EDDA400 Dance Curriculum and Teaching 1

10 cp

This unit will assist students to develop the necessary skills to teach dance in junior secondary classes. More specifically, it will familiarise them with relevant policy documents, specific syllabus requirements, approaches to lesson planning and delivery, the use of information and communications technology for resource development, and effective resource and safety management.

EDDA401 Dance Curriculum and Teaching 2

10 cp

This unit is designed to further develop strategies for planning, implementing and assessing learning experiences for students studying dance in secondary schools. The unit will build on both national and state documents relating to the dance curriculum. The focus is upper secondary.

EDDR100 Creative Arts Education: Drama/Dance

10 cp

This unit is designed to develop students’ appreciation and understanding of the role of drama and dance in children’s education. The unit content will enable students to increase their awareness of the body as an effective means of communication and to develop knowledge, skills and strategies related to teaching and learning in drama and dance. (Emphasis given to the two components of this unit, that is drama and dance, may vary according to the resources available on each campus).

EDDR401 Drama Curriculum and Teaching Studies 1

10 cp

This unit will assist students to develop the necessary skills to teach drama in junior secondary classes. More specifically, it will familiarise them with relevant policy documents, specific syllabus requirements, approaches to lesson planning and delivery, the use of information and communications technology for resource development, and effective resource and safety management.

EDDR402 Drama Curriculum and Teaching Studies 2

10 cp

Specifically, this unit will familiarise students with relevant policy documents, specific syllabus requirements, approaches to lesson planning and delivery, the use of information and communications technology for resource development, and effective resource and safety management.

EDDR600 Drama Curriculum Studies: Advanced Professional Practice

10 cp

This unit is designed to provide primary teachers with the opportunity to explore theory, research and pedagogy associated with drama in education and will involve students learning about and through drama. The unit focuses on students expressing and communicating understandings about human experiences and issues through the enactment of real and imagined events. Through the exploration and analysis of contemporary theoretical and pedagogical frameworks of educational drama, students will gain further understanding of how drama can be applied effectively throughout the primary curriculum. This will involve an exploration of a range of learner literacies including aesthetic, oral and kinaesthetic. Students will prepare meaningful drama units for the primary classroom and explore how educational drama can be successfully managed.

EDFD100 Child Development and Learning

10 cp

This unit aims to provide students with clear links between the substantive research findings within educational and developmental psychology. One goal of research in educational and developmental psychology is to carefully examine questions about the factors that contribute to human learning using objective research based methods. The understanding of the interrelationship between human development and learning and its application to teaching at the primary level is of particular interest.

This unit is not intended to be prescriptive, but is meant to encourage in the student a way of thinking, an outlook on teaching that brings consistency to one's decisions validating one's developing professional knowledge.

EDFD102 Race and Racism in Australian Contexts

10 cp

This unit is designed to build on the student's understanding of those historical and contemporary experiences which underpin the emergence of an Australian nationalism as we move into the third millennium. The unit is predicated on the notion that all individuals should have the skills and understandings to encourage cultural and linguistic tolerance in others in the search for true pluralism in post-industrial society. Content treated in a this unit will include: theoretical overviews of the causes of racism, prejudice and stereotyping; the historical and contemporary Aboriginal experience of racism; the immigrant experience after 1945 and a review of those contemporary educational and political strategies designed to promote social pluralism through inter and intra-group understanding.

EDFD103 Education and Society

10 cp

This unit is designed to help students understand contemporary educational policy and practice by applying major sociological perspectives to the social and cultural factors impacting on schools. Students will have the opportunity to relate sociological theory to decision-making concerning social and educational change that they may experience and initiate both as teachers and as citizens.

EDFD111 Alternatives in Education

10 cp

By referencing key philosophical contributions within the philosophy of education the student is challenged to develop a personal philosophy of education by reviewing the philosophies and curriculum practices present within the alternative schools movement in New South Wales. This unit provides both philosophical and experiential bases by way of opportunities for small group discussion and visits to alternative schools.

EDFD112 Children at Risk

10 cp

This unit will focus on the identification and provision of services for those children and young people considered to be at risk of harm and prepare you as a mandatory notifier of child abuse. It is intended that participants in this unit will have an understanding of the importance of child protection and personal safety programs and their implementation at the classroom and whole school level.

EDFD116 Interpersonal Communication Skills

10 cp

This unit is designed to build a sound knowledge of basic interpersonal and communication skills and their application in personal and professional settings. Students will demonstrate understanding of the ways in which experiences, feelings, values, abilities, gender and cultural background influence human relationships; identify their strengths and weaknesses as communicators; analyse interpersonal interactions using a transactional model of communication, and demonstrate and apply a range of communication skills.

EDFD122 Human Growth and Development

10 cp

This unit provides students with an understanding of the process of growth and development throughout the lifespan and the influence of the context in which the person develops. From this, students will be in a better position to assist the development of those with a disability. The general aim is to provide students with a sound knowledge and practical awareness of the major factors that help transform a child into an adolescent and later an adult. The unit focuses on the many transitions people encounter as they develop through the lifespan.

EDFD124 Social Analysis and Community Outreach

10 cp

This unit aims to provide students with first hand experiences of injustices existing in our local and global community. Such injustices result in the denial of basic human rights to many citizens. The unit provides students with tools to analysis the causes and effects of these injustices. It also enables students to reflect upon their own values and attitudes concerning justice issues and how consider how these may impact on their future professional and personal lives. The Community Outreach Program component of this unit provides students with a relevant, modern day context in which to come to a personalised understanding of mission, justice and service while relating the service learning to teacher education.

EDFD127 Contexts for Learning and Development

10 cp

This unit is the first in a six unit study sequence in the Education Studies Major. Through the major the students begin to address the questions of the role of schools in a democratic society in educating for a more just an equitable society, and in particular the mission and nature of Catholic schools in our society. Specifically, this unit focuses on important concepts and theories which deepen understanding of school aged young people as individual persons and members of social groups. Developing such an understanding is fundamental knowledge for teachers. Students will consider and critique a range of theories concerning the physical, cognitive and psychosocial aspects of development with particular relevance to the school years. Students will examine ideas and debates about the context of development with specific reference to family, school, peers, culture and diverse social contexts. Students will be introduced to information communication and learning Technologies (ICLT) to develop skills and applications for learning. Lectures and tutorials will actively engage students in a range of activities that encourage a critical reflective approach to their knowledge of development and learning. Along side the content explored in the unit students will be inducted into appropriate university level study skills. In terms of the dimensions of quality pedagogy, Unit 1 looks to the dimensions of intellectual quality (notably elements of problematic knowledge and higher order thinking) and significance (with specific reference to elements of background knowledge, cultural knowledge, inclusiveness and connectedness.

EDFD133 Understanding Learning

10 cp
Co-requisite EDFX110 Professional Experience 1

This unit is the second in a sequence of six units designed to expand the students’ knowledge of learning processes. The unit explores a range of relevant theories to help students understand their own and others learning. It thus enables teacher education students gain key knowledge for their central professional task of constructing effective learning environments. Particular emphasis is placed on relevant aspects of the learner, the teacher and their interrelationships as well as learner differences. As part of their studies, students will work in groups as learning communities. These experiences and their experiences in school settings will be used to provide a base for the concepts and theories of learning introduced in the unit. The unit enables students to develop knowledge of the variety of ways in which human beings can learn: become aware of different forms of learning – physical, perceptual, rote memorising, metacognitive, narrative, analytical; understand human learning as an active process of meaning making; comprehend important theories of learning, cognition and intelligences and their cultural histories; and explore differences in learning styles and other individual and group differences in cognition and learning. This study will assist students in developing strategies to help children and themselves to become more effective learners. Using technology as a tool for learning will be incorporated throughout the unit. In terms of the dimensions of quality pedagogy, Unit 2 looks to the dimensions of intellectual quality (notably elements of deep knowledge, deep understanding, problematic knowledge, higher order thinking) and quality learning environment (with specific reference to elements of explicit quality criteria, engagement, high expectations, social support and student direction).

EDFD136 Early Childhood Education 2 – The Ecology of Childhood

10 cp
Prerequisites This unit builds on the students’ knowledge about learning, development and understanding children in context (Year 1 Education Studies Strand)

Early childhood is a period of rapid development and learning. Diverse social and cultural experiences and relationships shape the young child’s identity and learning. Early childhood education has a crucial role in nurturing children and establishing strong foundations for their continuing success as lifelong learners. This unit introduces the student to the field of early childhood education from a holistic perspective that includes spiritual development. Socio-cultural themes and interdisciplinary influences on early childhood education, past and present are examined from Christian, ethical and professional perspectives.