Outline

Overview

The unit enables teacher education students who have an enthusiasm for and expertise in mathematics to undertake more extensive preparation and satisfy NESA-accreditation requirements for a primary teacher with a specialisation in mathematics. It is designed to strengthen teaching strategies for challenging aspects in K to 8 Number and Algebra, and Geometry and Measurement. Emphasis is placed on evidence-based approaches to engaging all students in learning. The unit aims to explore the roles of a mathematics specialist through lesson-study and peer-mentoring. Connections between theory, research and practice are exemplified through teaching rehearsals, lesson study and/or school visits.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 3000-level EDUP-coded units
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	2 units of mathematics at HSC level or equivalent
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Katherin Cartwright, katherin.cartwright@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Critical reflection on professional learning experience Reflection on in-class lesson study and peer mentoring task	15%	Week 05 Due date: 27 Mar 2026 at 23:59 Closing date: 07 Apr 2026	500wd	AI allowed
Outcomes assessed:
Written work	Extended lesson sequence Sequence of lesson plan outlines and justification	45%	Week 09 Due date: 01 May 2026 at 23:59 Closing date: 12 May 2026	2000wd	AI allowed
Outcomes assessed:
Presentation	Workshop Presentation Workshop presentation (related written summary and reflective statement due following week).	30%	Week 12 Due date: 20 May 2026 at 14:00 Closing date: 20 May 2026	15 minutes (1500wd equiv)	AI allowed
Outcomes assessed:
Written work	Workshop design and response to feedback Written summary and reflective statement (based on group presentation).	10%	Week 13 Due date: 27 May 2026 at 23:59 Closing date: 02 Jun 2026	500wrd	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment Task 1: Critical reflection on professional learning experiences

Individual students will critically reflect on their own emerging lesson analysis and peer-mentoring skills, relation to and principles of lesson-study and peer-mentoring. The basis for the reflection will be the in-class learning experiences in Week 3. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools here https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html

Assessment Task 2: Extended lesson sequence.

Individual students will prepare an overview of a sequence of ten lessons on selected topic from the Number & Algebra or Measurement and Space strands of the syllabus and provide a rationale for the sequence. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools here https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html

Assessment Task 3: Workshop design and presentation

Groups of students will design and implement a 15-minute professional learning session for their peers, focusing on an educational issue, policy, content topic or teaching strategy. Students will both seek and give feedback to their colleagues. The written component consists of a preparation summary and a brief reflective statement incorporating the feedback received. This component is submitted in Week 12 for all groups. University endorsed AI tools may be used to assist with this assignment, including, ‘Microsoft Copilot’ (formerly Bing Chat) at https://copilot.microsoft.com; ChatGPT And other mass-market internet browser-based generative AI tools, like Bard and MidJourney. See other endorsed tools here https://intranet.sydney.edu.au/strategy-governance/gen-ai/endorsed-tools.html

Assessment criteria

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

For more information see 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.

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	Representation theory and the development of mathematical understanding (Pirie-Kieren model)	Lecture (2 hr)
Week 01	Sequences of representations to build understanding of Number K-8, a) Multiplication: from dot arrays to dynamic digital representations of the distributive property to algorithms; b) The complexities of number lines: from counting to the number plane.	Tutorial (1 hr)
Week 02	Multiple representations & representational fluency – inclusive practices. Embodied learning. Emerging representations in early years.	Lecture (2 hr)
Week 02	Measurement and Space K-8: Pedagogies for supporting spatial thinking, self-created representations and representational drawing development.	Tutorial (1 hr)
Week 03	Principles of lesson-study and peer-mentoring: Interpersonal skills, self-directed professional learning and peer mentoring strategies.	Lecture (2 hr)
Week 03	Peer maths chats, lesson observation protocols. Video Lesson study 1 activity (Basis for Assessment Task 1).	Tutorial (1 hr)
Week 04	Motivation and engagement, productive struggle and growth mindset.	Lecture (2 hr)
Week 04	Open-ended tasks and inquiry approaches – working mathematically, scaffolding and questions. Rehearsal experience and/or Lesson study 2	Tutorial (1 hr)
Week 05	Promoting student creativity, reasoning and classroom dialogue – interaction patterns.	Lecture (2 hr)
Week 05	Number Talks & Talk Moves, vertical whiteboarding for problem-solving. Rehearsal experience and/or Lesson study 3	Tutorial (1 hr)
Week 06	Curriculum models and teacher planning. Influences on and tensions between the official curriculum and the enacted curriculum.	Lecture (2 hr)
Week 06	The role of teacher perceptions and beliefs. Translating the syllabus into a school scope and sequence plan, and alternative approaches to syllabus ‘dot points’. (Discussion of Assessment Task 2)	Tutorial (1 hr)
Week 07	Designing and leading professional learning workshops and issue-based meetings – rationales and approaches.	Lecture (2 hr)
Week 07	Techniques for leading whole-staff discussion, debate and decision-making on issues such as homework, student grouping, reporting to parents (Jig Saw, SWOT). Approaches to workshop content and/or pedagogy (pre-survey, task-based, discussion of reading, demonstration, expert presentation etc.) (Discussion of Assessment Task 3)	Tutorial (1 hr)
Week 08	Teaching for, about and through problem solving. Types of problems and types of strategies. Contextualising problems within other disciplines. Language barriers in written problems.	Lecture (2 hr)
Week 08	Structures for creating your own problems. Lesson designs for individual and collaborative problem solving - Consideration of accessibility and inclusiveness.	Tutorial (1 hr)
Week 09	Task design for learning and assessment – analyse levels of task design (e.g. Task analysis guide by Stein et al., 1998) & student responses (e.g. SOLO taxonomy).	Lecture (2 hr)
Week 09	Exploring closed and open task design. Assessing student responses and work samples.	Tutorial (1 hr)
Week 10	Learning portfolios, feedback loops and communicating with families.	Lecture (2 hr)
Week 10	Technologies to support personalised communication eg. SeeSaw. Rehearsing feedback strategies.	Tutorial (1 hr)
Week 11	Reflective practice in mathematics education – models and strategies.	Lecture (2 hr)
Week 11	Revisiting lesson observation and reflective practice. Reflecting on personal learning. Setting professional goals. Articulating a ‘philosophy’ for mathematics teaching.	Tutorial (1 hr)
Week 12	Professional learning: Student presentations for Assessment Task 3.	Lecture (2 hr)
Week 12	Professional learning: Student presentations for Assessment Task 3.	Tutorial (1 hr)

Attendance and class requirements

Attendance below 90% will be subject to an Absent Fail result.

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

Professional Learning & Mentoring

Bobis, J., Kaur, B., Cartwright, K., & Darragh, L. (2020). Practicing teachers’ professional learning and development in mathematics education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster, K. Cartwright (Eds.), Research in Mathematics Education in Australasia: 2016-2019 (pp. 117-146), Singapore: Springer.

Le Cornu, R. (2005). Peer mentoring: engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13 (3), 355-366. DOI: 10.1080/13611260500105592

A comprehensive list of readings for this unit can be accessed from the Library and additional links available in 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. Demonstrate advanced development of specialised mathematical content knowledge and pedagogy in challenging aspects of the Number and Algebra, and Measurement and Space strands.
LO2. Synthesise current research, curriculum and policy documents to inform effective and inclusive practices for enhancing motivation and engagement of all students, particularly in mathematical problem solving and investigations.
LO3. Demonstrate confidence in task design and competency in the selection and effective use of robust mathematical representations in both physical and digital forms.
LO4. Demonstrate advanced knowledge and skills in planning for the teaching and assessment of key concepts in Number and Algebra, and Measurement and Space at classroom and school levels.
LO5. Demonstrate advanced development of professional confidence, interpersonal communication, identifying professional learning needs and discipline-specific curriculum leadership skills.

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) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. NESA Priority Area Elaborations - 4-LAN.06. Sound knowledge of mathematics appropriate to their level and area of teaching 4-LAN.09. Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs
	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. 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. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. NESA Priority Area Elaborations - 2-CM.04. Ability to enact appropriate strategies that respond to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
	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. 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. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. NESA Priority Area Elaborations - 3-ICT.04. Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking 3-ICT.05. Ability to select and evaluate ICT-based learning materials and software and integrate them into their teaching 3-ICT.06. Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes
	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. 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. 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. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. NESA Priority Area Elaborations - 3-ICT.06. Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes 6-EALD.09. Knowledge of Development of skills in applying culturally inclusive practices in relation to the curriculum, classroom teaching and assessment
	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. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
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.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
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.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5.1		(Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
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.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

NESA Priority Area Elaborations -

Competency code	Taught, Practiced or Assessed	Competency standard
2-CM.04		Ability to enact appropriate strategies that respond to the learning needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
3-ICT.04		Understanding of the capacity of ICT to support differentiated student-centred learning and the development of critical and creative thinking
3-ICT.05		Ability to select and evaluate ICT-based learning materials and software and integrate them into their teaching
3-ICT.06		Ability to effectively employ ICT applications to support specific syllabus outcomes, content and processes
4-LAN.06		Sound knowledge of mathematics appropriate to their level and area of teaching
4-LAN.09		Ability to identify the literacy and numeracy needs of students and understand a range of strategies to support those needs
6-EALD.09		Knowledge of Development of skills in applying culturally inclusive practices in relation to the curriculum, classroom teaching and assessment

Responding to student feedback

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

This uint of study was new in 2025 and changes have been influenced by feedback from staff and students.

Additional information

All activities and assessments in this unit of study occur in conformity with the policies of the Sydney School of Education and Social Work in the Faculty of Arts and Social Sciences as outlined in the Faculty and School Canvas sites.

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following Canvas site: https://canvas.sydney.edu.au/courses/13426

Unless otherwise stated in the unit of study outline, word-limit penalties may be applied. These penalties relate to all undergraduate, graded units of study where a word limit for an assignment has been specified. Unless otherwise advised by the course or unit of study coordinator/outline, the Sydney School of Education and Social Work requires the style guide of the American Psychological Association (APA) to be used for citation and referencing purposes. The library's Complete Guide to APA 6th style is a comprehensive, self-contained document that should be consulted. Incorrect use of the required style, or the use of another style unless specifically allowed, is likely to result in diminished assessment grades.

More information can be found on Canvas.

Additional costs

There are no additional costs for this unit unless you attend a mathematics education conference (optional).

Site visit guidelines

There may one or two school visits for this unit

Work, health and safety

A current working with children check is required.

Disclaimer

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

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

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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

EDUP4101: Leading Mathematics Learning A

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

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