Recommended Study Sequence

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit will explore the impact of globalisation and new information and communication technologies on literacy and literacy learning. It takes a broad view of literacy that includes viewing and creating multimodal texts and critical literacy, as well as reading, writing, speaking and listening. Students will examine contemporary theories of literacy and the implications of these theories for early childhood educators.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

An in-depth knowledge and awareness of the nature and context of growth, development and learning within the early childhood years, is essential for early childhood educators. This unit will provide a framework for understanding developmentally appropriate practices, and act as a foundation for future study in early childhood. The main focus of this unit will be the play, development and learning of children from 0-8 years as well as interconnectedness of these key areas. Socio-cultural perspectives in understanding children’s development, play and learning will be emphasized within the unit. An integral part of this unit will be the focus on inquiry, emphasizing a critical approach to play, development and learning, and based upon consideration of diverse perspectives and theoretical orientations.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

This unit introduces early childhood professionals to national and international research in the area of early intervention and prevention and examines national and international innovations in policy responses and programme delivery. It explores implications for policy and practice across a range of diverse settings, including the key role of the early childhood professional and organisations in community capacity building.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

Early Childhood Professional Experience 2 is a professional experience with children aged three to five years. Students will have the opportunity to develop collaborative relationships with children, families and staff and to implement curriculum that builds on children’s current knowledge and experiences and extends their learning. Students will also be encouraged to reflect on their own learning and develop professional goals.

Inclusion is both a right and an expectation for all children. Its effectiveness, however, depends upon teachers having the skills to facilitate the learning of children with a broad range of abilities within their educational setting. The impact of a range of additional needs on children, their families, early childhood and school setting are explored within ecological and eco-cultural frameworks and the implications for intervention and inclusion analysed. Collaboration, the role of multidisciplinary teams, transdisciplinary approaches to service delivery and the paramount role of families are advocated as essentail for effective early childhood intervention and inclusion.

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.

This unit increases students' understanding of the diverse, complex and changing nature of Australian families and communities and the role of early childhood services within the contemporary socio-cultural context. It also provides opportunities for students to develop critical approaches for working with families and communities within a context of the social, political and economic discourses in early childhood education. Through course work, reflexivity and research, students will collaborate with services in developing resources/projects suitable to the needs and focus of the service. The focus is on developing and refining effective communication and professional collaborative partnerships with families, staff and children.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit will explore the impact of globalisation and new information and communication technologies on literacy and literacy learning. It takes a broad view of literacy that includes viewing and creating multimodal texts and critical literacy, as well as reading, writing, speaking and listening. Students will examine contemporary theories of literacy and the implications of these theories for early childhood educators.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

Early Childhood Professional Experience 2 is a professional experience with children aged three to five years. Students will have the opportunity to develop collaborative relationships with children, families and staff and to implement curriculum that builds on children’s current knowledge and experiences and extends their learning. Students will also be encouraged to reflect on their own learning and develop professional goals.

Inclusion is both a right and an expectation for all children. Its effectiveness, however, depends upon teachers having the skills to facilitate the learning of children with a broad range of abilities within their educational setting. The impact of a range of additional needs on children, their families, early childhood and school setting are explored within ecological and eco-cultural frameworks and the implications for intervention and inclusion analysed. Collaboration, the role of multidisciplinary teams, transdisciplinary approaches to service delivery and the paramount role of families are advocated as essentail for effective early childhood intervention and inclusion.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

In this unit students will interact with either children three to five or five to eight years of age, with the staff who work with them in centres or schools, and with children's familes. Students will apply emerging and developing knowledge about their own professional growth, and children and families to a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. Students are expected to apply strategies for connecting curriculum to children's social worlds and for facilitating in-depth investgations and critical thinking. They will focus on the development of their own communication skills and understandings of the role of the ethical early childhood educator to apply and refine strategies for organising the total learning environment in ways that cater for diverse interests, abilities and backgrounds. They will assist in the day to day running of programs for children, focusing on either the 3-5 age group or the 5-8 age group. Students will focus some planning on the personal development, health and physical education, maths, science and technology, prosocial behaviours and transition to school programs.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

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.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

In this unit students will interact with either children three to five or five to eight years of age, with the staff who work with them in centres or schools, and with children's familes. Students will apply emerging and developing knowledge about their own professional growth, and children and families to a range of approaches to curriculum with a particular focus on preschoolers and children in the early years of school. Students are expected to apply strategies for connecting curriculum to children's social worlds and for facilitating in-depth investgations and critical thinking. They will focus on the development of their own communication skills and understandings of the role of the ethical early childhood educator to apply and refine strategies for organising the total learning environment in ways that cater for diverse interests, abilities and backgrounds. They will assist in the day to day running of programs for children, focusing on either the 3-5 age group or the 5-8 age group. Students will focus some planning on the personal development, health and physical education, maths, science and technology, prosocial behaviours and transition to school programs.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

Early Childhood Professional Experience 2 is a professional experience with children aged three to five years. Students will have the opportunity to develop collaborative relationships with children, families and staff and to implement curriculum that builds on children’s current knowledge and experiences and extends their learning. Students will also be encouraged to reflect on their own learning and develop professional goals.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

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.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.

This unit examines the role of families and communities in children's learning and emphasises the essential role of partnerships in the provision of meaningful curriculum for young children. It also examines approaches to observing and documenting children's learning in ways that celebrate children's while also identifying any areas where children may require additional assistance. Curriculum for under threes also includes consideration of health and safety requirements, the role of interactions, play experiences and culturally responsive routines in the provision of learning environments for under threes.

This unit focuses on processes of creative thinking and creative expression in young children and introduces students to the theory and practices of using drama, music, dance and visual arts in prior to school (birth to five years) and school contexts (five to 12 years). Collaborative learning and reflective practices are the key operating principles of the unit. The unit will encompass creativity both as it relates to the arts as well as its critical role in fostering creative thinking and practices. Students will explore the relevance of the arts in the development of children’s play; and will engage with appropriate information and communication technologies for learning in the arts. The unit provides an understanding of the importance of the art forms both as powerful teaching and learning approaches across the early childhood years and as creative arts in their own right.

This unit aims to develop a critical and meaningful understanding of how mathematics, science and technology shape our lives and the world we live in. It will extend students’ understanding of the investigative nature of these areas, how they integrate and impact on each other and how they can be promoted in creative, positive, challenging and meaningful ways in the learning environment. This unit will foster in teachers a positive dispositions towards teaching Science, Mathematics and Technology in the early childhood and primary school years. It will develop teaching practices in this area including the use of the relevant pedagogical approaches and the use of relevant DET syllabus documents.

This unit includes lead-in visits and a block placement in a child care centre with children birth to two years of age. In this unit students will interact and build relationships with children, with the staff who care for them in centre based care, and with children’s families. Students will apply their knowledge of curriculum and processes of documentation to plan learning experiences and learning environments, evaluate outcomes, document children’s learning and reflect on teaching strategies.

Within early childhood settings and primary schools educators are responsible for making decisions related to the health, safety and wellbeing of young children. These decisions include the growth and developmental needs of children as well as health and social issues reflective of changes in society. This unit focuses on developing students’ understandings of health, safety, nutrition, personal development and physical education of children 0-12 and how to develop pedagogies which support meaningful teaching in this area. Included in this unit is the development of students’ expertise in using relevant documents that inform teaching in this area including the Personal Development, Health and Physical Education syllabus for teaching in primary schools.

In this unit students will have the opportunity to examine a range of approaches to curriculum with a particular focus on children in the 3-5 years age range. Students will develop strategies for connecting curriculum to children’s social worlds and for facilitating children’s in-depth investigations and critical thinking. They will also examine strategies for organising the total learning environment in ways that cater for diverse interests, multiple intelligences and the need for a balance of active and quiet experiences. Given the increasing focus on preschool education and transition to school students will also explore issues related to school readiness and transition to school.

Educators of young children are responsible for guiding and leading children in the development of self-discipline, moral autonomy, a sense of social belonging and well being while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge in child development and children’s social and cultural contexts the guidance and management of children’s behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance. It also enables students to reflect on the impact of these approaches on children’s development and learning while critically evaluating their personal and professional dispositions regarding behaviour and guidance.

This unit focuses on issues relating to the language and literacy development of young children in the years birth to eight. It investigates the nature and processes of literacy learning, including listening, speaking, reading, writing, spelling, drawing, visual and critical literacies in children’s daily lives in diverse contexts. The unit includes processes for teaching beginning readers and the use of a range of children’s literature to promote children’s language and literacy learning. There is a strong focus on the role of early childhood educators in assessing children’s language and literacy learning and planning experiences that incorporate children’s home literacies and build on children’s strengths.

Early Childhood Professional Experience 2 is a professional experience with children aged three to five years. Students will have the opportunity to develop collaborative relationships with children, families and staff and to implement curriculum that builds on children’s current knowledge and experiences and extends their learning. Students will also be encouraged to reflect on their own learning and develop professional goals.

This unit explores management and leadership in early childhood settings. Managing the day to day operation of complex social organisations such as early childhood settings and navigating a pathway toward the future requires the development of micro and macro management skills that are nuanced and finely tuned to the socio-political context in which services are located. This unit explores management theory and practice in the context of early childhood settings with a focus on building relationships and influencing others, and organisational planning and change management.

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 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.

This unit provides students with professional experience in a primary school that links theory and practice. The professional experience component of this unit consists of 15 days in a K-2 classroom and 25 days in Years 3-6. The unit builds on students’ prior experience in early childhood and community-based settings. Students will be prepared by exploring issues involved in understanding the needs of learners within specific school and classroom contexts, and will design and teach experiences in ways that will enhance student engagement and learning outcomes. The unit also gives students opportunities to reflect on their own learning and to develop professional goals.