Outline

Overview

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.

Unit details and rules

Unit code	EDUF1018
Academic unit	Education
Credit points	6
Prohibitions ?	EDUF1011
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Valerie Harwood, valerie.harwood@sydney.edu.au
Tutor(s)	Valerie Harwood, valerie.harwood@sydney.edu.au
	Samantha McMahon, samantha.mcmahon@sydney.edu.au
	Julian Wood, julian.wood@sydney.edu.au
	Phillip Poulton, phillip.poulton@sydney.edu.au
	Remy Low, remy.low@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Nomination of a person or organisation for the award – “Global educator of the Year” See Canvas for more details	30%	Multiple weeks	15 minute group presentation
Outcomes assessed:
Assignment	Critical Reflections part 1 (Weeks 2-5) Four weekly reflections (Weeks 2-5). See Canvas page for more details	30%	Week 06 Due date: 28 Mar 2022 at 23:59	400 words x 4
Outcomes assessed:
Assignment	Critical Reflections part 2 (Weeks 6-10) Five weekly reflections (Weeks 6-10). See Canvas page for more details	40%	Week 13 Due date: 27 May 2022 at 23:59	400 words x 5
Outcomes assessed:
= group assignment ?

Assessment summary

Critical reflections on lectures and required readings, Part 1 - Weeks 2-5 (Inclusive)

Week 2 – Thinking (and researching) about Education – culture, cultural safety & hegemony (diverse linguistic, cultural religious and socio-economic backgrounds)

Week 3 – Learning from Country - Learning how to build understanding of the Aboriginal places where we learn and teach

Week 4 – Disrupting narratives: Aboriginal ‘deficit’, cultural safety and inclusivity, teacher codes of conduct

Week 5 – Curriculum Knowledge: How is the curriculum ‘decided’? Whose knowledge counts? (Are diverse knowledges and backgrounds represented?)

Each reflection should be approximately 400 words. All of your reflections from Part 1 will be assessed, and be assigned a mark out of 10. Students must include a reference list using APA style and referencing guidelines. Images if used must also be referenced.

Critical reflections on lectures and required readings, Part 2 - Weeks 6-10 (inclusive)

Week 6 - Thinking about Teachers – images & ideals (how we learn, communities we serve, parents/carers)

Week 7 - Teachers’ “work” (see pedagogical, Relational, Discursive, Interpretive, Institutional)

Week 8 - Care, fear and connectedness with learners, teachers, parents/carers and community: Finding meaning in educational contexts

Week 9 - Teachers as curriculum arbiters and navigators

Weeks 10 - Re-thinking Children and Young People (inclusive of critical understanding of ‘infant’ ‘child’, ‘adolescence’ and ‘youth’)

The format is the same as Assignment 1. Each reflection should be approximately 400 words. All of your reflections will be assessed and be assigned a mark out of 10. Students must Include a reference list using APA style and referencing guidelines. Images if used must also be referenced.

Task 3. Nomination of a person or organisation for the award – “Global educator of the Year”

In this task the focus is on nominating the Global Educator of the Year. The Global Educator you nominate could be in any of a range of settings. Teachers (or Educators) are required to work with learners in environments that respond to a range of expectations and demands. Understanding and critically reflecting on these expectations, demands or standards is an important skill in ‘re-thinking education’. This task has two components:

1. Values statement and collaboration plan

2. Nomination presentation

The Values statement and collaboration plan will be submitted in your tutorial in Week 5. In this document you will describe the values of the members of your group and explain how these values are reflected in your collaboration plan.

Your group should be composed of no less than three and no more than four members. The presentations, up to 15 minutes, will take place during tutorials in Weeks 5-11 at a time to be negotiated with your tutor. In your group's presentation, you will provide evidence of your group's values, and you will describe how the pedagogical practices of your chosen nominee exemplify these values.

Your slide deck for the presentation should be submitted via Canvas by one member of the group on the day of the presentation.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work is of an exceptional standard
Distinction	75 - 84	Work is of a very high standard
Credit	65 - 74	Work is of a good standard
Pass	50 - 64	Work is of an acceptable standard
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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:

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

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Provocations	Lecture (1 hr)
	Introductions: Your education journey so far	Tutorial (1 hr)
	Assessment skills: Writing a Critical Reflection	Workshop (1 hr)
Week 02	Thinking and researching about education: culture, hegemony, and cultural safety	Lecture (1 hr)
	What/who is valued or not valued in the contemporary educational system? Is this apparent in teaching strategies?	Tutorial (1 hr)
	Assessment skills: “Global Educator of the Year” presentations - What does a “good teacher” look like? Do they use responsive strategies?	Workshop (1 hr)
Week 03	Learning from Country: Learning how to build understanding of the Aboriginal places where we learn and teach	Lecture (1 hr)
	Planning and engaging your Learning from Country experience led by Aboriginal and Torres Strait Islander people. For example, cultural tours in and around Sydney, of the University, public spaces, and online experiences (n.b. some groups will do this activity in Week 4)	Tutorial (1 hr)
	Assessment skills: Writing a Critical reflection about your experience of Learning from Country	Workshop (1 hr)
Week 04	Disrupting narratives: Aboriginal ‘deficit’	Lecture (1 hr)
	What does it feel like to be “out of place”? Teaching for cultural diversity, inclusivity, understanding the policy context for teaching practice, the need for culturally respectful and sensitive connections with parents/carers/families and community.	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on disrupting narratives of Aboriginal 'deficit'	Workshop (1 hr)
Week 05	Curriculum knowledge: How is the curriculum ‘decided’? Whose knowledge counts?	Lecture (1 hr)
	Where does “knowledge” come from? (And why does it matter?)	Tutorial (1 hr)
	Why is it important to acknowledge where knowledge comes from? Academic referencing and plagiarism ‘rules’	Workshop (1 hr)
Week 06	Thinking about teachers: images and ideals	Lecture (1 hr)
	Who are we as teachers? How do we learn as teachers? Thinking about the communities we serve, including parents/carers. Exploring and analysing the complexity of teachers’ work; importance of teachers knowing learners and creating responsive strategies for learners across the full range of abilities; considering parents/carers.	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on teacher identity	Workshop (1 hr)
Week 07	Teachers’ “work”	Lecture (1 hr)
	Exploring and analysing the complexity of teachers’ work; importance of teachers knowing learners and creating responsive strategies for learners across the full range of abilities; considering parents/carers.	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on teachers' work	Workshop (1 hr)
Week 08	Care, fear and connectedness with learners, teachers, parents/carers and community	Lecture (1 hr)
	Fear in a hat: Recognising and shaping our fears of the classroom	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on care and connection in education	Workshop (1 hr)
Week 09	Teachers as curriculum arbiters and navigators	Lecture (1 hr)
	Public awareness campaign activity regarding curriculum	Tutorial (1 hr)
	Assessment skills: Enhancing critical reflections through feedback	Workshop (1 hr)
Week 10	Thinking about Children and Young People: myths and realities	Lecture (1 hr)
	Exploring theories of development (including critical understanding of physical, social and intellectual development) in practice, critical interpretation of development and learner ‘characteristics’, reflecting on rewards, punishments, time, space and standards at school.	Tutorial (1 hr)
	Assessment skills: Critical reflections on children and young people	Workshop (1 hr)
Week 11	Child Protection Policy (COMPULSORY ATTENDANCE)	Lecture (1 hr)
	Scenario decision making based on NSW Mandatory Reporting guide	Tutorial (2 hr)
	Reflection and summary: Rethinking education, educators, and learners	Lecture (1 hr)
Week 12	Unit of Study recap, critical understandings of learners (including developmental trajectories), reflection and evaluation of unit	Tutorial (1 hr)
Week 12	Final critical reflections preparation and peer review session	Workshop (1 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

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.

Required readings

Please see the Course Calendar on Canvas for weekly required readings.

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.

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

LO1. describe the complexity of teachers' work in a knowledge-based society
LO2. Identify different ways of knowing and knowledge production associated with the intended and enacted curriculum, including Aboriginal ways of knowing and knowledge production
LO3. Trace historical and contemporary features of teaching as a profession in different contexts.
LO4. Engage in critical discussions about the changing nature of teachers' work as reflected in media, popular culture and interdisciplinary educational research.
LO5. describe different types of teachers' work, such as interpretative, pedagogical, discursive, relational and institutional work
LO6. Apply an understanding of different types of teachers' work to explaining variations in young people’s and communities’ experiences of education.
LO7. Disrupt deficit understandings of why young people and communities who experience racism, homophobia, and other forms of social exclusion do not achieve equitable outcomes from education.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Children's Education & Care Quality Authority - 2.7. Contemporary society and pedagogy 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. NESA Priority Area Elaborations - 1b-ATSICO.01. the similarities and/or diversities of local Aboriginal and Torres Strait Islander knowledge and knowledge sources, spirituality, beliefs and values, and concepts of kinship and culturally sensitive issues 1b-ATSICO.02. past and present government policies and their impact on Aboriginal Peoples and Torres Strait Peoples as well as the broader Australian society/history 1b-ATSICO.03. how Aboriginal and/or Torres Strait Islander students, including those not growing up or having grown up in their families and communities, connect to their families and communities, and the marked effect that historical and current political policies and practices have had on shaping their lives and circumstances 1b-ATSICO.04. how media representations and personal histories and experiences shape and influence perceptions of and assumptions about Aboriginal and/or Torres Strait Islander Peoples and their community life 1b-ATSICO.05. what constitutes racism and anti-racism strategies, policies and legislation 1b-ATSICO.06. what it means to act in a culturally appropriate/inclusive way 1b-ATSICO.07. what cultural safety and inclusivity are 1b-ATSICO.08. the skills and knowledge to engage with Aboriginal Peoples and Torres Strait Islander Peoples 1d-ATSIASS.01. demonstrate knowledge and understanding and commitment in relation to the importance of histories, cultures, contributions, perspectives, and reconciliation/recognition to contemporary Aboriginal Peoples and/or Torres Strait Islander Peoples and their communities 1d-ATSIASS.03. demonstrate their understanding about the impact of the above on the education of students from Aboriginal and/or Torres Strait Islander backgrounds 1d-ATSIASS.04. demonstrate respect for Aboriginal and Torres Strait Islander histories, cultures and languages 1d-ATSIASS.05. discuss the ways in which social justice, anti-racism and multicultural education have been conceptualised 1d-ATSIASS.06. have the opportunity to consider the extent to which their gender, social class or cultural background has played a part in shaping them in specific ways to be a unique individual and the impact this has on their interactions with others 1d-ATSIASS.07. reflect on what it means to be culturally competent, e.g. ‘Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences (rrr.edu.au)
	Australian Children's Education & Care Quality Authority - 2.5. Children with diverse needs and backgrounds 2.7. Contemporary society and pedagogy 4.4. Socially inclusive practice Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. NESA Priority Area Elaborations - 1-ATSI. Priority Area One: Aboriginal and Torres Strait Islander Education 2-CM.01. Understanding of how effective teaching, including curriculum rigor, engagement, participation and inclusion, is a key factor in effective classroom management
	Australian Children's Education & Care Quality Authority - 5.1. Historical and comparative perspectives 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
	Australian Children's Education & Care Quality Authority - 2.7. Contemporary society and pedagogy 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
	Australian Children's Education & Care Quality Authority - 2.7. Contemporary society and pedagogy 6.3. Professional identity and development Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. NESA Priority Area Elaborations - 1-ATSI. Priority Area One: Aboriginal and Torres Strait Islander Education 2-CM.02. Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour
	Australian Children's Education & Care Quality Authority - 1.3. Social and emotional development 1.6. Diversity, difference and inclusivity. 2.5. Children with diverse needs and backgrounds 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. NESA Priority Area Elaborations - 1-ATSI. Priority Area One: Aboriginal and Torres Strait Islander Education 2-CM.01. Understanding of how effective teaching, including curriculum rigor, engagement, participation and inclusion, is a key factor in effective classroom management 2-CM.02. Knowledge of child and adolescent development, student well-being and mental health, and an understanding of the implications for learning and the management of behaviour 5-SWD.03. Understanding of the likely impacts that disability may have on a student’s access to and participation in learning 6-EALD.01. Understanding of multiculturalism as a social policy response to cultural and linguistic diversity, and its influence on policy and legislation in the areas of migration, citizenship, anti-discrimination and human rights

Responding to student feedback

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

This unit has been revised since it was last offered. We value your feedback for our future revisions.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUF1018: Education, Teachers and Teaching

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect