Bachelor of Education (Primary) online

Reconciling Australian Humanities Education 
Unit Code AEK1106 Credits 12

The overall goal of this unit is the inclusion of Aboriginal and Torres Strait Islander peoples, places and perspectives in early and middle year's education through the acknowledgement of the past and present in order to value the wealth and diversity of our shared future. This unit aims to develop understanding for the cultures, histories and languages of Aboriginal and Torres Strait Islanders and to use this knowledge in the promotion of reconciliation. You will develop an understanding of the long history of Aboriginal and Torres Strait Islander societies and cultures as well as their more recent history over the past 200 years. This includes developing an awareness of Aboriginal and Torres Strait Islander knowledge and knowledge sources. A second perspective is to examine current issues in Australian society for Aboriginal and Torres Strait Islanders such as cultural identities, contemporary cultures, linguistic backgrounds and education. Thirdly, you will consider the teaching and learning implications of these, examining ways to include Aboriginal and Torres Strait Islander perspectives in education across the early and middle years, and develop strategies for inclusion to effectively meet the needs of Aboriginal and Torres Strait Islander children. This unit will increase your awareness of relevant international, national and local jurisdictional educational priorities and policies that impact upon Aboriginal and Torres Strait Islander children's education and the inclusion of Aboriginal and Torres Strait Islander perspectives in teaching practice to support reconciliation and understanding for all students.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Investigate traditional views of humanities curriculum in schools in order to explore Aboriginal and Torres Strait Islander perspectives;
2. Identify and explain the complex issues of including Indigenous standpoints in teaching and learning;
3. Review curriculum materials and resources in order to identify approaches and strategies that support the inclusion of Aboriginal and Torres Strait Islander perspectives; and
4. Articulate the State and National educational agendas that promote respectful and reconciling relationships in Aboriginal education.

ICT in Education for the 21^st Century 
Unit Code EEC1103 Credits 12

Overview

Digital technologies are ubiquitous in media, government, commerce and education. Educators need to be knowledgeable and critical users and creators of digital technologies. This unit introduces you to a range of digital technologies currently in use in education, discusses critically the ways such technologies can enhance learning, and examines in detail the limitations of Information and Communication Technologies (ICT). It focuses on the role of the digital world for children and emphasises the critical knowledge and skills necessary for safe, responsible and ethical use of ICTs in learning and teaching. The unit also supports student to select and use digital technologies to enhance their own learning.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Explain, explore and theorise the ways children learn through ICTs in the educational settings, including developing awareness of technology enabled learning for disability education;
2. Investigate and analyse issues of safety, ethics and responsibility when using ICTs;
3. Employ a range of ICTs to create digital artefacts that engage and enhance learning;
4. Engage in reflections, both individually and collaboratively, on the uses of ICTs in learning environments and in the wider world; and
5. Examine and discuss the literacy and numeracy demands of ICT.

Healthy, Active Individuals and Community 
Unit Code EEC1104 Credits 12

Overview

This unit provides you with content knowledge for teaching Health, Physical Education, Personal and Social Learning at the early and middle years of childhood and facilitates the development of health literacy skills and knowledge required to make educational settings and communities, healthy, safe and active places. A series of individual, small group and whole group activities will assist students to build confidence in developing positive learning environments and engaging learning activities. You will develop skills and knowledge to engage in critical inquiry and determine how best to support and facilitate children’s learning in the area of Health, enhance your own and others’ health and activity practices, and recognise and respect the social values and identities of individuals from diverse social and cultural contexts.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Review approaches used to develop the health literacy of children in early and middle years;
2. Examine the Health & Physical Education and Personal & Social Capability curriculum and its associated teaching and learning principles, procedures and resources;
3. Design activities for Health & Physical Education that draw on a range of teaching strategies to cater for the diversity of children’s interests and capabilities;
4. Collaboratively examine a range of frameworks for health promotion at the early and middle years of childhood;

Educating for STEM
Unit Code EEC1107 Credits 12

Overview

The aim of this unit is to prepare students to become confident in foundational concepts of Science Technology, Engineering and Maths (STEM). This unit focuses on developing knowledge of STEM through hands-on and minds-on activities that develop confidence, creativity, and communication skills. The STEM content is reflective of the “Big Ideas of Science”. Throughout this unit you will be provided with many opportunities to develop an appreciation of the role of STEM in everyday life and familiarise yourself with the core ideas and practices that scientists, technologists, mathematicians and engineers use in creating knowledge about the world. By participating in hands-on and minds-on instructional pedagogies, you will learn how evidence-based resources are used to explore foundational STEM concepts in an educational context.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Demonstrate knowledge of STEM and utilise evidence-based resources to explore foundational STEM concepts;
2. Understand how a number of foundational science, technology, engineering and mathematics concepts are interdisciplinary and build on each other;
3. Analyse and articulate the role of STEM in everyday life through evidence-based argumentation;
4. Conduct a STEM inquiry. 

Literacy Across the Continuum 1
Unit Code EEC1108 Credits 12

Overview

The definition of literacy in the Australian curriculum is informed by a social view of language that considers how language works to construct meaning in different social and cultural contexts. This unit articulates the intrinsic and interdependent relationship between social context, meaning and language and developing pedagogic knowledge and skills across the Literacy continuum of language, literature and literacy. You will learn the pedagogies, practices and principles for teaching and assessing listening, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. The unit takes a praxis inquiry approach to developing literacy with enhanced placement experiences linked to readings and reflections on the key concepts for literacy in Australian classrooms. The unit embeds the development of your personal literacies, and addresses your skills, knowledge and understandings of the concepts, substance and structure of English.

This unit links with the course intentions of strengthening the connection between theory and practice throughout the course and guaranteeing that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum. This unit also connects with the course learning outcome of demonstrating understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Analyse and assess diverse issues and contrasting beliefs relating to literacy education
2. Articulate observations of theory and reflect on the learning and teaching of literacy across the continuum in the primary years
3. Inquire into effective literacy pedagogical practices for diverse student cohorts
4. Explain how literacy relates to different dimensions of communication and social action in classroom settings

Personal and Professional Learning for Teaching
Unit Code EEC1111 Credits 12

Overview

In this unit you begin your journey as a pre-service teacher or education professional. You will acknowledge at the beginning where you are as a learner; how this develops throughout the unit; how you need to further develop beyond the unit in preparation to join the teaching profession. You are introduced to the concept of personal and professional learning and you will question, investigate and actively reflect on your learning experiences. In addition, you will theorise your own and others' learning experiences in the light of your study of contemporary learning theories. You are encouraged to connect your own experiences with recent developments in education, and within a local, rural and global context, and ask questions such as: Who am I and how do I learn? What is it like to be a learner? What is happening in the world and how does this influence learning? How does this impact on me as a future teacher? You will engage in academic writing for tertiary settings, learn about referencing conventions and will familiarise yourselves with library resources. Finally, you will evaluate your own literacy skills, knowledge and understandings and commence planning to address your own learning in these areas. This planning will also assist and the implications for you as a future teacher or education professional.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Reflect on their own learning experiences and examine how their learning connects to different educational approaches;
2. Discuss research relating to how young people learn and examine the implication of this for education;
3. Investigate the professional and personal learning needs required for the education professionals;
4. Review the needs of learners from diverse cultural, economic and religious backgrounds including those from Aboriginal and Torres Strait Islander backgrounds, and;
5. Participate in an academic community through reflective and critical engagement in academic texts and understanding of principles of academic integrity

Human Development, Sustainability and Wellbeing
Unit Code EEC1112 Credits 12

Overview

This unit explores the complex factors that influence children and young people’s development and the implications for educators. Students develop their understanding through an examination of human development theories within a contemporary appreciation for interconnected individual, community and global influences for sustaining development and personal and planetary wellbeing. Through critique of frameworks for describing human development students consider how these have influenced, or are likely to influence, educational practices. Students are introduced to key approaches for fostering children and young people’s development and are supported to develop their capacity to use theory to examine contemporary educational issues as well as in their own education practices.

Learning outcomes

1. On successful completion of this unit, students will be able to:
2. Explain key concepts regarding children and young people’s physical, cognitive, psycho-emotional and social development;
3. Demonstrate an understanding of impact factors that shape human development through use of biomedical, sociocultural and ecological determinants conceptual lenses;
4. Analyse connections between children and young people’s development, wellbeing and global human development;
5. Consider how human development models have shaped childhood and education by challenging their own and institutional assumptions about transitional, relational and cultural perspectives on human development;
6. Examine the changing nature of childhood and the agency of young people, and how education is shifting accordingly;

Creativity and the Arts in Education
Unit Code EEC1113 Credits 12

Overview

This unit introduces you to learning in and through The Arts through an exploration of creative approaches. These approaches will promote effective understanding of the Arts, with a focus on the areas of music, drama, dance, visual and media arts. Students will engage in meaningful self-expression, communication and will gain an understanding of diverse cultures and traditions through a range of arts-based experiences that are underpinned by Arts learning theory.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Demonstrate understanding of the diverse ways of learning in and through in the Arts (visual arts, drama, dance, computer mediated art, design, music and performance);
2. Articulate Arts language and techniques including an awareness of the relevant guidelines, assessment, procedures and resources that support differentiated teaching strategies;
3. Plan, design, resource (including ICT), teach and evaluate experiences that engage and challenge a diverse range of learners, foster their creativity and deepen their understanding of diverse cultures and the wider global context in which they live;
4. Exemplify diverse ways of knowing in areas of artistic expression, and how participation in the Arts (including the creation of an arts-rich learning environment) can engage a diverse range of learners.

Succeeding On Your Placement
Unit Code EEC2000 Credits 12 

Pre-requisites: 

Overview

In this unit, students will develop a clear understanding of the skills, knowledge and understanding of placement and its role in the course. The unit will enable students to understand their role and that of the mentor while on placement. Students will unpack the Essentials of placement document and will explore the key issues that arise during placement. The unit aims to support students in succeeding on their placements.

Learning outcomes

1. On successful completion of this unit, students will be able to:
2. Exhibit an understanding of the essential understandings and expectations required for placement;
3. Begin their journey to becoming reflexive practitioners;
4. Explore the importance of building relationships with students and mentors on placement; and,
5. Identify potential pitfalls on placements and what to do, who can support and how to handle difficult situations.

Creating a Positive Learning Environment
Unit Code EEC2001 Credits 12

Overview

This unit is designed to develop university students’ skills, knowledge and understanding of how to create and maintain positive learning environments that are responsive to the learning, emotional and social needs of students. In this unit you will look at strategies to use to develop an engaging and positive learning environment. Much of the unit will also be around classroom management strategies and the development of personal classroom management plans. The issue of bullying will also be explored with an examination of issues around online and face to face bullying. Legislation related to this will also be unpacked.

This unit builds on your primary school professional experiences and supports you to articulate and reflect on important questions regarding the impact of teachers' work. In particular you will reflect on students' experiences of, and learning in, primary schools by investigating personal, school-based, theoretical and socio-cultural explanations of your experiences in educational settings, including the principles underpinning the creation of safe and secure classroom environments.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Explore approaches to classroom management which facilitate a safe and positive classroom climate that supports and encourages all students to achieve at their optimal level;
2. Identify practical approaches to use in managing challenging behaviour, which includes physical and emotional bullying; and,
3. Articulate practices and policies relating to welfare and discipline and the overarching relevant legislation.

An Introduction to Differentiation
Unit Code EEC2002 Credits 12

Overview

In this unit students will examine approaches for differentiating teaching to meet the specific learning needs of students across the full range of abilities, including those who are gifted. They will investigate teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Students will explore programs, resources and policy documents, which enable and support teachers to develop practices that cater to the specific, but differing learning needs of students so that all can participate fully within the classroom and school. This exploration will include a focus on the relevant legislative requirements.

This unit builds on students primary school professional experiences and will supports them to articulate and reflect on important questions regarding the impact of teachers' work. They will reflect on students' experiences of, and learning in, primary schools by investigating personal, school-based, theoretical and socio-cultural explanations of their experiences in educational settings, including the principles underpinning the creation of differentiated classroom environments. This is a praxis inquiry unit in students will undertake professional experience in a primary school and have the opportunity to develop a range of teaching strategies ready to trial them in future placements.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Explore approaches to curriculum planning which facilitate a differentiated classroom that supports and encourages all students to achieve at their optimal level;
2. Differentiate for the learning needs and interests of students who are of different abilities, including catering for gifted students, as well as those who come from diverse linguistic, cultural, religious and socioeconomic backgrounds; and,
3. Explore the processes involved in differentiating curriculum, the presentation of ideas, the processes involved in learning and the various assessment products.

Teaching Primary Science
Unit Code EEC2103

Overview

The aim of the unit is to prepare students to becoming successful primary science teachers by broadening their scientific and pedagogical knowledge.

In doing so, the unit emphasises enhancement of students’ scientific literacy, as well as developing skills and knowledge in teaching primary science confidently.

Throughout the unit students will be provided with many opportunities to develop their understanding regarding core scientific ideas, the practices that scientists use in creating knowledge about the world, and appreciation of the role of science in everyday life. Students will become acquainted with primary science educational models and resources, and some underpinning science education theories. By participating in hands-on and minds-on teaching pedagogies, students will learn how to apply their acquired knowledge, to teaching primary science in effective and engaging ways.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Demonstrate the ability to apply the 5E model in primary science teaching;
2. Develop skills and knowledge required for planning and conducting a scientific investigation
3. Critically analyse science curricula and lesson plans in relation to theories
4. Work collaboratively in developing professional capabilities

Primary Mathematics
Unit Code EEC2105 Credits 12

Overview

The unit focuses on mathematical knowledge for teaching, introduces pedagogical content and will also develop confidence, creativity, and communication skills for teaching mathematics to primary school children. The content focus in this unit is number and the developmental concepts required to think mathematically across different subject areas. The unit will also draw out the connection between number concepts with other areas of mathematics in the curriculum. The unit will include exploration of mathematical vocabulary and mathematical problem solving including rich tasks, open questions and cross curricular contexts. Practices and strategies used by primary teachers to enhance student learning in understanding number, additive, multiplicative, relational and proportional thinking, as well as exploring the patterns of algebra.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Understand and explain the connection between number concepts and other areas of mathematics;
2. Investigate and develop a repertoire of learning and teaching strategies relevant to the number and algebra curriculum;
3. Plan, apply and evaluate activities that cater for the learning needs of primary students;
4. Develop mathematical content knowledge required for teaching number and algebra in primary and middle school; and
5. Articulate the demands for literacy in learning mathematics.

Approaches to Reading
Unit Code EEC2106 Credits 12

Overview

This unit will introduce pre-service teachers to explicit knowledge of the early reading instruction approaches and practices that will support school students to become empowered readers. Through connection to theoretical models, research into how students learn and the pedagogical approaches that result from such understandings, pre-service teachers will become knowledgeable about how early reading instruction is founded upon the use of authentic texts as a basis for meaning-making. Consequently, phonics instruction, including phonemic awareness, alphabet knowledge and early spelling patterns will be explored within the context of relevant and highly effective reading frameworks such as the Four Resources Model. The unit will equip pre-service teachers to plan quality reading programs that align with the requirements of the English Curriculum and to understand the purpose of timely and relevant feedback and assessment practices.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Articulate understandings of how early reading instruction is implemented in primary classrooms through a range of approaches that support school students to become empowered readers.
2. Critically review a range of pedagogical models of early reading instructions, including critical literacy, based on relevant theory, use of ICT and research into how students learn.
3. Analyse a range of early reading instruction approaches, including phonics instruction within the context of highly effective reading frameworks such as the Four Resources Model.
4. Demonstrate broad understandings of professional content knowledge of early reading instruction that aligns with the English curriculum and appropriate assessment practices.

Differentiation for Students with Disabilities
Unit Code EEC3000 Credits 12

Overview

This unit is designed to develop university students’ skills, knowledge and understanding of how to cater for the learning, emotional and social needs of students with disabilities across the spectrum from foundation to year 6. They will examine approaches for differentiating teaching to meet the specific learning needs of students across the range of disabilities. Pre-service teachers will also investigate teaching strategies that are responsive to the learning strengths and needs of these students. They will explore programs, resources, and policy documents, which enable and support teachers to develop practices that cater to the specific but differing learning needs of these students so that all can participate fully within the classroom and school. This exploration will also include a focus on the relevant legislative requirements and the teaching practices that support the participation and learning of students with a disability.

This unit builds on students’ primary school professional experiences and supports them to articulate and reflect on important questions regarding the impact of teachers' work. In particular they will reflect on their own experiences of, and learning in, primary schools by investigating personal, school-based, theoretical and socio-cultural explanations of their experiences in educational settings, including the principles underpinning the creation of differentiated classroom environments. This is a praxis inquiry unit in which students will undertake professional experience in a primary school and have the opportunity to develop a range of teaching strategies ready to trial them in future placements.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Demonstrate knowledge and understanding of legislative requirements in regard to the documentation of lesson and curriculum planning that facilitate a differentiated classroom that supports and encourages all students to achieve at their optimal level;
2. Differentiate between the learning need and interests needs of students with disabilities; and,
3. Explore the processes involved in assessing these students and differentiating their curriculum.

Pedagogy Today
Unit Code EEC3004 Credits 12

Overview

In this unit students build on their primary school professional experiences and supports to articulate and reflect on important questions regarding the impact of teachers' work. In particular they will reflect on students' experiences of, and learning in, primary schools by investigating personal, school-based, theoretical and socio-cultural explanations of their experiences in educational settings, including the practice principles and the high impact teaching strategies. This is a praxis inquiry unit in which students will refine their understanding of praxis and reflect upon professional experience in a primary school. It will also lead to the opportunity to develop and trial a range of teaching strategies on future placements. Students will investigate ways to seek out and apply constructive feedback from their teachers in order to improve their teaching practice and further develop their own living theories of educational practice. This unit will explore issues such as metacognition, the thinking curriculum, Inquiry based learning, evidence-based pedagogy, praxis and the evaluation of teaching practice.

Students will be learning how to create a culture of thinking based on an understanding of metacognition and its importance in developing skills in how to teach a group of students and how to evaluate the effectiveness of their practice.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Consolidate their understanding of metacognition, its role and value;
2. Refine their skills in questioning, inquiry-based learning and running a thinking classroom;
3. Increase their awareness of evidence-based pedagogy and the underpinning research;
4. Develop skills in evaluating teacher practice; and,
5. Reinforce an understanding of and the value of the Victorian practice principles and the High Impact Teaching Strategies.

Social and Emotional Learning
Unit Code EEC3005 Credits 12

Overview

In this unit students will draw attention to factors that hinder or support teacher and student wellbeing in primary schools. Students will explore the importance and nature of social and emotional learning. Trauma informed pedagogical approaches will also be examined across a range of different frameworks, theories and models, through the lens of primary school students and teachers. This unit will also incorporate theories of attachment, trauma and the development of children and young people that can lead to complex, challenging and trauma-related presentations.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Develop an understanding of the nature of Social Emotional Learning;
2. Develop strategies for teaching in an SEL classroom;
3. Understand the nature of and strategies used in a Trauma informed classroom;
4. Contextualise the framework that incorporates theories of attachment, trauma and the development of people that can lead to complex, challenging and trauma-related presentations as adolescents; and,
5. Investigate the approaches used by schools to foster the academic, social and emotional wellbeing of students in schools.

Respectful Relationships
Unit Code EEC3006 Credits 12

Overview

In this unit students will learn about factors that hinder or support teacher and student wellbeing in primary schools. They will explore the importance and nature of sex education in a gender diverse inclusive primary classroom. Potential pedagogical approaches will be examined across a range of different frameworks, theories and models, through the lens of primary school students and teachers. This unit will also incorporate discussions around issues relating to gender diversity and pornography.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Develop skills in building friendships and relationships in a gender diverse primary classroom;
2. Explore issues and develop strategies for teaching sex education in an inclusive gender diverse primary classroom;
3. Understand and plan curriculum for an inclusive gender diverse primary classroom;
4. Investigate the approaches used by schools to foster the wellbeing of all students in schools; and,
5. Examine the role played by pornography for sex education.

Digital Teaching and Learning
Unit Code EEC3007 Credits 12

Overview

This unit develops the theoretical and practical approaches to using new and emerging digital technologies across the primary curriculum. Working both individually and collaboratively, students will participate in a variety of activities that see you exploring schooling contexts in Australia and internationally, to investigate emergent technologies and apply them across all learning areas. The unit aims to provide students with the skills and knowledge to introduce and use new and emerging technologies across a range of learning areas and to be able to justify technology’s use through engagement with theoretical and practical perspectives associated with using these technologies in future classrooms.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Demonstrate knowledge and understanding of digital technologies to enhance and support teaching and learning;
2. Critically reflects on 21st Century teaching strategies and theories that use digital technologies to engage students in their learning;
3. Create and maintain safe, ethical and responsible learning digital environments; and,
4. Evaluate the principles, methods, strategies and pedagogical approaches to using digital technologies.

Assessment and Reporting in the Primary School
Unit Code EEC3008 Credits 12

Overview

This unit provides pre-service teachers (PSTs) with a comprehensive knowledge of assessment, data analysis, reporting and feedback/feed-forward in the primary school setting. This content will provide graduates with the skills and capacities to participate as competent and reflective members of the teaching profession.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Evaluate diagnostic formative and summative assessment tasks that can be used to assess students’ learning in years F-6;
2. Analyse student achievement against rubrics and standards and construct high quality feedback;
3. Collaborate with colleagues to facilitate moderation to enable consistent and comparable judgements of student achievement; and,
4. Articulate student achievement and learning in reporting to parents and carers, and contribute to accurate and reliable records of student achievement.

Literacy across the Continuum 2
Unit Code EEC4102 Credits 12

Overview

The definition of literacy in the Australian Curriculum is informed by a social view of learning that considers how language works to construct meaning in different social and cultural contexts. This unit articulates the intrinsic and interdependent relationship between social context, meaning and language and developing pedagogic knowledge and skills across the literacy continuum of language, literature and literacy. Through this unit, students will demonstrate broad understanding of content, and a solid understanding of teaching practices to integrate theory and practice. This unit will prepare graduates with the knowledge of a diverse range of students, including Aboriginal and Torres Strait Islander students, and a range of appropriate literacy pedagogies and teaching practices needed to be classroom ready. The unit continues the development of personal literacies, and addresses understandings of the concepts, substance and structure of English language. The pedagogies underpinning teaching of listening, reading, viewing, speaking, writing and will be evidenced across a range of contexts: oracy, print, visual and digital texts, using and modifying language for different purposes in a range of contexts.

This unit links with the course intentions of guaranteeing that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum. This unit also connects with the course learning outcome of demonstrating an understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to the changing nature of education in a rapidly-evolving global context.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Interrogate the knowledge and capability in the planning and teaching of a range of literacies, including mathematical literacy to diverse learners across the continuum in the primary curriculum areas;
2. Identify key debates and principles in literacy education applied in practice as they relate to 21st century learning;
3. Identify their own future professional learning needs related to the teaching of literacy to culturally and academically diverse learners including those from Aboriginal and Torres Strait Islander backgrounds; and
4. Elucidate the skills, knowledge and understanding of the English and literacy content, substance and structure required for teaching English in primary school and evaluate their own: content knowledge, pedagogic skills, ability to use evidence based assessment data to meet student needs.

Teaching Practicum
Unit Code EEC4107 Credits 12 

Overview

In this unit, students will undertake an extended and continuous period of teaching in a school. Students will take increasing responsibility for the classroom program, and as professional competence develops, manage your progress towards professional competence and recognition (in conjunction with the classroom mentor teacher(s), the school partnership coordinator and the partnership support coordinator where necessary). Students will also meet regularly with mentors to monitor your developing competence and confidence.

This unit links with the course intentions of strengthening the connection between theory and practice (praxis inquiry) and ensuring that graduate teachers have deep and connected understandings of the content they are teaching and the pedagogical approaches for implementing the curriculum; and engaging professionally with colleagues, parents, carers and the community. This unit also connects with the course learning outcomes of engaging with the profession in order to advance understandings and practices and heighten professional satisfaction thus ultimately leading to the enrichment of educational opportunities and contexts for students. Finally, the application of critical understandings of the changing nature of society to the development of educational policies, curriculum, pedagogy and assessment processes relevant to students’ needs, and the ability to work in partnerships with schools to interrogate and critically analyse the role and practice of education are considered to be key elements of continuous improvement.

Students in this unit are advised that restrictions apply to withdrawing online once enrolled, to meet the requirements of external placement providers.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Meet the professional requirements of the graduating teacher as indicated by the Australian Professional Standards for Teachers – Graduate Career Stage from learning-focused relationships with students.

Primary Mathematics Pedagogy
Unit Code EEC4109 Credits 12

Overview

This unit will be structured around student questions about teaching and learning mathematics in school classrooms. At the same time, students will focus on developing and refining understanding, knowledge and skills in mathematics and mathematics education to enable the implementation of interesting and integrated approaches to mathematics learning that value the diversity of school students. Evidence-based understanding of how carefully selected numeracy activities build effective lessons and learning sequences will be developed, as well as implementing appropriate mathematics assessments to determine how effective a learning sequence is.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Elucidate knowledge and ability in the planning and teaching of mathematics to diverse learners;
2. Design opportunities for developing mathematical ideas across the curriculum;
3. Evaluate and plan effective learning and teaching relevant to the mathematics curriculum;
4. Articulate understanding of current research on teaching and learning mathematics; and
5. Evaluate sources of professional learning and resources in Mathematics and Mathematics Education.

Curriculum and Assessment in Primary Literacy
Unit Code EEC4110 Credits 12

Overview

In this unit you will engage in an exploration of curriculum, assessment and reporting, focusing on literacy in a primary school setting. This exploration will be framed within the paradigm of 21st century understandings and practices of powerful learning and teaching. The unit will enable you to enhance your awareness of historical, political and global influences on curriculum, assessment and reporting in literacy. In addition you will develop an ability to apply current assessment and reporting practices in literacy to an advanced level. Through reflective practices and self-analysis, you will develop an individualised, personal action plan that is responsive to your own needs and strengths leading into and during the final placement. This specialised primary knowledge will also equip you with the necessary skills to effectively implement effective expert teaching and learning strategies during your final primary placement. Through a literacy lens you will also demonstrate an ability to:

• Demonstrate advanced knowledge of literacy in ways that facilitate inclusive and innovative classroom activities;
• Continue to develop advanced knowledge of literacy in ways that allow you to effectively respond to assessment and reporting data in this learning area.

Your work in this unit will provide you with the opportunity to choose and use range of resources that can assist you in planning implementing and evaluating effective student learning. You will also develop your skills in keeping accurate and reliable records of students’ work and progress. Your professional acumen and expert knowledge in literacy will be further demonstrated by your in-depth knowledge and understanding of legislative requirements in education in this area. You will demonstrate your ability to access professional development in your specialised field and use relevant and appropriate sources that facilitate effective student learning. This unit links with the course intentions of equipping preservice teachers with expert content knowledge in literacy. The unit also connects with the course learning outcomes of demonstrating an understanding of a broad and coherent body of knowledge of content, pedagogy, curriculum and assessment in relation to literacy.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Critically analyse formative and summative assessment tasks in order to demonstrate an advanced understanding of assessment practices in literacy and connecting to issues of equity and social justice
2. Critically analyse the dilemmas and debates in regard to curriculum in literacy, which may be influenced by historical, socio-cultural and political factors and connecting to issues of equity and social justice
3. Demonstrate familiarity with the legislative requirements, administrative and organisational policies and processes, including those for students with disabilities.
4. Demonstrate understanding of a range of strategies for reporting on literacy to students, parents/carers, including the purpose of keeping accurate and reliable records of student achievement, and show familiarity with a range of strategies for involving parents/carers in the educative process.
5. Apply expert content knowledge to teaching and learning domains in literacy.

Materiality in Early Childhood: Visual and Creative Arts
Unit Code ECE2006 Credits 12 

Overview

In this unit of study pre-service teachers explore art materials as a way to reconsider taken-for-granted responses to materials and ideas in early childhood. Using materials as a mode of inquiry, pre-service teachers will investigate what materials do and how materials are joint participants in early childhood pedagogies. Through critical and reflective material inquiry that includes engaging with place from Aboriginal and Torres Strait Islander standpoints, pre-service teachers will examine their own attitudes towards visual and creative arts; develop an understanding of, and skills in, a range of early childhood visual and creative arts and technology experiences; and employ these understandings, attitudes and skills to suit the socio-material, socio-cultural and aesthetic needs of the young child.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Review visual and creative arts theories in relation to the needs and sociocultural perspectives of young children.
2. Reflect on their own artistic influences and attitudes and the impact these can have on the implementation of effective visual and creative arts teaching programs.
3. Contextualize engagement with place from Aboriginal and Torres Strait Islander standpoints.
4. Critically inquire about the role of the arts and culture in education and the community.
5. Devise and employ specific teaching strategies that incorporate philosophical inquiry and employ information technologies and concrete materials within co-operative group work in visual and creative arts.

Experimental Art
Unit Code ACF3000 Credits 12

Overview

This unit of study will facilitate the creative development of students' individual art practice through engagement with mediums and processes across a range of art disciplines such as painting, sculpture, photography and video. Overall, the unit aims to be a site of original content development where students have the opportunity of experimenting with different media across disciplines while integrating concepts and ideas in response to knowledge gained in previous visual art units. In addition, students will complete and present interdisciplinary artworks and related writings incorporating their own concepts and choice of media.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Create a range of practical studio-based projects using one or more mediums;
2. Conceptualise and experiment with an appropriate individual artistic language across disciplines and media;
3. Critically reflect on professional interdisciplinary art practices in relation to their emerging art ideas and practice;
4. Demonstrate creative approaches corresponding to professional standards of contemporary art practice; and
5. Apply the principles of sustainable, safe professional studio practice for collaborative and individual artistic production.

Aboriginal Traditions and Policy
Unit Code AEK1105 Credits 12

Overview

This unit of study gives an introduction to Indigenous Australian histories prior to 1788. The main themes of this unit will be: Indigenous Australian creation beliefs and epistemologies, the role of ceremony and ritual in traditional Indigenous Australian communities, the structure of traditional Indigenous Australian communities, the diversity of beliefs and customs among traditional and contemporary Indigenous Australian communities.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Articulate an historical overview of Indigenous Australia;
2. Critically analyse and use culturally acceptable inquiry skills;
3. Inquire into and articulate the complex traditional systems of Indigenous Australian communities;
4. Critically reflect on the impact of the diversity of Indigenous Australia; and
5. Analyse and commentate on the impact of colonisation on the traditional life of Indigenous Australia.

Critical Contexts in Disability
Unit Code EDS1001 Credits 12 

Overview

This unit of study is the first core unit undertaken in the Disability specialisation. In this unit students will be introduced to the origins and meanings of the terms ‘disability’, ‘inclusion’, ‘impairment’ and ‘handicap’. Through the adoption of a critical lens students will be asked to evaluate key assumptions and language embodying these assumptions and their association with people with disabilities. Historical, cultural, political and social factors that influence contemporary issues of how people with disability belong in society will also be explored. This unit gives university students an opportunity to also reflect upon and assess their own personal biases related to the nature of disability. They will be required to reflect on their educational experiences with people with disabilities in schools and in the broader community.

University students will develop an understanding of the history of the biomedical and social model of disability and how both these and other models shape notions of ‘disablement’. Drawing on their personal understanding of disability and inclusive practice in society, students will examine the following key questions. What does it mean to have a disability? What are some critical assumptions made about people with disabilities? What are positive community assumptions made about people with disabilities? How does the social, medical, psychological and political agencies define, confer and construct the life experiences of people with disabilities? What supports are available for people with disabilities? Through their connection to professional experiences, students will begin to identify how their own personal biases associated with disability may have unknowingly impacted on their encounters with disabled people.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Articulate the origins and meaning of the concepts of impairment, disability, and handicap;
2. Investigate the theories and models related to the education of people with disabilities and the resources and supports required;
3. Critically analyse their assumptions (negative and positive) and how that affects the interaction of people with disability in community and within the teaching practice;
4. Theorise the development of knowledge around support and resources available for people with disability.

Games and Sports
Unit Code SPE2200 Credits 12

Overview

This unit provides students with an exploration and experience of games and sports, including athletics, for participation and performance in contemporary physical activity and movement contexts. Students will develop an understanding of different types of games and sports, including athletics; experience the delivery of movement opportunities through games, sports, and athletics; use their knowledge and skills to apply movement concepts and strategies in games, sports and athletics; practice specialised movement skills and apply them in different movement situations; transfer movement concepts and strategies between games; modify games and activities for participation and skill development; and use feedback to improve performance in games, sports, and athletics. These concepts will be explored through theoretical understanding and participation in games, sports, and athletics.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Contextualise and review different types of games and sports related to physical activity participation;
2. Design and demonstrate experiences to apply movement skills, concepts and strategies in games, sports, and athletics with responsibility and accountability;
3. Modify games and activities for participation and skill development for children with creativity and judgement; and
4. Develop and demonstrate activities to develop specialised movement skills in games, sports, and athletics.

Thinking with Young Children: Science, Maths and Technology
Unit Code ECE3006 Credits 12 

Overview

Preservice teachers will build their knowledge of how science, maths and technology is articulated in early childhood centres as a means for young children to express themselves as human beings. As part of the unit, students will engage with the languages of maths, science & technology in developing an understanding of the structures of each of these languages and how these languages can inspire multi-disciplinary experiences for young children to make meaning of their worlds. Preservice teachers will investigate each of these concepts using what they know about engaging with place and the entangled stories they encounter. They will also use knowledge of early childhood research to help them understand how these languages operate in early childhood settings. By viewing the child as capable, this unit will inspire us to look beyond the traditional notions of these disciplinary areas.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Articulate the language of maths, science, and technology in general and in the context of early childhood.
2. Integrate the language of maths, science, and technology to build rich, multidisciplinary experiences in early childhood settings.
3. Contextualise math, science, and technology in relationship to the changing nature of education in an evolving local and global context.

Implementation of Primary Specialisation
Unit Code EEC4201 Credits 

Overview

Pre-service teachers deepen their expert content knowledge, pedagogical content knowledge and highly effective classroom teaching in one of the priority areas of Science or Mathematics/numeracy or English/literacy in primary schools. Other subject disciplines may also be considered in negotiation with the unit facilitator/convenor. In the selected specialisation area pre-service teachers undertake an in-depth investigation into primary curriculum, pedagogy and assessment. They explore, investigate and report on aspects of twenty first century teaching and learning in rapidly changing global, social, economic, environmental and technological contexts that inform content, pedagogy, curriculum and assessment of students’ learning. Pre-service teachers investigate the research-teaching-practice nexus in learning about the importance of research for teacher preparation and professional practice aimed at improving students’ learning outcomes.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Source and reflect on professional organisations and utilise the information gained to adjust subsequent planning as a subject specialist;
2. Identify the core components of a school program to design a teaching and learning program or unit of work for the subject domain specialisation;
3. Analyse and report on recent developments in scholarship and professional practice in the teaching of their subject specialisation;
4. Implement and demonstrate evidence-informed opportunities for improving students’ learning and teaching practice in their subject specialisation; and
5. Substantiate pedagogical approaches to teaching and learning that create positive classroom environments in the specialisation discipline.

Entering the Profession
Unit Code (EEC4103) Credits 12 

Overview

This capstone unit enables you to encapsulate your work in the Bachelor of Education and Bachelor of Education (Primary) courses. The unit enables students as Year 4 students to work with colleagues, principals, other school leaders and teachers in meeting National Standards in order to comply with registration requirements. Students will undertake a critical overview of teachers’ professional roles and responsibilities, including professional ethics and responsibilities. This unit also connects to the course learning outcomes of displaying competence and sophistication in a range of verbal and non-verbal communication techniques, including in the use of Information and Communication Technologies to engage and connect with students. You will develop an awareness of the organisational and legal conditions of teachers’ work, informing relationships with and teaching students, planning and managing curriculum and pedagogy, working with colleagues in leadership teams, and engaging with the school, parents/carers and wider community.

Students will develop skills needed to secure employment, these include preparing job applications, responding to selection criteria, interview techniques and awareness of professional networks and professional learning opportunities. There will be a developing awareness of the transferable skills that are gained through completing a Bachelor of Education, and how these can be applied to a range of other professions, which includes engaging with professional teaching and broader networks. Students will engage in professional experience in schools, where you will demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. You will also demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Learning outcomes

On successful completion of this unit, students will be able to:

1. Contextualise their understandings of the legislative, administrative and organisational requirements of teachers’ work, including policies and processes required for teachers according to school stage, and the key principles described in codes of ethics and conduct for the teaching profession, including seeking and applying constructive feedback from mentors and teachers to improve teaching practices;
2. Demonstrate an understanding of how students learn, including a personal and social commitment to education and the enhancement of learning outcomes;
3. Articulate a broad knowledge of educational practices, including the ability to organise content into an effective learning and teaching sequences, manage curriculum and pedagogy, communicate effectively and demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice, including understand strategies for working effectively, sensitively and confidentially with parents/carers;
4. Investigate the process and methods of seeking and gaining employment in educational or other relevant professional settings, including understanding the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

This information is relevant if, in the 2 years prior to studying with us, you have completed (or will complete) one of the following:

• Australian Senior Secondary Certificate (e.g. VCE)
• an Australian or overseas equivalent to VCE
• an International Baccalaureate (IB).

Admission criteria

Completion of an Australian Senior Secondary Certificate (VCE or equivalent) with an ATAR of 70 or above (after adjustments) including Units 3 and 4: a study score of at least 30 in English (EAL) or 25 in any other English other than EAL.
PLUS: Units 1 and 2: satisfactory completion in two units (any study combination) of Maths: General Mathematics, Maths: Mathematical Methods or Maths: Specialist Mathematics or Units 3 and 4: any Mathematics.

This information is relevant if you have completed an accredited award (such as a certificate or diploma) at an Australian Registered Training Organisation (usually a TAFE, polytechnic or other registered VET institute).

Admission criteria

Completion of either 22451VIC Diploma of Teacher Education Preparation or 22602VIC Diploma of Teacher Education Preparation.

This information is relevant if you’ve previously completed all or part of a university or other higher-education course.

Admission criteria

Completion of at least one semester of a non-Initial Teacher Education pathway Australian Higher Education award (or equivalent)
OR
Successful completion of the Diploma of Education Studies with a minimum average of 70.
OR
Successful completion of the first year of the Bachelor of Education Studies with a minimum average of 70.

Completion of the Diploma of Education Studies (EDES) or the first year of the Bachelor of Education Studies (EBST) allow students admission in the second year of EBPE.

This information is relevant if you left secondary school more than two years ago and haven’t studied since.

Admission criteria

Completion of an Australian Senior Secondary Certificate with an ATAR of 70 or above (after adjustments) more than two years ago.
PLUS:
Completion of Units 3 and 4: a study score of at least 30 in English (EAL) or 25 in any other English (or equivalent) other than EAL.
AND:
Units 1 and 2: satisfactory completion in two units (any study combination) of Maths: General Mathematics, Maths: Mathematical Methods or Maths: Specialist Mathematics or Units 3 and 4: any Mathematics.

If you have completed any of the following course(s), you will be guaranteed a place in this course.

Diploma of Education Studies

Diploma of Teacher Education Preparation 22602VIC 

If you have completed study with another university or institution you may be eligible to receive credit for skills and past study.

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