This is a foundational subject for the Bachelor of Education programs. It introduces the philosophical and theoretical framework for the program. The historical development of schooling and education internationally and nationally are explored as well as the impact of Australian government policies and funding. This subject introduces key educational philosophers and their influence on education with a particular focus on Christian education. Students begin to develop their own personal, dynamic philosophy of teaching along with an understanding of curriculum and planning from a Christian worldview.
Foundational Mathematics and Numeracy, provides an introduction to tertiary studies in mathematics (numeracy) for training teachers. This subject aims to develop the Teacher Education Student’s (TES) understanding of working with number concepts and developing an understanding in children for Numeracy development in the early years. This course will equip TES with the knowledge and skills required to work with young children and primary school students into the future. This course will assist students to better understand the difference between mathematics and numeracy, and how these impact teaching and learning. Additionally, this course will cover aspects of programming, differentiation of the early years and primary curriculum, as well as assist in developing quality learning experiences that are aligned with the intellectual quality domain of the Quality Teaching Framework. It particularly focuses on the meaning of numeracy in order to develop a love of learning in mathematics in a really practical setting for students at this age and stage of their development. Finally, this course will support pre-service teachers in developing their confidence in teaching and learning for the mathematics classes they will lead into the future.
This subject aims to prepare students for effective study at an undergraduate level. It will provide students with an overview of the multiliteracy skills of reading, writing, speaking, listening, and researching relevant for effective study, research, teaching practice, and ITE requirements (LANTITE). As such, the subject content will examine the utilisation of rhetoric and reasoning, effective writing and reading in Academic English, notetaking, basic citation and referencing, research skills, and professional communication in both written and oral formats.
Wellbeing and Care: Health, Safety and Nutrition is designed to develop teacher education students’ understanding of the importance of health, safety and nutrition for learning and development. and to understand issues that are important for the well-being of children both within and outside of the Early Childhood and Primary School education settings. The subject serves to equip beginning teachers to understand their students as people and be pastorally responsive to them so they develop secure and supportive relationships in safe and supportive learning environments. It explores a workable learning environment and classroom routines that maximise learning in Christian or alternate school contexts.
The purpose of this subject is to provide students with an introduction to the field of educational neuroscience. It explores the brain’s structure, development and functions and investigates how we can apply this understanding to support optimal learning and wellbeing. This subject considers the factors that influence brain development and functioning and evidence-based theory and research on the brain and learning.
This subject introduces students to cognitive evidence-based learning theories, highlighting their importance in effective teaching and learning design and delivery. Students will explore how these theories can be applied across diverse educational contexts and with varied learner groups. As a foundational unit, it equips students with the knowledge and skills to apply cognitive, evidence-based principles to the design of effective teaching and learning experiences.
This subject aims to empower students to implement classroom practices responsive to, and respectful of, Aboriginal and Torres Strait Islander cultures, identities, and perspectives. It provides an overview of Aboriginal and Torres Strait Islander education related to policy, curriculum, and pedagogy. The subject presents the case for culturally responsive approaches and supportive learning environments that address diverse needs across a range of settings, including examples from rural, remote, and urban Australian Indigenous communities. It examines the effectiveness of Australian education policies past and present in enabling Aboriginal and Torres Strait Islander students to reach their full potential.
In this subject Teacher Education Students (TES) will explore how new technologies can be used to support quality learning and teaching in Early Childhood Centres and in Years K-6 based on relevant pedagogical approaches. It will provide TES with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practices, as well as critically engaging with models of pedagogy. It will also consider the impact of technology in the classroom and society. The question will be posed regarding the application of Christian and alternate worldview frameworks on ICT in the classroom and schooling. TES will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources.
It is essential for all early childhood teachers to have deep knowledge and understanding of the significance of the role of play in children’s learning and development. This unit provides a comprehensive analysis of the theories of play and play-based pedagogies and of relevant research that is indicative of the importance of play in early childhood education. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Teacher Education Students (TES) will be introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this unit is to build TES’ knowledge of pedagogical practices in the early years and build capacity to transfer this knowledge into practice.
This subject equips future teachers with the knowledge and skills to design differentiated learning experiences for students with special educational needs. Effective assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with special educational needs. Legislative, policy and educational requirements for students with special educational needs from diverse backgrounds, will be examined. The Teacher Education Student is given the opportunity to reflect on their attitudes to diversity and disability in the light of their faith, a biblically informed worldview, and professional responsibilities.
This subject introduces human development with a specific focus on the period from on early childhood through to preadolescence. Students will study the biological, psychological, social and spiritual aspects of early childhood through to pre-adolescent development and consider these through a Christian Worldview lens. They will analyse factors that influence development and implications for educational practice. They will also examine optimal wellbeing and some of the primary challenges that children experience in relation to wellbeing and what teachers and schools are doing to support this.
This subject builds on prior learning and will investigate the curriculum implications of catering for the range of abilities and diversity within the Years 3 to 5 and K-6 classrooms. This subject explores educational approaches and managing challenging behaviour will be explored while reviewing differentiation and individualisation. Legislative and policy implications and their impact on learning management programs in a range of educational contexts will be explored. The roles and integration of professionals in the case management of students with learnings needs will be examined, together with consideration of parent, caregiver and/or community participation. Different models of communicating, assessing, and reporting will be examined. A feature of this subject is TES participate in a Professional Experience placement that allows them to take part in differentiated classrooms and continue to develop and practice classroom management skills.
TES will undertake a professional experience EXP316 Professional Experience in an early childhood service OR primary classroom for 10 days which will enable the connection between theory and practice to be critically examined.
This subject builds on knowledge and understandings gained previously to equip students to understand their professional role in and beyond the early childhood and primary classrooms, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school/early childhood service is situated in and examines ways to engage families, community representatives and external professionals. It will also investigate the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on early childhood and primary school students’ learning and educational outcomes. This unit also provides a basis for understanding the interconnections between current research and educational practice. This, in light of system and school-based and early childhood services responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in primary schools and early childhood services.
Discover the foundations of faith and how it relates to one's worldview and purpose. Students will explore the Christian story from Scripture and express ideas of their own faith, examine how faith shapes views on the meaning and purpose of life, the value of humanity and ideas of human flourishing. Expand your perspective in this core subject and understand the significance of faith in all areas of life.
The Humanities and Social Sciences (HASS) area of the Australian Curriculum includes both History and Geography as substrands. In New South Wales, these subjects are taught through the Key Learning Area (KLA) of Human Society and its
Environment (HSIE), which includes the History K–10 Syllabus and the Geography K–10 Syllabus. CRS204 explores the
disciplines of Geography and History as they relate to teaching in primary schools, focusing especially on the content,
concepts and skills required. History is the study of the past whereas Geography is the study of place. Specifically, the
content of History includes the impact of people together with their cultures, politics and worldviews, their memories,
their commemorations, their discoveries, artefact collection and preservation, the impact of colonisation and
immigration, and how we interpret and learn from the past. Geography focuses on the interrelationship between the
physical and human elements of the environment, including climate and the atmosphere, oceans and coasts, rivers and
valleys, population and migration, food and health, settlement and industry, economic development resource use and
quality of life. Both Geography and History open up many possibilities for integrated studies with other KLAs, including
the significant role of Aboriginal and Torres Strait Islanders in shaping Australia’s history and geography.
This subject introduces the genesis of literacy in babies and early literacy development. Teacher Education Students (TES) are introduced to theories and understandings of the development of language and literacy as well as government policy and curriculum on literacy – links to EYLF (Early Years Learning Framework) and/or the VEYLDF (Victorian Early Years Learning and Development Framework) and other relevant curricula. TES will develop an understanding and appreciation of the home learning environment and cultural practices that shape children’s knowledge and attitudes relating to a wide range of literacies and provided opportunities to explore learning experiences and activities for developing children’s oral language and emerging literacy skills.
This subject continues the progression of learning related to reading and the landscape of writing. The subject focuses on current pedagogies developed through the process of research and evidence-based outcomes which support classroom readiness of TES. The program continues to engage TES in multimodal texts and a variety of frameworks to support and recognise the importance of developing and implementing teaching programs for a diverse range of students. Through responding and composing TES will engage with and explore texts that continue to develop skills in speaking, listening, reading, writing, viewing and representing.
The aim of this subject is to effectively prepare Tertiary Education Students (TES) to teach reading and writing in Years 3-6. This subject builds on CRS206 Years K-2 Reading and the Landscape of Writing. Texts serve different purposes for a range of audiences and are structured according to that purpose. Language forms and features also support the meaning conveyed to an audience. ACARA reflects the learning progressions from Year 3-6 based on purposeful sequencing of learning expectations. TES will engage in activities to deepen and develop their understanding of the knowledge of teaching reading and writing and their reflexive abilities to analyse and transform this teaching to enhance learning.
This course aims to prepare Teacher Education Students (TES) to effectively teach mathematics and numeracy in primary schools. The main focus is on TES’s knowledge, experiences, skills and belief systems in mathematics learning and teaching. This subject will expose TES to the NSW NESA Mathematics K-10 syllabus and ACARA Mathematics F-10 curriculum to develop their own personal philosophy of mathematics learning and plan for mathematics teaching in light of a Christian or alternate worldview.
This subject builds on CRS208 Primary Mathematics 1, with a focus on the classroom and how learners engage with
mathematics. It further develops the Teacher Education Student’s (TES) ability to plan, teach and assess learners in a
variety of contexts. It will investigate innovative ways in which programs can be developed to integrate numeracy
across the curriculum. Assessing and reporting, with a focus on the identification of misconstructs will be explored.
Recent developments in mathematics in relation to ICT, national testing, NSW NESA Mathematics K-10 syllabus and
ACARA Mathematics F-10 curriculum will also be explained. Planning learning experiences and differentiation using
technology and innovative practices will also be addressed.
This course will explore the teaching and learning of Science and Technology in an early childhood and primary setting;
with a particular emphasis on The Early Years Learning Framework and K-6 Science and Technology curriculum and
syllabus developed by NESA and ACARA. It will cover key concepts and approaches in the science and technology
learning area (curriculum and syllabus documents and pedagogy). Teacher Education Students (TES) will explore what it means to work scientifically in a technological age and consider the importance of science for the environment,
communities and individuals and the potential cross-cultural sensitivities and worldviews found in the cultural diversity
of Australian classrooms
This subject examines contemporary philosophies in creative arts education for children from birth to 12 years. It asks Teacher Education Students (TES) to enhance their creative capacities and develop a knowledge base in the areas of curriculum, pedagogy and assessment for early childhood and the K-6 Creative Arts syllabuses developed by NESA and ACARA. The aim is to build understanding and skills in critically analysing and evaluating contemporary theory, content and issues in Music and Visual Arts as well as Drama, Dance and Media Arts, as applied in the early childhood and primary classroom contexts. It equips TES with teaching methodologies and practical strategies to effectively teach Creative Arts, with an emphasis on assessment, examination, reporting and curriculum evaluation.
This subject deals with the concept of STEAMS as an integrative education force in the early years of school. Drawing on the concept of STEM education (which combines the teaching of science, engineering, technology and maths) this subject adds the notion of spirituality. Indeed, this subject views spirituality as an innate inquiry force common to all children. Students engaged in this subject will understand STEAMS education as a creative design space for teachers for the development of integrated curricula.
This subject provides a comprehensive overview of key researchers in the field of health, sport and physical education
providing models of instruction and resources in the health and physical education arena. It specifically focuses on
current health and wellbeing issues that aligns with the broad notion of health that encompasses all aspects of an
individual’s well-being viz. social, mental, physical and spiritual health. Within this context it considers personal, social
and community health and particularly health priorities for young people e.g. drug education, fitness and physical
activity, child protection and nutrition. With reference to the ACARA F-10 Health and Physical Education curriculum
and the NSW NESA Personal Development, Health and Physical Education Syllabus, this subject is concerned with
assisting teachers to equip their students to make healthy choices based on knowledge and understanding, skills,
values and attitudes that will enable them to lead healthy and fulfilling lives.
This subject extends the learning in CRS301 STEAMS 1 and develops the concept of STEAMS as an integrative education
force that focuses on the primary years of school (Stages 2-3). Drawing on the concept of STEM education (which
combines the teaching of science, engineering, technology and maths) this subject adds the notion of spirituality.
Indeed, this subject views spirituality as an innate inquiry force common to all children. Teacher Education Students
(TES) engaged in this subject will understand STEAMS education as a creative design space for teachers that will
facilitate the development of integrated curricula in the primary years.
This subject specifically focuses on the continued consolidation of a Tertiary Entrance Student’s (TES) understanding of English content strands literacy and language. The integration of literacy forms one of the general capabilities in the Australian Curriculum and NESA K-10 syllabus document. The importance of Literacy across the curriculum cannot be understated especially in relation to the English syllabus. TES will critically explore how literacy reflects the application of various pedagogies and theories of English and related cross- curriculum subjects. TES will develop strategies for differentiation across the full range of abilities. Pedagogies and theories are explored in light of Christian and alternative worldviews.
This subject affords the Teacher Education Student (TES) an opportunity to consolidate and integrate the knowledge,
skills and attitudes previously developed in other PEX placements. This PEX is a 30-day primary PEX. The subject will
focus on meaningful and authentic learning tasks and contexts, giving specific attention to the design, development,
implementation, student assessment and evaluation of units of work. The TES will develop increasing autonomy in the
classroom and take greater responsibility for observing, planning, teaching and assessing and reporting. It will focus
on the process-driven and critically reflective nature of curriculum work, applying this to the specific needs of the
primary context and learners (K-6). The TES will learn integrative processes and practices and cross-curricular priorities
and reflect upon a range of disciplinary approaches to curriculum. Other skills will also be embedded including
communication with parents/carers and a community focused approach.
This final primary Professional Experience (PEX) subject involves the Teacher Education Student (TES)
taking full responsibility for a classroom and developing more fully a range of skills, knowledge and
attitudes more closely related to those of beginning teaching. This PEX will be done in an ECEC context
(20-day PEX) or a K- 6 context (30 days PEX), the TES will have full responsibility for observing,
planning, implementing, assessing students and reporting, and evaluating units of work, including
embedding individualised programs for specific school students to support inclusion and diversity. The
TES will consider the gaps and silences evident in discourses about learners and learning and critically
engage with ethical practices for inclusivity. A mandatory requirement of this PEX is that TES submit a
Teacher Performance Assessment (TPA), the details of which are on the Moodle for this placement
and in the A3TPA Guidebook.
