Outline

Overview

The first English unit in the BEd primary program provides an overview of language and literacy development with a focus on young children. By building foundational knowledge about the socio-cultural nature of literacy, the areas of talking and listening, reading and writing and other communication modes will be explored in relation to curriculum and effective classroom practices. The unit will enhance your knowledge and enjoyment of quality children's literature and other engaging texts using them as the basis for developing the teaching of reading. Content includes reading and writing theory and pedagogy, principles for assessment, literacy planning and classroom teaching practices.

Unit details and rules

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

Teaching staff

Coordinator	Deb Brosseuk, debbie.brosseuk@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
Out-of-class quiz	Early Feedback Task #earlyfeedbacktask	0%	Week 03 Due date: 14 Mar 2025 at 23:59	30 mins	AI allowed
Outcomes assessed:
Written work	Assessment Task 2: Choosing and Using Children’s Literature Oral Presentation and Written Submission	30%	Week 04 Due date: 20 Mar 2026 at 23:59 Closing date: 30 Nov 2026	1250 words	AI allowed
Outcomes assessed:
Written work	Assessment Task 1: Learning Portfolio Written Submission	20%	Week 07 Due date: 17 Apr 2026 at 23:59 Closing date: 30 Nov 2026	1000 words (equivalent)	AI allowed
Outcomes assessed:
Written work	Assessment Task 3: Teaching Reading & Writing in the Early Years Classroom Observation and Written Response	50%	Week 12 Due date: 18 May 2026 at 23:59 Closing date: 30 Nov 2026	2250 words	AI allowed
Outcomes assessed:
= 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

Assessment Task 1: Learning Portfolio

Across Weeks 1–7, you will document your learning in a curated portfolio that demonstrates your developing understanding of key theoretical approaches to speaking, listening, reading, and writing in the primary school. Your portfolio should show how these approaches are enacted through explicit teaching, modelling, and scaffolding practices, and how your knowledge grows through observing, practising, and reflecting on a range of reading and writing strategies and assessment tasks.

Your learning portfolio may include a range of multimodal artefacts such as images, short written reflections, photographs of tutorial activities, and links to websites or other relevant resources. These artefacts should be clearly connected to your learning and illustrate your engagement with the weekly content.

Assessment Task 2: Choosing and Using Children’s Literature

In this task, you will demonstrate your ability to select, analyse, and appraise a range of children's literature. Drawing on appropriate theory, you will justify how picture books can be used as resources for teaching reading and writing within the English syllabus. You will present your thinking through a mind map of picture books that illustrates the connections between texts and teaching purposes.

Your analysis should show how children's literature can support explicit teaching, modelling, and scaffolding practices in the primary classroom. As part of this task, during the Week 4 tutorial, you will enact a shared reading of a picture book with a small group of peers to practise and reflect on how picture books can be used to teach vocabulary, phonemic awareness, phonological awareness, and phonics.

Assessment Task 3: Teaching Reading and Writing in the Early Years

For this task, you will present a series of short, practice-focused sections on teaching reading and writing in the early years of formal schooling. This work is underpinned by real-life visits to North Sydney Demonstration School, where you will observe authentic classroom practices that inform your developing understanding.

Your work should demonstrate your understanding of key theoretical approaches to literacy and illustrate how these can be enacted through explicit teaching, modelling, and scaffolding. You should draw on your developing curriculum knowledge and teaching skills as you design and discuss strategies suitable for early readers and writers.

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.

High Distinction	85 – 100	Work is an exceptional standard.
Distinction	75 – 84	Work is of a high standard.
Credit	65 – 74	Work is of a good standard.
Pass	50 – 64	Work is of a satisfactory standard.
Fail	0 – 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

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:

All assessments must be submitted by the due date. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form will incur penalties. Late penalties will apply once the due date and time has passed. The closing date (if specified) is the final date for late submissions; after this date no submissions will be accepted.

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	In Week 1, you will learn about the key building blocks of early language and literacy, including sounds, letters, vocabulary, reading fluency, comprehension, and oral language. You will also explore a variety of children’s books and discover how to use them effectively to teach reading through clear explanations, modelling, and supportive teaching strategies.	Lecture (1 hr)
Week 01	In Week 1, you will learn about the key building blocks of early language and literacy, including sounds, letters, vocabulary, reading fluency, comprehension, and oral language. You will also explore a variety of children’s books and discover how to use them effectively to teach reading through clear explanations, modelling, and supportive teaching strategies.	Tutorial (2 hr)
Week 02	In Week 2, you will examine the core skills that support early language and literacy learning, including phonemic awareness, phonological awareness, and phonics. You will also engage with a range of children’s books to explore how they can be used effectively to teach reading through the enactment of shared reading strategies.	Lecture (1 hr)
Week 02	In Week 2, you will examine the core skills that support early language and literacy learning, including phonemic awareness, phonological awareness, and phonics. You will also engage with a range of children’s books to explore how they can be used effectively to teach reading through the enactment of shared reading strategies.	Tutorial (2 hr)
Week 03	In Week 3, you will explore different approaches to teaching speaking, listening, and reading, and learn how to use children’s literature as a resource for creative, engaging lessons. You will also learn how to connect reading theory with practical teaching strategies, including how to assess and support skills like phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language.	Lecture (1 hr)
Week 03	In Week 3, you will explore different approaches to teaching speaking, listening, and reading, and learn how to use children’s literature as a resource for creative, engaging lessons. You will also learn how to connect reading theory with practical teaching strategies, including how to assess and support skills like phonemic awareness, phonics, fluency, vocabulary, comprehension, and oral language.	Tutorial (2 hr)
Week 04	In Week 4, you will explore a wide range of children’s literature and learn how to use these texts to teach reading and writing effectively in line with the English curriculum. You will also develop skills in planning and delivering engaging lessons, connecting theory to practice, using scaffolded and independent activities.	Lecture (1 hr)
Week 04	In Week 4, you will explore a wide range of children’s literature and learn how to use these texts to teach reading and writing effectively in line with the English curriculum. You will also develop skills in planning and delivering engaging lessons, connecting theory to practice, using scaffolded and independent activities.	Tutorial (2 hr)
Week 05	In Week 5, you will explore a variety of children’s literature and learn how to use these texts to support reading, writing, and spelling in line with the English curriculum. You will also develop skills in planning and delivering lessons that teach spelling systematically, connecting language knowledge, such as letters and sounds, grammar, word structure, and text patterns, to practical strategies for teaching and assessing.	Lecture (1 hr)
Week 05	In Week 5, you will explore a variety of children’s literature and learn how to use these texts to support reading, writing, and spelling in line with the English curriculum. You will also develop skills in planning and delivering lessons that teach spelling systematically, connecting language knowledge, such as letters and sounds, grammar, word structure, and text patterns, to practical strategies for teaching and assessing.	Tutorial (2 hr)
Week 06	In Week 6, you will learn how to plan engaging writing tasks that are aligned with the curriculum and support students’ progress. You will also develop knowledge about language, including letters and sounds, sentence and text structures, grammar, and vocabulary, while exploring children’s literature as a resource and practising how to scaffold writing lessons from guided to independent learning.	Lecture (1 hr)
Week 06	In Week 6, you will learn how to plan engaging writing tasks that are aligned with the curriculum and support students’ progress. You will also develop knowledge about language, including letters and sounds, sentence and text structures, grammar, and vocabulary, while exploring children’s literature as a resource and practising how to scaffold writing lessons from guided to independent learning.	Tutorial (2 hr)
Week 07	In Week 7, you will learn how to plan and deliver writing lessons that engage students and support their progress, knowing when to guide them and when to encourage independent work. You will also build your understanding of grammar, sentence and text structures, and vocabulary, while exploring effective teaching approaches through modelling and scaffolded practice.	Lecture (1 hr)
Week 07	In Week 7, you will learn how to plan and deliver writing lessons that engage students and support their progress, knowing when to guide them and when to encourage independent work. You will also build your understanding of grammar, sentence and text structures, and vocabulary, while exploring effective teaching approaches through modelling and scaffolded practice.	Tutorial (2 hr)
Week 08	In Week 8, you will learn how to plan a shared reading lesson that is engaging, creative, and aligned with the English curriculum, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your first visit to North Sydney Demonstration School, while taking into account essential curriculum knowledge and learning objectives.	Lecture (1 hr)
	In Week 8, you will learn how to plan a shared reading lesson that is engaging, creative, and aligned with the English curriculum, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your first visit to North Sydney Demonstration School, while taking into account essential curriculum knowledge and learning objectives.	Tutorial (2 hr)
	School Visit	Fieldwork (1 hr)
Week 09	In Week 9, you will learn how to plan a phonics lesson that is engaging, creative, and aligned with the curriculum, using a picture book to support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your second visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Lecture (1 hr)
	In Week 9, you will learn how to plan a phonics lesson that is engaging, creative, and aligned with the curriculum, using a picture book to support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding strategies. You will also apply these skills in real-life contexts by designing and delivering activities for your second visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Tutorial (2 hr)
	School Visit	Fieldwork (1 hr)
Week 10	In Week 10, you will learn how to plan a writing experience that is engaging, creative, and aligned with the curriculum, using a picture book to guide activities and support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding. You will also apply these skills in real-life contexts by designing and delivering activities for your third visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Lecture (1 hr)
	In Week 10, you will learn how to plan a writing experience that is engaging, creative, and aligned with the curriculum, using a picture book to guide activities and support students’ learning and progress, and incorporate explicit teaching, modelling, and scaffolding. You will also apply these skills in real-life contexts by designing and delivering activities for your third visit to North Sydney Demonstration School, while taking into account key curriculum knowledge and learning objectives.	Tutorial (2 hr)
	School Visit	Fieldwork (1 hr)
Week 11	In Week 11, you will reflect on different ways of teaching literacy based on your real-life visits to NSDS, considering how these approaches fit with the curriculum, school policies, and available teaching resources. This reflective practice will help you make informed decisions when planning and delivering reading and writing lessons.	Lecture (1 hr)
Week 11	In Week 11, you will reflect on different ways of teaching literacy based on your real-life visits to NSDS, considering how these approaches fit with the curriculum, school policies, and available teaching resources. This reflective practice will help you make informed decisions when planning and delivering reading and writing lessons.	Tutorial (2 hr)

Attendance and class requirements

It is mandatory to attend at least 90% of lectures and tutorials. Please ensure that you attend the required number of sessions to meet this requirement.

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

For a list of EDUP1011 readings, please refer to the weekly modules on CANVAS.

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. Consider and explain key concepts about early language development and literacy learning for young children, including the needs of diverse learners.
LO2. LO2. Consider key theoretical approaches to talking, listening, reading and writing in the primary school context.
LO3. LO3. Develop knowledge of and an interest in a range of children’s literature (such as picture books, novels, poetry, and graphic texts) and their place in the teaching of reading and writing.
LO4. LO4. Observe, practice and reflect on a variety of reading and writing strategies and assessment tasks for early years learners.
LO5. LO5. Develop knowledge about language for teaching reading and writing including letter / sound level, clause/ sentence, and text level.
LO6. LO6. Integrate knowledge of reading theory with practical strategies for teaching and assessing reading including comprehension, fluency, vocabulary, and letter/ sound knowledge.
LO7. LO7. Investigate the integration of creative and engaging learning as part of effective English classrooms.
LO8. LO8. Reflect on literacy approaches in light of curriculum and related policy and planning resources for teachers.

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) - 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. 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Responding to student feedback

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

The 2025 EDUP1011 cohort consistently highlighted how much they valued the practical focus of EDUP1011. Throughout the tutorials, students appreciated the opportunity to engage with authentic classroom resources that helped deepen their theoretical and pedagogical understanding of literacy learning. They also loved visiting North Sydney Demonstration School, where they were able to observe high-quality teaching in action and make clear connections between course content and real classrooms. The following student comments capture the overall sentiment: • The hands-on activities in tutorials really sparked my interest. • The resources were engaging and incredibly useful—I feel much more confident now. • The variety of practical activities helped me understand how to teach phonics. • Every tutorial offered exciting, classroom-ready materials. • I enjoyed exploring so many hands-on tasks and resource ideas. • The tutorials were consistently engaging, with meaningful activities that strengthened my understanding of phonics. I loved learning practical ways to teach.

Additional information

Additional costs

There are no additional costs for EDUP1011.

Site visit guidelines

Weeks 8, 9, and 10 involve three school visits that align with EDUP1011 assessment tasks. Attendance at these visits is mandatory, and the scheduled dates cannot be changed or rescheduled.

Work, health and safety

Because EDUP1011 include three school visits, you are required to obtain a Working With Children Check (WWCC) and complete anaphylaxis training to receive your Anaphylaxis Certificate. The anaphylaxis training is completed online. Both checks are mandatory. Please refer to the CANVAS site for detailed instructions on how to obtain these checks. Note that processing can take time, so it is advisable to submit your WWCC application and complete your online Anaphylaxis Certificate in Week 1 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.

EDUP1011: Foundations of English 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 Task 1: Learning Portfolio

Assessment Task 2: Choosing and Using Children’s Literature

Assessment Task 3: Teaching Reading and Writing in the Early Years

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

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links