contexts

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 2x2hr seminars/week for 9weeks Prerequisites: 42 credit points of units Assessment: Individual literature review assignment 2000wd (40%), Group assignment 2500wd (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
Mentoring is a complex activity which juxtaposes support and challenge in both transitional situations and in on-going learning of both the mentee and the mentor. In schools, mentoring is a critical attribute of professional teaching practice. It is integral to leading the provision of quality classroom teaching and learning through the essential support for ongoing professional learning of preservice, beginning and more experienced teachers. Students who have a specialisation in a particular learning area of strategic importance, for example primary mathematics or science, will be well placed to mentor the ongoing professional learning of their colleagues.
This unit of study will examine dispositions and skills necessary for the mentoring of enriched pedagogical practices in schools. Students use a range of sociological theories and constructs and engage in intensive reading of research in order to develop a critical understanding of mentoring as professional practice and to devise a mentor program suitable for implementation in an educational setting related to their area of specialisation. Models of distributed leadership and collaboration play an important part in effective mentoring. For this reason the learning and teaching in this unit of study is facilitated through collaborative teams. These teams promote interdependence between members of the team. They also emphasise individual accountability as each student is required to develop the leadership qualities required to lead their peers toward critically engaging with learning about their practice.
EDUF3030 Australian Schooling Systems

Credit points: 6 Teacher/Coordinator: Dr Nicole Mockler Session: Semester 2 Classes: 1x1hr lecture/week and 1x2hr seminar/week for 8 weeks Prerequisites: 42 credit points of units Assessment: 1x1500wd reading guide (30%), 1x2500wd essay (45%), 1x2000wd take-home exam (25%) Mode of delivery: Normal (lecture/lab/tutorial) day
How can we explain the ideas, practices and institutions which make up the modern Australian school? This unit seeks the answers by looking at the history of Australian education and schooling within an international context from pre-colonial times to the 21st century. Why is schooling compulsory? Why are there separate primary and secondary schools? Why do teachers need university degrees? Why do so many children and young people attend religiously-affiliated schools? What are the origins of current school funding regimes? Understanding the histories of current educational arrangements helps us better understand the present and offers useful knowledge for shaping the future of schooling.
Textbooks
Refer to the unit of study outline https://www.sydney.edu.au/units
EDUF3032 Curriculum and Evaluation

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1-hr lecture/wk for 12 wks, 1x2-hr tutorial/wk for 12 wks Prerequisites: 42 credit points of units Assessment: Short analytical assignment 1000wd (20%); Student in-class seminar presentation and summary 1500wd equivalent (40%); Research essay 2000wd (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
Curriculum is an essential component to all schools and all education systems. Understanding what, why and how curricula are constructed is an important skill for all teachers. The unit also examines controversial issues in curriculum including an alternative curriculum [the International Baccalaureate], the teaching of values in schools and the role of values education documents for NSW schools. Many recent developments in curriculum are reviewed including NAPLAN, national assessment and MySchool. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large scale testing regimes because they can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.
EDUF3037 Creativity, Learning and Teacher Artistry

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2 Classes: 4x2-hr seminars and 3 x 7 hour site-based taught workshops and 1 x 7 hour assessment expo. Prerequisites: 42 credit points of units Assessment: i) 2000 word Critical analysis of Creativity and Teacher Artistry (30%), 1000 word Tutorial discussion presentation on key theoretical readings (20%) , iii) 3000 word Critical Analysis Creativity and Learning Experiences (50%) Practical field work: site specific attendance and participation Mode of delivery: Normal (lecture/lab/tutorial) day
Creativity is central to progress and innovation in teaching and learning. This unit explores the critical role of purposeful and dynamic creativity for 21st century learners. Creativity, learning and teacher artistry explores through rigorous analysis how the use of performances, site specific workshops, international case studies, theoretical discussions and site based opportunities can activate an understanding of the place of creativity and teacher artistry in learning, curriculum and schools. Throughout this unit students will be given the opportunity to practically engage with ideas of creativity, learning and teacher artistry to develop theory and practice for 21st century schooling. Through seminars led by experts and artists, international case studies and intensive site based workshops students will have the opportunity to develop their own practices in creativity and teacher artistry to support student learning and knowledge creation across the curriculum.
Textbooks
Jefferson, M., and Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. London; New York, NY;: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
EDUF3039 Designing for Social Innovation

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: A total of 36 hours over 10 weeks including: 1x 3-hr workshop in weeks 1, 2, 4, 6, 7 and 9, 1x 3-hr fieldwork in weeks 3, 5, 8 and 10, and 6x1-hr online in weeks 4, 5, 6, 7 and 9. Prerequisites: 96 credit points Assessment: 1x1800wd essay (30%), 1x5 minute group video (40%), 1x1800wd group report (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
The ability to meaningfully engage with and address complex social problems is a valued graduate quality. This unit will provide students with an opportunity to engage in a scaffolded process of positive social innovation in their current context-home, community and university. This unit combines methods from design thinking with case studies from networked learning. The focus of this unit is on learning to implement a full cycle of a robust design process-Feel, Imagine, Do and Share-that has successfully been used with people of all ages from around the world. The focus of this unit is on learning to implement a full cycle of a robust design process-Feel, Imagine, Do and Share-that has successfully been used with people of all ages from around the world. Having selected a group challenge students will use mobile digital technologies to document their process.
EDUF3135 Aboriginal Community Engagement

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 2a Classes: 1x4-hr tutorial/fieldwork weeks 1 to 9 Prerequisites: 48 credit points Assessment: Critical Analysis 1200wd (30%); Education Program 1600wd (40%); eLearning Digital Resources 1200wd (30%) Mode of delivery: Block mode
The focus of this UoS is exploring, experiencing and reflecting upon the transformative effect of Aboriginal community engagement on schools, early childhood education settings, curriculum and pedagogy. Students will learn on country by participating in local Aboriginal cultural and social activities and explore how local Aboriginal ways of knowing, doing and being reflects the diversity, vibrancy and resilience of Aboriginal peoples and cultures. They will consider the role of community cultural wealth in developing and designing culturally responsive relationships-focussed schooling to 'close the gap' between Aboriginal and non-Aboriginal communities. Students will critically analyse diverse representations and deficit discourses about Aboriginal people, culture and communities in the project of developing their activist professional identity to transform teaching and learning, schools and early childhood education settings in socially just ways.
EDUF3136 Research with Young Children

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Semester 1 Classes: 1x1hr lecture/wk, 1x2hr tutorial/wk Prerequisites: 48 credit points Assessment: 3000wd online postings (40%), 1x 2000wd essay (30%), 1x1000wd presentation (30%) Mode of delivery: Normal (lecture/lab/tutorial) day
Contemporary educational paradigms and pedagogies advocate theories of learning that conceptualise education as a process of participatory research, where children are active agents and teachers are facilitators and co-constructers of meaning. As such, it is critical that teachers are well versed in child-focused research. This unit investigates the ways teachers can engage in and critique ethical and political research with children birth - eight years. Underpinned by social justice principles of participation, inclusion and equality, this unit aims to provide students with knowledge about a) critical research theories; b) participatory methods, instruments and processes for researching with young children; c) ethical considerations in conducting research with diverse and/or marginalised children; d) research as a mechanism for social justice and social change in early childhood education, that is, the role of teachers as researchers in informing public policy, advocacy and activism; and e) research as an evaluative toolkit for reflection, accountability, and sustainable early childhood teaching.
EDUF3999 Interdisciplinary Impact

Credit points: 6 Teacher/Coordinator: Refer to the unit of study outline https://www.sydney.edu.au/units Session: Intensive December,Semester 1,Semester 2 Prerequisites: Completion of at least 90 credit points Prohibitions: Interdisciplinary Impact in another major Mode of delivery: Normal (lecture/lab/tutorial) day
Interdisciplinarity is a key skill in fostering agility in life and work. This unit provides learning experiences that build students' skills, knowledge and understanding of the application of their disciplinary background to interdisciplinary contexts. In this unit, students will work in teams and develop interdisciplinarity skills through problem-based learning projects responding to 'real world problems'.