Outline

Overview

Provides an introduction to key concepts in education, including pedagogy, curriculum, and assessment. These concepts are discussed within the context of four interrelated themes: (1) New times and practices for teaching and learning; (2) Knowledge, culture and curriculum; (3) Teaching as a process and way of life; (4) Teachers as learners and researchers. As the first unit in the Education Studies major, the unit introduces ways of thinking about education, teachers, young people and communities. It draws from a range of disciplines, including Aboriginal and non-Aboriginal histories and philosophies of education, sociology of education, cultural studies, psychology and human development.

Unit details and rules

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

Teaching staff

Coordinator	Helen Proctor, helen.proctor@sydney.edu.au
Lecturer(s)	Valerie Harwood, valerie.harwood@sydney.edu.au
Lecturer(s)	Nada Labib, nada.labib@sydney.edu.au
Tutor(s)	Julian Wood, julian.wood@sydney.edu.au
	Nada Labib, nada.labib@sydney.edu.au
	Neriman Coskun, neriman.coskun@sydney.edu.au
	Phillip Poulton, phillip.poulton@sydney.edu.au
	Dominic Hearne, dominic.hearne@sydney.edu.au
	Benjamin Campbell, bcam4670@uni.sydney.edu.au
	Melanie Dickerson, melanie.dickerson@sydney.edu.au
	Brooke Manning, brooke.manning@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 page for more details	30%	Multiple weeks	15 minute group presentation
Outcomes assessed:
Online task	Early Feedback Task #earlyfeedbacktask	0%	Week 03 Due date: 04 Mar 2024 at 23:59 Closing date: 04 Mar 2024	Short multiple choice quiz
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: 25 Mar 2024 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: 24 May 2024 at 23:59	400 words x 5
Outcomes assessed:
= group assignment ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

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

Week 5 – Disrupting narratives: Aboriginal ‘deficit’, cultural safety and inclusivity, teacher codes of conduct

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

“Global educator of the Year” presentation

	High Distinction	Distinction	Credit	Pass	Fail
Organisation and conceptualisation of assessment task	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing	Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped	Satisfactory organisation of the assessment task is not apparent or the work lacks logic and coherence
Communication and presentation (written and/ or oral and/or visual)	Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences	Uses a variety of discipline appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences	Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences	Communicates competently in a variety of formats appropriate to the discipline with some display of structure. May demonstrate some limited sensitivity to diverse backgrounds & experiences	Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences
Interactive and group skills (include teamwork, negotiation and empathy)	Interacts effectively within a learning or professional group. Recognises or supports or is proactive in leadership. Negotiates and handles conflict appropriately.	Interacts effectively within a learning group, giving and receiving information and ideas and modifying responses where appropriate.	Interacts effectively within a learning group, Offers and/or supports initiatives. Recognises and assesses alternative options	Makes efforts to develop interactive skills. Meets obligations to others (tutors and/or peers)	Has problems working with others/ avoids work with others. Does not contribute or contributes inappropriately in groups.

Critical Reflection, parts 1 & 2

	HD	D	C	P	F
Demonstration of critical thinking	Strong critical reflection ‘What?’: The issue is introduced and explored to elicit deeper meanings ‘So what?’: The account shows strong self-awareness and incorporates the recognition that one’s individual frame of reference is shaped by culture and context The account draws on key concepts form the lecture and reading. It recognises that the issue exists in a historical or social context. It may also acknowledge multiple perspectives on the issue. Self-questioning and possibly self-challenge is evident ‘Now what?’: The conclusion effectively draws together the concepts developed in the text as evidence and makes a judgment in response to the topic, including recognizing any particular limitations of the judgement	Early stage critical reflection ‘What?’: The issue is introduced and explored to elicit deeper meanings ‘So what?’: The account shows developing self-awareness and incorporates the recognition that one’s individual frame of reference is shaped by culture and context The account draws on key concepts form the lecture and reading. It has some recognition that the issue exists in a historical or social context. It may also acknowledge multiple perspectives on the issue Some evidence of self-questioning and possibly self-challenge ‘Now what?’: The conclusion draws together most of the concepts developed in the text as evidence and makes a judgment in response to the topic introduced or given	Descriptive text that moves towards critical reflection ‘What?’: Some discussion of the issue ‘So what?’: The account draws on some personal experiences, and key concepts form the lecture and reading, but these are not clearly linked, explored in-depth, or are vague ‘Now what?’: The conclusion attempts to draw together some concepts developed in the text as evidence. It may make a judgment in response to the topic introduced or given	Descriptive writing with little evidence of critical reflection ‘What?’: Some discussion of the issue ‘So what?’: Little self-awareness or exploration of key concepts form the lecture and reading Only one point of view represented Assumptions and personal biases are unexamined and probably unnoticed ‘Now what?’: The conclusion attempts to draw together some concepts, but these are underdeveloped. It may make a judgment in response to the topic introduced or given	No evidence of critical reflection ‘What?’: No clear discussion of the issue ‘So what?’: No self-awareness or exploration of key concepts form the lecture and reading Only one point of view represented Assumptions and personal biases are unexamined and probably unnoticed ‘Now what?’: The conclusion attempts to draw together some concepts, but these are underdeveloped
Clarity of expression (including accuracy, spelling, grammar, punctuation, use of language, expression of ideas)	Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate.	Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate.	Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate.	Meaning apparent but not always fluently or clearly communicated. Grammar, spelling, language and/or punctuation may display minor errors. Some evidence of applying School’s style guide.	Meaning unclear and/or grammar and/or language and/or spelling and/or punctuation contain frequent errors or is inappropriate. Does not reflect School’s style guide.
Referencing	Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations.	Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations.	Uses recommended referencing style with minimal errors. Effective use of relevant quotations.	Referencing is mainly accurate. Ineffective use of quotations.	Many errors or no use of conventions in referencing. Fails to meet University’s academic honesty policy.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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	Provocations	Lecture (1 hr)
	Introductions: Your education journey so far	Tutorial (1 hr)
	Assessment skills: Writing a Critical Reflection	Tutorial (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?	Tutorial (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	Tutorial (1 hr)
Week 04	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’	Tutorial (1 hr)
Week 05	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'	Tutorial (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	Tutorial (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	Tutorial (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	Tutorial (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	Tutorial (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	Tutorial (1 hr)
Week 11	Child Protection Policy (COMPULSORY ATTENDANCE)	Lecture (1 hr)
Week 11	Scenario decision making based on NSW Mandatory Reporting guide	Tutorial (2 hr)
Week 12	Reflection and summary: Rethinking education, educators, and learners	Lecture (1 hr)
	Unit of Study recap, critical understandings of learners (including developmental trajectories), reflection and evaluation of unit	Tutorial (1 hr)
	Final critical reflections preparation and peer review session	Tutorial (1 hr)

Attendance and class requirements

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 refer to the Canvas site for information.

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. 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 4.3. Aboriginal and Torres Strait Islander perspectives 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.

We value your feedback for our future revisions, so please spare 5 minutes to complete the Unit of Study Survey at the end of the semester.

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

Early feedback task

Assessment summary

Assessment criteria

“Global educator of the Year” presentation

Critical Reflection, parts 1 & 2

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links

EDUF1020: Rethinking Education

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

“Global educator of the Year” presentation

Critical Reflection, parts 1 & 2

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

Disclaimer

On this page

Useful links