Recommended Study Sequence

This unit is designed to provide a comprehensive introduction to key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of contemporary new literacies environments. It will examine the processes involved in the teaching of listening and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of listening and reading of a range of factual and literary texts, involving everyday and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children’s literature and authentic texts for the development of students’ reading skills and abilities.

The unit will develop students’ understandings of children’s construction of mathematical concepts during the years from Kindergarten to Year 4. Students will develop their ability to assess young children’s mathematical understandings and to provide learning experiences for a diversity of learners, including investigation and the use of technology, to enhance the growth of children’s mathematical thinking. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically.

This unit examines the theory and practice of teaching, Students will develop skills in planning, implementing and evaluating classroom teaching strategies and learning experiences to meet primary school students’ curriculum needs. Analysis of various classroom organisation and management strategies that focus on classroom dynamics, will assist the students in developing philosophies of teaching and learning. It explores how theory and research underpin and inform curriculum development and pedagogical practice. Integrated in the learning will be the use of information technologies.

The Professional Experience unit ‘Professional Practice 1’ is designed to introduce student teachers to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in the primary school context. The unit requires student teachers to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process their professional experience will incorporate a continuous process of self-reflection, self-awareness and the capacity to modify and adjust teaching practice to best meet the needs of all students. The professional experience aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies.

This unit focuses on Human Society and Its Environment (HSIE) as a key learning area in the K-6 curriculum. It provides opportunities for students to develop knowledge of the content, including the outcomes and subject matter, pedagogies and experiences incorporated in HSIE. Students develop their own content knowledge about changes and continuities, environments, social systems and structures and cultures as well as their understandings, skills and dispositions for planning, programming, teaching and assessing HSIE learning. The unit emphasises teaching strategies that will engage diverse learners, preparing them for informed and effective citizenship, contributing to the quality of their society and environments.

Science and Technology is a fundamental key learning area in primary schools. This unit is designed to help prospective teachers develop positive attitudes towards science and technology as an area of study, to develop some in-depth knowledge of the content of science and technology education and the relevant syllabus requirements, and, knowledge of pedagogies appropriate to science and technology education.

Mathematics is constructed by a thinking individual with the assistance and support of others. Some of these ‘others’ are called ‘teachers’. In this unit, beginning teachers investigate how they can facilitate and support the learning of mathematics by students during the Stage 2 to Stage 4 (Years 3 to 8) school years to allow these students to show their full potential as mathematics learners. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically. A strong emphasis will be placed on investigation, exploration, problem solving and the use of technology in the development of mathematical issues.

This unit introduces students to theoretical models and sound pedagogical practices in Dance, Drama, Music and Visual Arts in the primary classroom. Collaborative, experiential and blended learning as well as reflective practices are the key operating principles of the unit. Students will explore the theory and practice of the arts in the education process of children through practical and professional experiences. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right.

This unit is designed to provide a comprehensive account of the teaching of speaking and writing in the primary years of schooling. Students gain an understanding of different theories of early language development and the functions and production of spoken and written texts. They investigate a range of genres of school writing, their textual structures and grammar and learn to apply these to both mainstream and ESL contexts of learning, gaining a critical awareness of varying pedagogic approaches.

Effective and inclusive teaching requires knowledge of how students learn as well as proficiency in applying appropriately tailored teaching strategies to cater for individual developmental needs. This unit provides a foundation of knowledge and practice that facilitates development of appropriate and inclusive attitudes and skills for teaching students with special needs in the main stream. In particular the capacity to structure individualised education and behaviour management programs will be developed drawing on practical experiences and a broad familiarity with the field.

This unit aims to directly challenge students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that work towards socially just learning outcomes in new times and new teaching environments. It introduces students to contemporary theories and practical frameworks that open up opportunities for them to take individual responsibility for translating syllabus documents into teaching and learning experiences that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms.

Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and then supporting them in designing and teaching experiences to cater for these learners in a way that will enhance student engagement and learning outcomes. This unit also gives students opportunity to reflect on the processes involved, and refine their competencies as beginning teachers. The unit includes a final practicum experience that will show the interrelationship between theory and practice as well as enabling students to construct new knowledge and new ways of practice as part of their transition into the teaching profession.

This unit is designed to provide a comprehensive introduction to key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of contemporary new literacies environments. It will examine the processes involved in the teaching of listening and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of listening and reading of a range of factual and literary texts, involving everyday and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children’s literature and authentic texts for the development of students’ reading skills and abilities.

The unit will develop students’ understandings of children’s construction of mathematical concepts during the years from Kindergarten to Year 4. Students will develop their ability to assess young children’s mathematical understandings and to provide learning experiences for a diversity of learners, including investigation and the use of technology, to enhance the growth of children’s mathematical thinking. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically.

This unit examines the theory and practice of teaching, Students will develop skills in planning, implementing and evaluating classroom teaching strategies and learning experiences to meet primary school students’ curriculum needs. Analysis of various classroom organisation and management strategies that focus on classroom dynamics, will assist the students in developing philosophies of teaching and learning. It explores how theory and research underpin and inform curriculum development and pedagogical practice. Integrated in the learning will be the use of information technologies.

The Professional Experience unit ‘Professional Practice 1’ is designed to introduce student teachers to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in the primary school context. The unit requires student teachers to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process their professional experience will incorporate a continuous process of self-reflection, self-awareness and the capacity to modify and adjust teaching practice to best meet the needs of all students. The professional experience aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies.

This unit focuses on Human Society and Its Environment (HSIE) as a key learning area in the K-6 curriculum. It provides opportunities for students to develop knowledge of the content, including the outcomes and subject matter, pedagogies and experiences incorporated in HSIE. Students develop their own content knowledge about changes and continuities, environments, social systems and structures and cultures as well as their understandings, skills and dispositions for planning, programming, teaching and assessing HSIE learning. The unit emphasises teaching strategies that will engage diverse learners, preparing them for informed and effective citizenship, contributing to the quality of their society and environments.

Science and Technology is a fundamental key learning area in primary schools. This unit is designed to help prospective teachers develop positive attitudes towards science and technology as an area of study, to develop some in-depth knowledge of the content of science and technology education and the relevant syllabus requirements, and, knowledge of pedagogies appropriate to science and technology education.

Mathematics is constructed by a thinking individual with the assistance and support of others. Some of these ‘others’ are called ‘teachers’. In this unit, beginning teachers investigate how they can facilitate and support the learning of mathematics by students during the Stage 2 to Stage 4 (Years 3 to 8) school years to allow these students to show their full potential as mathematics learners. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically. A strong emphasis will be placed on investigation, exploration, problem solving and the use of technology in the development of mathematical issues.

This unit introduces students to theoretical models and sound pedagogical practices in Dance, Drama, Music and Visual Arts in the primary classroom. Collaborative, experiential and blended learning as well as reflective practices are the key operating principles of the unit. Students will explore the theory and practice of the arts in the education process of children through practical and professional experiences. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right.

This unit is designed to provide a comprehensive account of the teaching of speaking and writing in the primary years of schooling. Students gain an understanding of different theories of early language development and the functions and production of spoken and written texts. They investigate a range of genres of school writing, their textual structures and grammar and learn to apply these to both mainstream and ESL contexts of learning, gaining a critical awareness of varying pedagogic approaches.

Effective and inclusive teaching requires knowledge of how students learn as well as proficiency in applying appropriately tailored teaching strategies to cater for individual developmental needs. This unit provides a foundation of knowledge and practice that facilitates development of appropriate and inclusive attitudes and skills for teaching students with special needs in the main stream. In particular the capacity to structure individualised education and behaviour management programs will be developed drawing on practical experiences and a broad familiarity with the field.

This unit aims to directly challenge students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that work towards socially just learning outcomes in new times and new teaching environments. It introduces students to contemporary theories and practical frameworks that open up opportunities for them to take individual responsibility for translating syllabus documents into teaching and learning experiences that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms.

Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and then supporting them in designing and teaching experiences to cater for these learners in a way that will enhance student engagement and learning outcomes. This unit also gives students opportunity to reflect on the processes involved, and refine their competencies as beginning teachers. The unit includes a final practicum experience that will show the interrelationship between theory and practice as well as enabling students to construct new knowledge and new ways of practice as part of their transition into the teaching profession.

Effective teaching in the primary classroom requires an understanding of children’s developmental needs, knowledge of how students learn, and proficiency in tailoring teaching strategies to cater to a range of learning styles and abilities. This unit develops theoretical and applied understandings of child development and demonstrates how educational psychology perspectives on learning, motivation and classroom environments can be applied to enhance teacher effectiveness and student learning outcomes. Particular emphasis is given to establishing and maintaining positive and productive classroom environments and to developing responsive teaching practices that stimulate cognitive learning while promoting social and emotional well being. Philosophies of learning and teaching will be developed in this unit.

This unit focuses on the learning area of Personal Development, Health and Physical Education in primary schools. Through an examination of theories, movement, health and well-being practices, syllabus, modules and support documents, students will develop the necessary skills to plan, teach and manage personal development, health and physical education learning in primary schools, within the contexts of health promoting schools and communities. Students will also develop their personal skills and confidence in movement, health and well-being.

This unit builds professional teaching skills by enhancing understandings of socio-cultural differences through the engagement of students, with agencies that focus on minority and disadvantaged communities in the Greater Western Sydney region only, particularly Aboriginal, migrant, ESL and refugee communities. It seeks to promote active and responsible citizenship, and an awareness of social justice and equity principles that are essential for both teaching and learning. It positions learning as highly dependent on the development of trust, rapport and critical understandings of diversity. Learning is understood as a complex interchange that is reciprocal, lifelong, and without borders, as it is experienced both in/outside formal classrooms.

Education is a complex field comprised of diverse and dynamic teacher, student and community populations. This unit examines the socio-political, economic and cultural milieu that shapes teachers’ work and school education in an increasingly multifaceted, globalized environment. It is essential those interested in education or related human services, engage with and understand the diversity of both individuals and broader community to promote equitable practices and to facilitate educational and professional transformation. Developing sociological understandings of education, knowledge, society and change provides students with an enhanced awareness of equity issues as well as crucial analytical and critical tools to address diverse needs in complex and ever-changing professional contexts.

This unit is designed to provide a comprehensive introduction to key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of contemporary new literacies environments. It will examine the processes involved in the teaching of listening and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of listening and reading of a range of factual and literary texts, involving everyday and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children’s literature and authentic texts for the development of students’ reading skills and abilities.

The unit will develop students’ understandings of children’s construction of mathematical concepts during the years from Kindergarten to Year 4. Students will develop their ability to assess young children’s mathematical understandings and to provide learning experiences for a diversity of learners, including investigation and the use of technology, to enhance the growth of children’s mathematical thinking. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically.

This unit examines the theory and practice of teaching, Students will develop skills in planning, implementing and evaluating classroom teaching strategies and learning experiences to meet primary school students’ curriculum needs. Analysis of various classroom organisation and management strategies that focus on classroom dynamics, will assist the students in developing philosophies of teaching and learning. It explores how theory and research underpin and inform curriculum development and pedagogical practice. Integrated in the learning will be the use of information technologies.

The Professional Experience unit ‘Professional Practice 1’ is designed to introduce student teachers to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in the primary school context. The unit requires student teachers to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process their professional experience will incorporate a continuous process of self-reflection, self-awareness and the capacity to modify and adjust teaching practice to best meet the needs of all students. The professional experience aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies.

This unit focuses on Human Society and Its Environment (HSIE) as a key learning area in the K-6 curriculum. It provides opportunities for students to develop knowledge of the content, including the outcomes and subject matter, pedagogies and experiences incorporated in HSIE. Students develop their own content knowledge about changes and continuities, environments, social systems and structures and cultures as well as their understandings, skills and dispositions for planning, programming, teaching and assessing HSIE learning. The unit emphasises teaching strategies that will engage diverse learners, preparing them for informed and effective citizenship, contributing to the quality of their society and environments.

Science and Technology is a fundamental key learning area in primary schools. This unit is designed to help prospective teachers develop positive attitudes towards science and technology as an area of study, to develop some in-depth knowledge of the content of science and technology education and the relevant syllabus requirements, and, knowledge of pedagogies appropriate to science and technology education.

Mathematics is constructed by a thinking individual with the assistance and support of others. Some of these ‘others’ are called ‘teachers’. In this unit, beginning teachers investigate how they can facilitate and support the learning of mathematics by students during the Stage 2 to Stage 4 (Years 3 to 8) school years to allow these students to show their full potential as mathematics learners. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically. A strong emphasis will be placed on investigation, exploration, problem solving and the use of technology in the development of mathematical issues.

This unit introduces students to theoretical models and sound pedagogical practices in Dance, Drama, Music and Visual Arts in the primary classroom. Collaborative, experiential and blended learning as well as reflective practices are the key operating principles of the unit. Students will explore the theory and practice of the arts in the education process of children through practical and professional experiences. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right.

This unit is designed to provide a comprehensive account of the teaching of speaking and writing in the primary years of schooling. Students gain an understanding of different theories of early language development and the functions and production of spoken and written texts. They investigate a range of genres of school writing, their textual structures and grammar and learn to apply these to both mainstream and ESL contexts of learning, gaining a critical awareness of varying pedagogic approaches.

Effective and inclusive teaching requires knowledge of how students learn as well as proficiency in applying appropriately tailored teaching strategies to cater for individual developmental needs. This unit provides a foundation of knowledge and practice that facilitates development of appropriate and inclusive attitudes and skills for teaching students with special needs in the main stream. In particular the capacity to structure individualised education and behaviour management programs will be developed drawing on practical experiences and a broad familiarity with the field.

This unit aims to directly challenge students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that work towards socially just learning outcomes in new times and new teaching environments. It introduces students to contemporary theories and practical frameworks that open up opportunities for them to take individual responsibility for translating syllabus documents into teaching and learning experiences that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms.

Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and then supporting them in designing and teaching experiences to cater for these learners in a way that will enhance student engagement and learning outcomes. This unit also gives students opportunity to reflect on the processes involved, and refine their competencies as beginning teachers. The unit includes a final practicum experience that will show the interrelationship between theory and practice as well as enabling students to construct new knowledge and new ways of practice as part of their transition into the teaching profession.

Effective teaching in the primary classroom requires an understanding of children’s developmental needs, knowledge of how students learn, and proficiency in tailoring teaching strategies to cater to a range of learning styles and abilities. This unit develops theoretical and applied understandings of child development and demonstrates how educational psychology perspectives on learning, motivation and classroom environments can be applied to enhance teacher effectiveness and student learning outcomes. Particular emphasis is given to establishing and maintaining positive and productive classroom environments and to developing responsive teaching practices that stimulate cognitive learning while promoting social and emotional well being. Philosophies of learning and teaching will be developed in this unit.

This unit focuses on the learning area of Personal Development, Health and Physical Education in primary schools. Through an examination of theories, movement, health and well-being practices, syllabus, modules and support documents, students will develop the necessary skills to plan, teach and manage personal development, health and physical education learning in primary schools, within the contexts of health promoting schools and communities. Students will also develop their personal skills and confidence in movement, health and well-being.

This unit builds professional teaching skills by enhancing understandings of socio-cultural differences through the engagement of students, with agencies that focus on minority and disadvantaged communities in the Greater Western Sydney region only, particularly Aboriginal, migrant, ESL and refugee communities. It seeks to promote active and responsible citizenship, and an awareness of social justice and equity principles that are essential for both teaching and learning. It positions learning as highly dependent on the development of trust, rapport and critical understandings of diversity. Learning is understood as a complex interchange that is reciprocal, lifelong, and without borders, as it is experienced both in/outside formal classrooms.

Education is a complex field comprised of diverse and dynamic teacher, student and community populations. This unit examines the socio-political, economic and cultural milieu that shapes teachers’ work and school education in an increasingly multifaceted, globalized environment. It is essential those interested in education or related human services, engage with and understand the diversity of both individuals and broader community to promote equitable practices and to facilitate educational and professional transformation. Developing sociological understandings of education, knowledge, society and change provides students with an enhanced awareness of equity issues as well as crucial analytical and critical tools to address diverse needs in complex and ever-changing professional contexts.

This unit is designed to provide a comprehensive introduction to key concepts associated with the teaching of the English Key Learning Area in the K-6 years, set in the broader context of contemporary new literacies environments. It will examine the processes involved in the teaching of listening and reading with a focus on traditional print-based literacies and multiliteracies. Students will investigate the teaching and learning of listening and reading of a range of factual and literary texts, involving everyday and specialised knowledge for a range of readers/viewers. Students will be introduced to the use of children’s literature and authentic texts for the development of students’ reading skills and abilities.

The unit will develop students’ understandings of children’s construction of mathematical concepts during the years from Kindergarten to Year 4. Students will develop their ability to assess young children’s mathematical understandings and to provide learning experiences for a diversity of learners, including investigation and the use of technology, to enhance the growth of children’s mathematical thinking. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically.

This unit examines the theory and practice of teaching, Students will develop skills in planning, implementing and evaluating classroom teaching strategies and learning experiences to meet primary school students’ curriculum needs. Analysis of various classroom organisation and management strategies that focus on classroom dynamics, will assist the students in developing philosophies of teaching and learning. It explores how theory and research underpin and inform curriculum development and pedagogical practice. Integrated in the learning will be the use of information technologies.

The Professional Experience unit ‘Professional Practice 1’ is designed to introduce student teachers to the philosophical, ethical, practical and pedagogical perspectives of becoming a teacher in the primary school context. The unit requires student teachers to develop the knowledge, understanding, skills and attitudes necessary to begin teaching. As part of this process their professional experience will incorporate a continuous process of self-reflection, self-awareness and the capacity to modify and adjust teaching practice to best meet the needs of all students. The professional experience aims to facilitate the development of teacher education students as reflective practitioners who possess deeply-held commitments to quality education for students and high order communication competencies.

This unit focuses on Human Society and Its Environment (HSIE) as a key learning area in the K-6 curriculum. It provides opportunities for students to develop knowledge of the content, including the outcomes and subject matter, pedagogies and experiences incorporated in HSIE. Students develop their own content knowledge about changes and continuities, environments, social systems and structures and cultures as well as their understandings, skills and dispositions for planning, programming, teaching and assessing HSIE learning. The unit emphasises teaching strategies that will engage diverse learners, preparing them for informed and effective citizenship, contributing to the quality of their society and environments.

Science and Technology is a fundamental key learning area in primary schools. This unit is designed to help prospective teachers develop positive attitudes towards science and technology as an area of study, to develop some in-depth knowledge of the content of science and technology education and the relevant syllabus requirements, and, knowledge of pedagogies appropriate to science and technology education.

Mathematics is constructed by a thinking individual with the assistance and support of others. Some of these ‘others’ are called ‘teachers’. In this unit, beginning teachers investigate how they can facilitate and support the learning of mathematics by students during the Stage 2 to Stage 4 (Years 3 to 8) school years to allow these students to show their full potential as mathematics learners. The unit will study the NSW K-6 Syllabus in all of its strands, with a particular emphasis on Working Mathematically. A strong emphasis will be placed on investigation, exploration, problem solving and the use of technology in the development of mathematical issues.

This unit introduces students to theoretical models and sound pedagogical practices in Dance, Drama, Music and Visual Arts in the primary classroom. Collaborative, experiential and blended learning as well as reflective practices are the key operating principles of the unit. Students will explore the theory and practice of the arts in the education process of children through practical and professional experiences. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning strategies across the primary curriculum and as creative arts in their own right.

This unit is designed to provide a comprehensive account of the teaching of speaking and writing in the primary years of schooling. Students gain an understanding of different theories of early language development and the functions and production of spoken and written texts. They investigate a range of genres of school writing, their textual structures and grammar and learn to apply these to both mainstream and ESL contexts of learning, gaining a critical awareness of varying pedagogic approaches.

Effective and inclusive teaching requires knowledge of how students learn as well as proficiency in applying appropriately tailored teaching strategies to cater for individual developmental needs. This unit provides a foundation of knowledge and practice that facilitates development of appropriate and inclusive attitudes and skills for teaching students with special needs in the main stream. In particular the capacity to structure individualised education and behaviour management programs will be developed drawing on practical experiences and a broad familiarity with the field.

This unit aims to directly challenge students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that work towards socially just learning outcomes in new times and new teaching environments. It introduces students to contemporary theories and practical frameworks that open up opportunities for them to take individual responsibility for translating syllabus documents into teaching and learning experiences that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms.

Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and then supporting them in designing and teaching experiences to cater for these learners in a way that will enhance student engagement and learning outcomes. This unit also gives students opportunity to reflect on the processes involved, and refine their competencies as beginning teachers. The unit includes a final practicum experience that will show the interrelationship between theory and practice as well as enabling students to construct new knowledge and new ways of practice as part of their transition into the teaching profession.