Admission and Unit Information – Bachelor of Social Science (Pathway to Early Childhood Teaching)

This unit introduces students to Australia's history, its political structures and processes and its relationship to the world. It offers an understanding of Australia as part of a worldwide process of European colonisation, and the struggles of space and land involved in this process. The unit offers an introduction to the Westminster system and also explores Australia's historical and contemporary relations with Japan, China, Indonesia, the United States and Great Britain.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This unit aims to develop and refine students' skills in analytical writing, critical reasoning and the analysis of argument. It aims to develop students' understanding of how arguments are made, along with their ability to analyse and evaluate arguments, while at the same time helping them develop the capacity to make sophisticated arguments in essay form. Sample topics from which students can choose include: advanced database use, Endnote, techniques of analysis, punctuation, grammar, and advanced Internet use.

Understanding Society is a core unit offered by the School of Social Sciences and Psychology which will introduce students in the first year of their studies to key concepts and theories used in examination of and for understanding social action, social policy, social institutions, social structure and social change. Students enrolled in the unit will be introduced to factual information concerning contemporary societies and the methods of interpreting such information. At the conclusion of their studies in this unit students will have been presented with opportunities to develop skills in critical reading and sociological analysis.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This introductory unit provides foundational skills and knowledge required for professional practice in a range of social science related careers in which working with and as part of communities is essential. With an emphasis on practical understanding through both team-work and fieldwork it introduces students to a range of skills in interpersonal and written communication, and to community and organisational processes and structures. It enables students to identify issues of change; conflicting and collaborative interests; participation and collaboration. It provides practical experience in working with others to achieve shared objectives with mechanisms for goal setting, issues identification, information and resource sharing that operate in everyday life and all professional contexts.

Students will be introduced to one or more literary traditions in relation to their cultural and linguistic contexts, for example: The Western literary tradition from ancient Greek epic and drama to twentieth-century English literature,diasporic literary traditions surveying writings about America, Europe, the Middle East or Indian subcontinent, or colonial and postcolonial world literatures, including Australia; or the literatures of the Spanish or Arabic-speaking worlds.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. Contemporary Society introduces students to central issues in social analysis and a range of perspectives that have been used to understand the social world. It provides them with a theoretical grounding in the central concepts and methods of social theory through an encounter with problems raised when social theory directly engages with practical problems such as racism, environmentalism, inequality etc.

This unit focuses on the local experiences of cultural and socio-economic difference. This includes applied social science approaches to inequality, diversity, community, sense of place, and environmental sustainability in the urban setting. There is an emphasis upon spatial literacy for social scientists (fieldwork, mapping, data analysis and place description).

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. The nature of care and education provided for young children in contemporary Australia is both diverse and complex resulting from historical, sociological and economic factors and philosophical perspectives. In recent years traditional understandings of 'childhood' and the 'universal child' have been increasingly challenged by new discourses associated with reconceptualisation of childhood. These discourses reinforce the image of the child as strong and capable and highlight the multiplicity of children's experiences of childhood. Within this new sociology of childhood, the image of the child and children's rights are receiving a greater focus then ever before. This unit explores the historical and current influences on childhood and the social constructions of family and childhoods. Students will investigate the multiplicity of experiences of childhood, different images of childhood and how conceptions of childhood impact on the education and care of children's 'rights'. Within this context, understanding how children's voices, agency and power are most often 'othered' and eclipsed by those of adults is crucial to professionals working with children and young people.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are NOT enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This unit focuses on the interrelationships between image and text in children's literature. The unit examines both picture books and other image-based children's texts, including electronic texts and graphic novels. The unit will examine children's texts as cultural artefacts, theories of visual literacy and how image and text combine to create meaning. Students will have the option of creating their own picture book for their final project or undertaking a critical analysis of a number of contemporary picture books.

Students will use a variety of investigative techniques to highlight the evidence of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems. In addition, students will examine the nature of mathematical thought, highlighting the complimentary roles of inductive and deductive reasoning. This unit contributes directly to the achievement of a sound foundation in mathematics.

An in-depth knowledge and awareness of the nature and context of growth, development and learning within the early childhood years is essential for early childhood educators. This unit will provide a framework for understanding developmentally appropriate practices, and act as a foundation for future study in early childhood. The main focus of this unit will be the play, development and learning of children from Birth-12 years as well as interconnectedness of these key areas. Socio-cultural perspectives in understanding children's development, play, and learning will be emphasized within the unit. An integral part of this unit will be the focus on inquiry, emphasizing a critical approach to play, development and learning, and based upon consideration of diverse perspectives and theoretical orientations. Students will have the opportunity to implement their new learnings in an early childhood setting. This unit includes 10 days of field experience for students in the Bachelor of Social Science Pathway to Early Childhood Studies. Students completing this unit as part of the Master of Teaching Birth-5/Birth-12 Years will be able to use their existing Mteach placement to meet the assessment requirements of this unit.

This unit will provide an understanding of social change processes and the strengths and challenges involved in social change for the 21st century. Students will be able to identify links between change at local/global and individual/structural levels. They will focus on an area of particular interest to themselves and on the skills involved in bringing about change. At the end of this unit students will have acquired the knowledge required to be active change agents.

This unit introduces the main theoretical perspectives for understanding the 'individual in society', including biological, cognitive, behavioural and personality explanations of individual behaviour. Students are guided and encouraged to explore relevance to everyday life and contemporary issues. Once established, these theories are extended to understanding individuals in society using a bio-psycho-social framework. Theoretical stances related to 'levels of explanation', 'individualism vs collectivism' and 'personality vs situation' are explored as are topics such as social cognition; social influence, and social relations, for example, social identity, prejudice, aggression, pro-social behaviours, attitude formation and change and relationships.

The promotion of learning is a critical element of the role of the early childhood educator. This unit examines theoretical approaches to learning and the relevance and implications of those for promoting learning in young children. This unit builds upon and extends the knowledge and skills gained in the unit Play, development, and Learning. It will further introduce concepts and issues related to the learning of young children, from a socio-cultural perspective. In particular, this unit will focus on approaches to learning and teaching (pedagogy), the role of familial, social and community contexts, interactions, play, and children's relationships with adults and peers in their learning. These topics will be considered within the context of developmentally and culturally appropriate practices and diversity in children's learning and learning environments, leading to a review of implications for early childhood professional practice. Development of a repertoire of skills and tools in implementing, reviewing and documenting children's learning and exploration of personal and professional dispositions relevant to the promotion of learning in children are also key components of this unit. This will be achieved through students' self-directed inquiry, engagement, analysis and evaluation of theoretical concepts and implications. Students will have the opportunity to implement their new learnings in an early childhood setting as this unit includes 10 days of visits to an early childhood setting.

This unit examines the nature, incidence and extent of family violence. The focus is on the effects on women and children, who are the victims of this violence. Current sociological explanations are examined, including a critical examination of the myths and stereotypes that help to reinforce the hidden nature of this problem. Some solutions and possible ways of alleviating the suffering caused by this violence are canvassed.

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

Students will develop and use a variety of problem solving and mathematical modelling techniques to highlight the importance of algebra, data and graphical representations in mathematics. The inherent structure and power of mathematics to address problems faced by people will be approached through the examination of various mathematical applications. This unit contributes directly to the achievement of a sound understanding and foundation in mathematics.

This unit focuses on community management in Australia and the social and economic factors that influence and frame community management practices. At the macro level, It examines the effects of neo-liberal (economic rationalist) reforms in the public and community sectors; and the rise of developments such as managerialism and 'third way' approaches, on community management practices. The unit also explores developments in management practices in response to social developments such as multiculturalism, recognition of diversity, equal employment opportunity and recognition of contextual and local issues. It further looks at community management work practices, including volunteerism, steering committees, management committees, and collectives.

This unit enables students to examine the way in which child abuse has become a public issue. It considers the assumptions, values and interests which underlie definitions of abuse as well as intervention and prevention strategies promoted to protect children from abuse. In order to do this students will examine constructions of childhood, the positioning of children and attitudes towards children and families. Further the skills required to ensure that children are active participants in decisions made for their protection.

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

This unit is designed to build the leadership capacity of early childhood professionals through exploring, understanding and expressing the values and ethics embedded in policy, practice and educational change.

Students will be introduced to one or more literary traditions in relation to their cultural and linguistic contexts, for example: The Western literary tradition from ancient Greek epic and drama to twentieth-century English literature,diasporic literary traditions surveying writings about America, Europe, the Middle East or Indian subcontinent, or colonial and postcolonial world literatures, including Australia; or the literatures of the Spanish or Arabic-speaking worlds.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. Contemporary Society introduces students to central issues in social analysis and a range of perspectives that have been used to understand the social world. It provides them with a theoretical grounding in the central concepts and methods of social theory through an encounter with problems raised when social theory directly engages with practical problems such as racism, environmentalism, inequality etc.

Understanding Society is a core unit offered by the School of Social Sciences and Psychology which will introduce students in the first year of their studies to key concepts and theories used in examination of and for understanding social action, social policy, social institutions, social structure and social change. Students enrolled in the unit will be introduced to factual information concerning contemporary societies and the methods of interpreting such information. At the conclusion of their studies in this unit students will have been presented with opportunities to develop skills in critical reading and sociological analysis.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This introductory unit provides foundational skills and knowledge required for professional practice in a range of social science related careers in which working with and as part of communities is essential. With an emphasis on practical understanding through both team-work and fieldwork it introduces students to a range of skills in interpersonal and written communication, and to community and organisational processes and structures. It enables students to identify issues of change; conflicting and collaborative interests; participation and collaboration. It provides practical experience in working with others to achieve shared objectives with mechanisms for goal setting, issues identification, information and resource sharing that operate in everyday life and all professional contexts.

This unit introduces students to Australia's history, its political structures and processes and its relationship to the world. It offers an understanding of Australia as part of a worldwide process of European colonisation, and the struggles of space and land involved in this process. The unit offers an introduction to the Westminster system and also explores Australia's historical and contemporary relations with Japan, China, Indonesia, the United States and Great Britain.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This unit aims to develop and refine students' skills in analytical writing, critical reasoning and the analysis of argument. It aims to develop students' understanding of how arguments are made, along with their ability to analyse and evaluate arguments, while at the same time helping them develop the capacity to make sophisticated arguments in essay form. Sample topics from which students can choose include: advanced database use, Endnote, techniques of analysis, punctuation, grammar, and advanced Internet use.

This unit focuses on the local experiences of cultural and socio-economic difference. This includes applied social science approaches to inequality, diversity, community, sense of place, and environmental sustainability in the urban setting. There is an emphasis upon spatial literacy for social scientists (fieldwork, mapping, data analysis and place description).

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are not enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. The nature of care and education provided for young children in contemporary Australia is both diverse and complex resulting from historical, sociological and economic factors and philosophical perspectives. In recent years traditional understandings of 'childhood' and the 'universal child' have been increasingly challenged by new discourses associated with reconceptualisation of childhood. These discourses reinforce the image of the child as strong and capable and highlight the multiplicity of children's experiences of childhood. Within this new sociology of childhood, the image of the child and children's rights are receiving a greater focus then ever before. This unit explores the historical and current influences on childhood and the social constructions of family and childhoods. Students will investigate the multiplicity of experiences of childhood, different images of childhood and how conceptions of childhood impact on the education and care of children's 'rights'. Within this context, understanding how children's voices, agency and power are most often 'othered' and eclipsed by those of adults is crucial to professionals working with children and young people.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are NOT enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This unit focuses on the interrelationships between image and text in children's literature. The unit examines both picture books and other image-based children's texts, including electronic texts and graphic novels. The unit will examine children's texts as cultural artefacts, theories of visual literacy and how image and text combine to create meaning. Students will have the option of creating their own picture book for their final project or undertaking a critical analysis of a number of contemporary picture books.

Students will use a variety of investigative techniques to highlight the evidence of patterns and relationships in mathematics. The inherent structure of mathematics will be approached through the examination of various mathematical systems. In addition, students will examine the nature of mathematical thought, highlighting the complimentary roles of inductive and deductive reasoning. This unit contributes directly to the achievement of a sound foundation in mathematics.

An in-depth knowledge and awareness of the nature and context of growth, development and learning within the early childhood years is essential for early childhood educators. This unit will provide a framework for understanding developmentally appropriate practices, and act as a foundation for future study in early childhood. The main focus of this unit will be the play, development and learning of children from Birth-12 years as well as interconnectedness of these key areas. Socio-cultural perspectives in understanding children's development, play, and learning will be emphasized within the unit. An integral part of this unit will be the focus on inquiry, emphasizing a critical approach to play, development and learning, and based upon consideration of diverse perspectives and theoretical orientations. Students will have the opportunity to implement their new learnings in an early childhood setting. This unit includes 10 days of field experience for students in the Bachelor of Social Science Pathway to Early Childhood Studies. Students completing this unit as part of the Master of Teaching Birth-5/Birth-12 Years will be able to use their existing Mteach placement to meet the assessment requirements of this unit.

This unit introduces the main theoretical perspectives for understanding the 'individual in society', including biological, cognitive, behavioural and personality explanations of individual behaviour. Students are guided and encouraged to explore relevance to everyday life and contemporary issues. Once established, these theories are extended to understanding individuals in society using a bio-psycho-social framework. Theoretical stances related to 'levels of explanation', 'individualism vs collectivism' and 'personality vs situation' are explored as are topics such as social cognition; social influence, and social relations, for example, social identity, prejudice, aggression, pro-social behaviours, attitude formation and change and relationships.

Students will develop and use a variety of problem solving and mathematical modelling techniques to highlight the importance of algebra, data and graphical representations in mathematics. The inherent structure and power of mathematics to address problems faced by people will be approached through the examination of various mathematical applications. This unit contributes directly to the achievement of a sound understanding and foundation in mathematics.

The promotion of learning is a critical element of the role of the early childhood educator. This unit examines theoretical approaches to learning and the relevance and implications of those for promoting learning in young children. This unit builds upon and extends the knowledge and skills gained in the unit Play, development, and Learning. It will further introduce concepts and issues related to the learning of young children, from a socio-cultural perspective. In particular, this unit will focus on approaches to learning and teaching (pedagogy), the role of familial, social and community contexts, interactions, play, and children's relationships with adults and peers in their learning. These topics will be considered within the context of developmentally and culturally appropriate practices and diversity in children's learning and learning environments, leading to a review of implications for early childhood professional practice. Development of a repertoire of skills and tools in implementing, reviewing and documenting children's learning and exploration of personal and professional dispositions relevant to the promotion of learning in children are also key components of this unit. This will be achieved through students' self-directed inquiry, engagement, analysis and evaluation of theoretical concepts and implications. Students will have the opportunity to implement their new learnings in an early childhood setting as this unit includes 10 days of visits to an early childhood setting.

In this unit we will explore the questions 'can we create a sustainable society? If so what would it look like and how could it be done; is it possible to live ethically with each other and the planet?' While major contemporary theoretical concepts will be explored the emphasis is on developing sustainable alternatives to the way we now live both locally and globally. Particular attention will be paid to thinking ecologically, postcolonial development and issues of race, gender.

Examines the nexus between culture and place. Contemporary cultural planning issues include; local community relations, social planning, place management, place redefinitions, selling place, ethnic concentration, cultural precincts, and the spatial politics of gender and sexuality. The roles of cultural products in carrying spatial information and reinforcing identity are examined. Introduction to cultural and social geography, and developments in cognate fields of cultural studies and anthropology. Key theories of identity. Case studies range across religion, gender, sexuality, class and nationalism. The analysis and assessment advances a politics of difference, anti-racist, social justice perspective.

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

This unit is designed to build the leadership capacity of early childhood professionals through exploring, understanding and expressing the values and ethics embedded in policy, practice and educational change.

In this unit we will explore contemporary non-violence at interpersonal, community and international levels. Informed by a politics of hope, the main theme is the nature of social change and how it might be directed towards a transition from violent to non-violent actions at all levels of society. Using real life examples we will explore the social processes and dynamics involved in such actions. We will ask: What does a transition to non-violence require of individuals, communities, organizations and nation states? What are the shifting experiences of the various people involved e.g. political elites, civil society groups and non-state actors? And how can we effectively support non-violent actions in multiple ways and in multiple locations?

An international and cross-institutional discussion of immigration and settlement. Covering the theory and experience of immigration. Considers the international and national regulation of immigration and settlement policies, as well as refugee policy. Case studies are from Australia and Canada, and Singapore. Within mixed tutorial groups (with students from Singapore, Vancouver & Sydney) students will exchange experiences and opinions of immigration.

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

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). This unit is a core unit in the BA degree. It is part of the linguistics major and sub-major and can also be taken as an elective. Bilingualism and biculturalism are an important aspect of life in Australia: many Australian residents are, were, or could be, bilingual and/or bicultural. This unit aims to give students an understanding and appreciation of the most important facets and manifestations of bilingualism and biculturalism, in the linguistic, cognitive, personal, societal and educational spheres, particularly with regard to the Australian context. It also aims to show students how this unit relates to broader studies in education, humanities, linguistics, and social sciences.

This unit is designed for students who are interested in understanding how a second language is learned. It examines learning in both natural or classroom contexts as well as language development in child and adult learners. Students are introduced to current theories of Second Language Acquisition, as well as current research and its applications to the classroom or the translation process. Students will conduct a small research project to become familiar with the process of learning a second language and some basic research notions and techniques.

Language is an integral component of the human experience. Pervasive across the humanities and the world of communication and culture, language is multi-faceted and remarkably complex. This unit is designed to raise students' awareness of the nature of language. Students will gain the conceptual tools to understand language as both a social and a biological phenomenon. By providing a basic understanding and appreciation of language from different perspectives, the unit establishes points of contact between language, the humanities, and beyond.

This unit is designed to develop students' interest in language and society and give them an understanding and appreciation of variation in language (accents, dialects) and language change, language planning, as well as the interdependent relationship between language learning, communicative competence and cultural practices, both in the Australian context and also in a more global context. It also aims to show students how this unit fits in with other language and linguistics-related disciplines, e.g. Linguistics, Bilingualism and Biculturalism, Second Language Acquisition.

Note: The unit offerings for the 1H Teaching Period at Bankstown and Penrith campuses listed above are available only for students enrolled in course 1670 - Bachelor of Education (Birth - 5 years). Please note that enrolments will be monitored and students who are NOT enrolled in course 1670 will be required to withdraw from 1H and enrol in one of the alternative Teaching Periods listed above. This unit focuses on the interrelationships between image and text in children's literature. The unit examines both picture books and other image-based children's texts, including electronic texts and graphic novels. The unit will examine children's texts as cultural artefacts, theories of visual literacy and how image and text combine to create meaning. Students will have the option of creating their own picture book for their final project or undertaking a critical analysis of a number of contemporary picture books.