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	Nada Labib, nada.labib@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
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	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task Early Feedback Task	0%	Week 03 Due date: 09 Mar 2026 at 23:59	Short multiple choice quiz	AI allowed
Outcomes assessed:
Written work	Critical Reflections part 1 (Weeks 2-5) Four weekly reflections (Weeks 2-5). See Canvas page for more details	30%	Week 06 Due date: 30 Mar 2026 at 23:59	400 words x 4	AI allowed
Outcomes assessed:
Written work	Critical Reflections part 2 (Weeks 6-10) Five weekly reflections (Weeks 6-10). See Canvas page for more details	40%	Week 12 Due date: 22 May 2026 at 23:59	400 words x 5	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

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, hegemony, and cultural safety.

Week 3 – Treading lightly on Country - Learning how to build understanding of the Aboriginal places where we learn and teach.

Week 4 – Neuromyths, learning and teaching.

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

Each reflection should be approximately 400 words, not including references. All of your reflections from Part 1 will be assessed, and be assigned a total mark out of 30. 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 - Curriculum Knowledge: How is the curriculum ‘decided’? Whose knowledge counts? Are diverse knowledges and backgrounds represented?

Week 7 - Thinking about Educators – images, ideals and representations.

Week 8 - Teachers’ “work”: Pedagogical, Relational, Discursive, Interpretive, Institutional.

Week 9 - Care, fear and connectedness with learners, teachers, families, carers and community.

Weeks 10 - Re-thinking Children and Young People.

The format is the same as Assignment 1. Each reflection should be approximately 400 words, not including references. All of your reflections from Part 2 will be assessed and be assigned a total mark out of 40. 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 to your tutor in Week 4. In this document you will briefly outline the values of the members of your group, how the nominee reflects these values, and outline the responsibilities of each group member. Please use the template provided on Canvas.

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

Please refer to Canvas for assessment criteria on this unit.

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:

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 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	Welcome and provocations	Lecture (1 hr)
	Introductions: Your education journey so far	Tutorial (1 hr)
	Assessment skills: Writing a Critical Reflection, academic referencing, AI and plagiarism ‘rules’	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? Assessment skills: Writing a critical reflection on culture, hegemony and education.	Tutorial (1 hr)
	Assessment skills: “Global Educator of the Year” presentations - What does a “good educator” look like? How do they use culturally-responsive and inclusive strategies in their practice?	Tutorial (1 hr)
Week 03	Treading Lightly on 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	Neuromyths, learning and teaching	Lecture (1 hr)
	Identifying common neuromyths that are related to education	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on neuromyths and education	Tutorial (1 hr)
Week 05	Disrupting narratives: Aboriginal 'deficit', cultural safety and inclusivity, teacher codes of conduct	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 families, carers and community.	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on disrupting narratives of Aboriginal 'deficit'	Tutorial (1 hr)
Week 06	Curriculum Knowledge: How is the curriculum ‘decided’? Whose knowledge counts? Are diverse knowledges and backgrounds represented?	Lecture (1 hr)
	Where does knowledge come from? And why does it matter for educators?	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on curriculum knowledge	Tutorial (1 hr)
Week 07	Thinking about Educators: Images, ideals and representations	Lecture (1 hr)
	Who are we as teachers? How do we learn as teachers? Thinking about our professional identities and the communities we serve, including parents/carers.	Tutorial (1 hr)
	Assessment skills: Writing a critical reflection on teacher identity	Tutorial (1 hr)
Week 08	Teachers’ “work”: Pedagogical, Relational, Discursive, Interpretive, Institutional	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 09	Care, fear and connectedness with learners, teachers, families, 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 10	Re-thinking Children and Young People	Lecture (1 hr)
	Exploring theories of development in children and young people (including critical understanding of biological, psychological, 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: Writing a critical reflection on children, young people and education	Tutorial (1 hr)
Week 11	Child Protection Policy (Mandatory lecture)	Lecture (1 hr)
Week 11	Scenario decision making based on NSW Mandatory Reporting guide	Tutorial (2 hr)
Week 12	Summary and Review: 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. Final critical reflections preparation and peer review session.	Tutorial (2 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all tutorials, 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. 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

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

Early feedback task

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

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

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

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