Outline

Overview

This is the first unit of study in a suite of 'Teaching Hebrew and Jewish Studies' curriculum units. In this unit, students will consider how discipline knowledge is organised, taught, and experienced across the secondary school years. The unit will emphasise the integration of knowledge within and across the discipline and curriculum area of Hebrew and Jewish studies and consider the role teachers play in facilitating pedagogy that scaffolds subject learning and connects to students' lives. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in Hebrew and Jewish Studies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points of units, including (EDSE2010 or EDHP2001) and (HBRW3610 or HBRW3601 or HBRW3602)
Corequisites ?	None
Prohibitions ?	EDSE3083
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Michael Abrahams-Sprod, michael.abrahams-sprod@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Essay Long answer	40%	Week 09 Due date: 27 Apr 2026 at 23:59 Closing date: 11 May 2026	1500wd	AI allowed
Outcomes assessed:
Written work	Lesson plans for class simulation Short answer	10%	Week 12 Due date: 18 May 2026 at 23:59 Closing date: 01 Jun 2026	500wd	AI allowed
Outcomes assessed:
Presentation	Class simulation Long answer (Lesson plans due one week before date of class simulation)	20%	Week 12 Due date: 18 May 2026 at 23:59 Closing date: 01 Jun 2026	1000wd	AI allowed
Outcomes assessed:
Written work	Portfolio Long answer	30%	Week 13 Due date: 25 May 2026 at 23:59 Closing date: 08 Jun 2026	1500wd	AI allowed
Outcomes assessed:

Assessment summary

Please refer to the assessment schedule on this document and detailed advice on the Canvas site for this unit for all details, schedules and guidance for assessment tasks for this unit.

Assessment criteria

Please refer to ‘Assessment criteria’ on this document for assessment grading advice and guidance.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Please refer to 'Late submission' on this document for such guidance and advice.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction, key terms/concepts; language learners; national/state policies and contexts; Aboriginal languages in NSW syllabi	Lecture (2 hr)
Week 01	Introduction, key terms/concepts; language learners; national/state policies and contexts; Aboriginal languages in NSW syllabi	Tutorial (1 hr)
Week 02	Language, culture and learning - understanding the link	Lecture (2 hr)
Week 02	Language, culture and learning - understanding the link	Tutorial (1 hr)
Week 03	Theories of second language acquisition	Lecture (2 hr)
Week 03	Theories of second language acquisition	Tutorial (1 hr)
Week 04	Language 'input' - listening, speaking, reading and writing; teachers' instructional strategies	Lecture (2 hr)
Week 04	Language 'input' - listening, speaking, reading and writing; teachers' instructional strategies	Tutorial (1 hr)
Week 05	Planning the teaching cycle, short and long term; lesson planning skills	Lecture (2 hr)
Week 05	Planning the teaching cycle, short and long term; lesson planning skills	Tutorial (1 hr)
Week 06	Language (L2) learning and (L1) literacy development; languages learning alongside other subject areas; the development of the Languages National Curriculum	Lecture (2 hr)
Week 06	Language (L2) learning and (L1) literacy development; languages learning alongside other subject areas; the development of the Languages National Curriculum	Tutorial (1 hr)
Week 07	Language teacher growth and development as advised by the AFMLTA's "Professional Standards for Accomplished Teaching of Languages and Cultures" (2005) - 1	Lecture (2 hr)
Week 07	Language teacher growth and development as advised by the AFMLTA's "Professional Standards for Accomplished Teaching of Languages and Cultures" (2005) - 1	Tutorial (1 hr)
Week 08	Language teacher growth and development as advised by the AFMLTA's "Professional Standards for Accomplished Teaching of Languages and Cultures" (2005) - 2	Lecture (2 hr)
Week 08	Language teacher growth and development as advised by the AFMLTA's "Professional Standards for Accomplished Teaching of Languages and Cultures" (2005) - 2	Tutorial (1 hr)
Week 09	Becoming an accomplished language teacher, teaching non-Roman script languages	Lecture (2 hr)
Week 09	Becoming an accomplished language teacher, teaching non-Roman script languages	Tutorial (1 hr)
Week 10	Teaching classical languages; intercultural 'stance' and pedagogy	Lecture (2 hr)
Week 10	Teaching classical languages; intercultural 'stance' and pedagogy	Tutorial (1 hr)
Week 11	Micro-teaching	Lecture (2 hr)
Week 11	Micro-teaching	Tutorial (1 hr)
Week 12	Issues in teaching Hebrew	Lecture (2 hr)
Week 12	Issues in teaching Hebrew	Tutorial (1 hr)
Week 13	Classical Hebrew vs Modern Hebrew - pedagogical implications	Lecture (2 hr)
Week 13	Classical Hebrew vs Modern Hebrew - pedagogical implications	Tutorial (1 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate knowledge of current and past state, national and international trends in languages' planning, policy and implementation, as well as developments in languages' education methodology, also demonstrating research-based knowledge of the intercultural pedagogies of contemporary Australian languages' education and a capacity to reflect critically on and improve teaching practice. 1.1.2,1.1.3, 6.1.1.
LO2. demonstrate an awareness of the links to L1 literacy development through L2 learning, general theories of second language acquisition along with lesson planning skills, specifically a capacity to identify and articulate clear and appropriate learning goals in lesson preparation, the capacity to select and organise subject content in logical, sequential and structured ways to address student learning outcomes, and a knowledge of a range of appropriate and engaging resources and materials to support students' learning for a group of learners from differing social, ethnic, cultural and religious backgrounds. 1.1.3, 2.1.1, 3.1.1, 3.1.2, 3.1.3, 3.4.1.
LO3. demonstrate a general awareness about the roles and responsibilities of being a language teacher, and the responsibility of undertaking continued professional development to maintain skills and proficiencies in the target language, particularly in regards to the language teachers' professional association's (Australian Federation of Modern Language Teachers Association) "Professional Standards for Accomplished Teaching of Languages and Cultures (2005)", a capacity to reflect critically on and improve teaching practice, a knowledge of the NESA professional standards framework and its impact on the professional life of a teacher, and a knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth and research. 6.1.1, 6.2.1, 6.3.1, 6.4.1.
LO4. demonstrate an understanding of some of the issues in teaching culturally valued texts in the Australian context. 1.1.1, 2.1.1.
LO5. display an understanding of the range of issues underpinning the teaching of Hebrew in the NSW context. 3.1.1

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Changes to this unit are made in each iteration of this unit, based on the USS, informal and formal feedback from students and colleagues and other pedagogical matters.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDSE3123: Teaching Hebrew and Jewish Studies 1

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links