Bachelor of Education (Secondary)

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. 

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.  

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 provides a framework for students to observe professional teaching in action and to consider how this actualises and embodies evidence-based theory and practice and evidences a Christian worldview. Students are required to analyse how teaching and learning theory is applied in educational contexts and to develop a foundational knowledge of what constitutes good practice. This subject provides a working context for the application and discussion of the Australian Professional Standards for Teachers together with related policies and procedures. 

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.    

The aim of this unit is to prepare students to effectively teach and integrate literacy and numeracy into their subject area(s). Literacy and numeracy are two of the general Capabilities in the Australian Curriculum.  The NSW K-10 syllabuses & other state or territory syllabi will be considered with reference to the implementation of integrating literacy and numeracy across the curriculum. Students will engage with evidence-based research and teaching strategies. They will explore various evidenced based pedagogies and approaches related to these areas; analyse the literacy and numeracy demands of their subject(s); and develop strategies for differentiation across the full range of abilities. Pedagogies and theories will be explored considering Christian and alternative worldviews.   

This subject critically analyses inclusive philosophy from a biblical perspective while exploring the specific learning needs for students at risk of exclusion. This includes an understanding of the challenges faced by students experiencing marginalisation due to additional learning needs and/or disability.  Differentiation strategies, behaviour support models and technologies, assessment and evaluation strategies are examined in the context of learning and teaching strategies for individuals with additional needs and/or disabilities. Legislative requirements, for people with disabilities are reviewed and students are given the opportunity to review their own attitudes to diversity and disability in the light of their own faith and professional responsibilities. 

This subject introduces human development with a specific focus on the period from on childhood and adolescence. 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 analyse factors that influence development and the implications for educational practice. They will also examine optimal well-being and some of the primary barriers to child and adolescent well-being and what teachers and schools can do to support this. 

This subject provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice. It considers the professional role of the teacher in Christian and alternate schools by exploring the NESA and other syllabuses and ACARA curricula in the light of the Australian Professional Standards for Teachers (APST). Students explore Christian curriculum and design frameworks. This includes adding to the understanding and practice of the development of a teaching scope and sequence, subject development, evaluation, and assessment. A range of assessment tools are analysed to develop the student’s capacity to design their own assessments for inclusivity and diversity and to analyse data for effective evaluation of student learning for reporting to parents/carers so that there are improved learning outcomes for their students.  

This subject focuses on equipping students with the knowledge and skills that will enable them to create safe and supportive classrooms where there is a maximum of time spent on learning. It serves to assist teachers to understand their students as individuals, and what helps them learn in the mix of relationships in the classroom. This extends into an exploration of workable classroom routines that maximise learning. Consideration of clear expectations about personal and group conduct is part of exploring classroom routines, such that timely, consistent, and fair responses to challenging behaviour are also introduced within the context of the Christian or alternate school context.    

In this subject, students reflect on their observation and application of learning and teaching theory in practice and consider what they have experienced as most effective. Students will further engage with the theory of best learning and teaching practice. They will assess their progress according to the Australian Professional Standards for Teachers (APST) at the graduate level and identify areas for improvement. They will also consider the role of mentoring and coaching in teacher professional development. This unit will also assist them with preparing for their Teaching Performance Assessment (TPA). 

In this subject, teacher education students will explore the ways in which new technologies can be used to support quality learning and teaching for Years 7-12 based on relevant pedagogical approaches. It will provide teacher education students 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 on student learning and on society as a whole. Questions will be posed regarding the application of Christian and alternate worldview frameworks on ICT in the classroom and schooling. Teacher education students will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources. 

This subject extends the student’s knowledge of diversity and equality within a teaching and learning context. It focuses on how to design inclusive, differentiated, and responsive learning experiences that include and support all students. This includes students with individual needs and abilities (including gifted and talented). It builds on previous understandings of language acquisition, language codes of practices and linguistic approaches to teaching speakers of languages other than English. It examines strategies for engagement with stakeholders including professionals, together with consideration of parent, caregiver and/or community participation.   

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.

This subject enables Teacher Education Students to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching developing reflective practices in teacher education students about their own assumptions, beliefs and values. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents. 

This subject requires teacher education students to continue to reflect on their theoretical knowledge and understanding of secondary English teaching. There will be an emphasis on teaching the ACARA English curriculum 11-12 and NSW English syllabi (Stages 6) for English Standard, English Advanced, and English Extension. It will focus on current pedagogical perspectives in English and allow pre-service teachers to develop critical knowledge and skills by using spoken, written and multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English based on these perspectives. They will make links to their own practice and range of strategies they have developed. They will have opportunity to ‘reflect’ on their practice and the impact on competing worldviews, developing a well-researched, evidence-based justification for their own approach to teaching secondary English. It will provide exposure to the current Australian curriculum in English using a variety of frameworks through teaching English to diverse learners. It will address the role of literacy across the curriculum, literacy for academic purposes and workplace multi literacies to broaden themselves and their understanding of diverse human experiences and cultures. 

This subject aims to develop in each pre-service teacher the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides teacher education students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. Teacher education students will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach in Christian and alternate schools. Strategies for embedding technology into lessons in an appropriate context will be explored, as well as assessing mathematics knowledge, skills and understanding. 

This subject builds on CRS224 Curriculum Studies - Mathematics Part A. It equips teacher education students to teach in the four Mathematics subjects for Preliminary and HSC mathematics by providing them with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice and to critically engage with models of pedagogy associated with Stage 6 Mathematics Standard (1 and 2), Mathematics Advanced, and Mathematics Extension 1 & 2 Syllabuses as developed by NESA. Teacher education students will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education. Assessing and reporting, with a focus on the identification of mis-constructs will be examined. Planning learning experiences and assessment strategies for students with special needs or circumstances will be addressed. Recent developments in mathematics across Australia with regard to ICT will also be covered. 

This subject is the first of two subjects in Curriculum Studies: History. Effective history teaching results from integrating theory and practice with ongoing critical reflection informed by an awareness of one’s own position in time and worldview. In this subject, Initial Education Students engage with a range of philosophies of history, and undertake critical reflection in the light of their own presuppositions. It develops knowledge and understandings of key content, concepts and substance of the Years 7-10 History syllabi developed by NESA and ACARA, and explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements.   

This subject is the second of two subjects in Curriculum Studies: History and considers the teaching of history in Years 11-12. The senior secondary Australian Curriculum: History consists of two subjects – Ancient History and Modern History. Ancient History focuses on the nature of the evidence of the ancient world, and the key features and developments of ancient societies. Modern History focuses on key events, ideas, movements, developments and people that have shaped the modern world, including contrasting perspectives. The NESA senior history curriculum also includes Extension History. Extension History focuses on the way history is constructed and the role of historians. This subject considers the underlying philosophy of the relevant NESA or ACARA curricula and critiques that from a variety of faith and ethnic constructs of history, including the rich tradition of Christian approaches to historiography. It develops knowledge and understandings of key content, concepts and substance of the senior secondary history subjects and allows TES to specialise and become proficient in the teaching of one of the history disciplines. 

Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions which take place in our world. This subject aims to prepare pre-service teachers to confidently teach Geography and interdisciplinary areas such as Civics and Citizenship offered in the Years 7-10 syllabi as developed by NESA and ACARA. The subject aims to develop students’ knowledge of theoretical and practical aspects; engage with a range of pedagogical approaches and provides opportunities for the pre-service teachers to design learning and teaching sequences and assessment tools informed by research.   

This subject, building upon CRS222 Curriculum Studies - Geography: Part A, prepares Teacher Education Students to teach Geography Years 11-12 syllabi developed by NESA and ACARA.  It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for senior secondary school Geography students. The subject aims to develop Teacher Education Students’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Geography as applied in the classroom context, including curriculum design and evaluation- assessment, examination and reporting. Using the local area as a research resource and fieldwork are integral parts of this subject. 

The aim of this course is to prepare teacher education students to teach effectively the NESA Commerce 7-10 Syllabus, with an emphasis on evidence-based research to make informed decisions about pedagogical approaches. It is also designed to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills in Commerce as applied in Years 7-10 classroom contexts. Theoretical concepts, pedagogical principles and curriculum structures within Commerce are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. Innovative approaches toward teaching Commerce from Christian and alternate school contexts will be developed. 

This subject builds on previous knowledge of key theoretical and pedagogical perspectives and issues in the teaching of CRS250 Curriculum Studies – Commerce and related curriculum. It encourages critical engagement with models of pedagogy necessary to teach NESA Business Studies Stage 6 Syllabus and provides the opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice. This subject prepares the teacher education student to teach Years 11-12 students with a focus on the application of the hypothetical knowledge to contemporary business issues in Australia and globally from a Christian and alternate worldview.  

Students will explore the use of ICT to implement responsible and ethical solutions to problems in a society characterized by rapid technological change, global communication and increasingly competitive knowledge-driven economies. This course provides an introduction to curriculum, pedagogy and assessment for teaching the NESA’s Computing Technology Years 7-10 (2022) Syllabus. It provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. In this subject, students will also explore ways in which the development of ICT skills can be embedded across the curriculum to meet relevant Year 7-10 requirements. 

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS229 Curriculum Studies – Computing Technology and enables students gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice. It encourages critical engagement with models of pedagogy necessary to teach the ACARA/NESA Enterprise Computing Stage 6 Syllabus (or local equivalent). This subject equips the TES to teach both the Preliminary and HSC courses of study with a focus on integrated, project-based learning that explores the key content areas of the Enterprise Computing Syllabus: Interactive media and the user experience, Networking systems and social computing, Principles of cybersecurity, Data science, Data visualisation and Intelligent systems from a Christian Worldview. 

This subject develops a knowledge base for the Initial Teacher Education Students in the NESA Music 7-10 syllabus and the ACARA F-10 Curriculum, The Arts, Music. This course introduces curriculum, pedagogy and assessment for teaching and provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The aim is to build understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Music as applied in the junior secondary context. It equips the students with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10. 

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS240 Curriculum Studies – Music: Part A and provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Music 1, 2 & Music Extension Stage 6 Syllabus. It enables teacher education students to extend their own creative capacities, and their understanding and knowledge of Years 11-12 music teaching; creating, and performing. Teacher education students will develop teaching methodologies, assessment tools, and practical strategies to effectively teach Music, with a specific emphasis on Years 11-12 students. 

This subject enables teacher education students to establish a knowledge base in the areas of curriculum, pedagogy and assessment in the NESA Drama Years 7-10 and the ACARA The Arts - Drama 7-10 syllabi. It is also designed to develop teacher education students’ understanding of contemporary theory, concepts and skills in drama studies as applied in the junior secondary classroom context with a particular focus on cross-curriculum priorities. Teacher education students will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama and devise a range of learning opportunities for diverse learners to facilitate both individual and collaborative learning through making, performing and appreciating drama in a range of contexts. They will have opportunity to ‘reflect’ on their practice and the impact on competing worldviews, developing a well-researched evidence-based justification for their own approach to teaching secondary Drama. 

This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS241 Curriculum Studies – Drama: Part A, and provides teacher education students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Drama Stage 6 Syllabus. It enables teacher education students to extend their own creative capacities, and their understanding and knowledge of Years 11-12 drama teaching and equip them to foster in students skills in interpretation, communication, performance and critical thinking. Genre theory in drama is examined alongside how to encourage students to overcome fear, manage stage craft and casting, as well as the role of a Christian worldview in the dramatic arts. The teacher’s duty of care, ethical considerations, copyright issues and managing the dynamics of the audience’s interaction with actors in performance are also considered.  

In this subject, pre-service teachers will be introduced to curriculum, pedagogy and assessment in the NESA Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus. They will examine and critique the content, principles, practices and pedagogical approaches associated with physical activity and movement education; and personal development and health education. This subject also aims to develop the Teacher Education Student’s understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. The diverse social factors which impact upon the learning and teaching of PDHPE for supporting the development of health, well-being and a positive sense of self and others will also be explored.   

Building on CRS231 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the NESA Health and Movement Science Stage 6 syllabus for Years 11-12. This subject aims to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. It covers programming, differentiation of the senior curriculum and developing quality learning experiences that are aligned with the intellectual quality domain of the Quality Teaching Model (QTM). It particularly focuses on the meaning of Health and Movement Science beyond the school curriculum by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience. 

This subject is the first of two subjects in Curriculum Studies: History. Effective history teaching results from integrating theory and practice with ongoing critical reflection informed by an awareness of one’s own position in time and worldview. In this subject, Initial Education Students engage with a range of philosophies of history, and undertake critical reflection in the light of their own presuppositions. It develops knowledge and understandings of key content, concepts and substance of the Years 7-10 History syllabi developed by NESA and ACARA, and explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements.   

This subject, prepares teacher education students to teach Studies of Religion I and II, Years 11-12 NESA syllabuses. It is designed to advance knowledge and understanding of key theoretical and pedagogical perspectives and issues in the teaching of Studies of Religion. It examines current developments in the theory and practice of Studies of Religion education. Students will work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy in light of Christian and alternate worldview. The subject aims to develop students’ knowledge of theoretical and practical aspects; engage with a range of pedagogical approaches and provides opportunities for the pre-service teachers to design learning and teaching sequences and assessment tools informed by research. 

This introductory subject provides an essential foundation in accounting, emphasising its critical role in business decision-making. Key accounting principles and different business structures are explained, enabling students to analyse financial statements, create a budget, and effectively evaluate business decisions. With a blend of theory and practical application, students will learn to use accounting information to make sound business decisions, while also considering ethics and sustainability.

Understanding contemporary economics is essential for navigating today's complex financial landscape. This subject equips students with theoretical tools and practical applications, examining economics' historical, ethical, and theological dimensions. Topics include market dynamics, public policy, and the economics of religion, preparing students for informed analysis and decision-making.

The aim of this subject is to familiarise students with Israel's Scriptures as a coherent narrative that is of crucial importance to Christians. While this subject includes a discussion of every book in Israel's Scriptures, it goes beyond this to look at how the character of God is communicated throughout.

This unit seeks to introduce the content of the books of the New Testament while providing a basis for further reading and study. The primary focus will be on the message of each book within its historical-cultural setting with some attention being given to its contribution to the theology of the New Testament as a whole.

Delve into the essentials of business law by exploring the legal frameworks surrounding corporations, not-for-profits, and churches. Gain insights into Australia's legal system, including criminal, contract, and workplace law, and understand the regulatory environment's impact on business operations, laying a solid legal foundation for future endeavours.

Embark on a captivating journey through Church History Foundations, exploring the beginnings of the global church, from its inception to the present day. Dive into significant events and influential stakeholders, examining the impact of Christianity across diverse cultural landscapes. Gain insights into the historical and contextual influences of the Church within local communities.

This is a core subject that introduces students to the fields of psychology, social science and the importance of emotions in human identity. It forms the basis for other more advanced psychology subjects. This subject will allow students to develop a better understanding and management of their emotions. This knowledge is then applied to a professional context, enhancing students' abilities to identify and work appropriately with the emotions of clients in an empathetic and professional manner.