Undergraduate Business Units

BS110 Business Communication

This unit develops an understanding of the theory and practice of interpersonal communication skills, drawing from the disciplines of psychology, management and organisational behaviour, and concerning aspects of communication such as verbal and non-verbal behaviour, assertion, empathetic listening, interaction management, interpersonal communication, and problem-solving. To assist aspiring business professionals with communication decision-making, the unit also explores the different forms of communication within the business context.

BS120 Introduction to Business and Management

This unit introduces the aims, nature and contexts of business activity. It also introduces basic concepts and principles of management, and their applications to the management of organisations. It addresses issues of management ethics and social responsibilities, and seeks to equip students to begin thinking about business and management from a Christian perspective.

BS130 Information Systems for Business

This unit introduces the role and development of business information systems from the perspective of a user involved in the development of those systems. The topics covered include the systems development life cycle, IT project management, the growth and significance of computer networks, systems requirements definition, security and control, and the contribution of IT to corporate strategy. The effect of recent trends such as downsizing, outsourcing, business process re-engineering and end-user computing is assessed and interpreted. The role of IT in specific business sectors is examined, and Microsoft Access is used to develop and implement simple business applications in a Windows environment.

BS140 Introduction to Marketing

This unit provides students with a basic understanding of marketing theory and practice. The topics include consumer behaviour, market research, product development, pricing policy, the promotional mix, channels of distribution, marketing strategy, and emerging issues in marketing management. The unit aims throughout to develop a Christian perspective on marketing.

BS150 Accounting Principles

This unit introduces the accounting process, including the environment of accounting, the accounting elements, the accounting equation, transaction analysis and recording, trial balance and reports. Particular emphasis is placed on the recording, measurement and control of the major asset groups (cash, inventories, accounts receivable and non-current assets) and the identification, function and measurement of liabilities and owners’ equity. The concepts developed are put into practice using MYOB or another readily accessible accounting software package. Students are introduced to techniques for analysing and interpreting financial information contained in accounting reports.

BS170 Economics

This unit introduces the basic principles, concepts and techniques of economic theory and policy formulation in the Australian context. It examines the role that economic factors can play in influencing administrative decision-making processes.

BS220 Human Behaviour in Organisations (Incompatible with HB220)

This unit introduces students to foundational concepts used in analysing, describing, conceptualising, predicting and modifying human behaviour. In applying a Christian understanding of persons and their behaviour, the unit offers alternative ways of thinking about organisational behaviour and integrating Christian perspectives into the human dimension of business and management.

BS222 A CHRISTIAN PHILOSOPHY OF BUSINESS AND MANAGEMENT

This unit provides the opportunity to critically examine some of the difficult questions of business and management philosophy. Students have the opportunity to prepare themselves for the workplace as reflective individuals who can bring a clear set of presuppositions and values to the consideration of issues in their work and work relationships. Students will develop a sense of their own personal Christian mission in their working lives, and of the ethical framework which will govern their work.

BS225 Leadership and Change Management (Incompatible with HB225)

This unit examines the key organisational issues of leadership, change and development. It considers both the professional and personal dimensions of change management, and explores the relevance of Christian concepts of leadership for effective management.

BS241 CONSUMER BEHAVIOUR AND ADVERTISING

This unit provides a thorough understanding of the buyer decision process and the impact of marketing stimuli on consumer choice. An understanding of the psychological and sociological aspects of consumers’ search and choice processes is vital to an appreciation of the marketing concept. This understanding will help the marketing manager to effectively plan, implement and evaluate an organisation’s advertising and promotional programs.

BS242 Market Research

This unit provides an understanding of the concepts, design and interpretation of marketing research and its value as a management and decision-making tool in commercial and non-profit organisations. By understanding the concepts and applications of market research methodology and design, students should be able to confidently evaluate and contribute to the marketing objectives of an organisation.

BS250 MANAGEMENT ACCOUNTING

This unit builds upon BS150 Accounting Principles to provide a comprehensive introduction to the basic principles and practice of accounting and financial management. The unit concentrates on the liability and owners’ equity sections of the Statement of Financial Position, and seeks to show ways in which the accounting system is expanded, and reports generated, to accommodate more complex entities and user requirements. In this context the unit addresses financial reporting issues as well as financial management and the analysis of financial statements.

BS251 Accounting for Managers

This unit seeks to show how the accounting system is expanded and reports generated to accommodate more complex entities and user requirements. It addresses financial reporting issues as well as financial management and the analysis of financial statements.

BS260 PERSONAL INVESTMENT PRINCIPLES

This unit explores biblical keys to financial prosperity, Christian perspectives on managing personal finances, superannuation and investment in real estate and shares. It provides the opportunity to reflect upon and explore personal finances and to evaluate a framework of investment principles. Students prepare a set of Christian principles of investment to assist them in preparing a personal finance plan.

BS270 Business Law

This unit introduces the legal framework within which commerce is conducted in Australia. It examines basic legal concepts and legal reasoning, the major institutions of the Australian legal system and some areas of substantive law which are fundamental to the conduct of business, namely contract law and the law of torts.

BS275 Data Analysis

This unit provides the statistical concepts, methods and skills necessary to analyse and interpret data. Students are introduced to the concepts involved in descriptive and inferential statistics. Topics include the role of statistics in investigation, methods of condensing, displaying, describing and presenting data, elementary descriptive statistics, elementary probability, the binomial, poisson and normal distributions, single-sample inference, comparison of frequencies, correlation, and inference for two or more samples. To equip students to make meaningful and effective use of information technology for data analysis, concepts will be applied using Microsoft Excel’s Data Analysis Toolpak.

BS280 SMALL BUSINESS MANAGEMENT IN HUMAN SERVICES

This unit introduces the accounting, legal, taxation and ethical issues involved in setting up and running a small business. There is a strong emphasis on integrating theory with practical application in the context of setting up a counselling practice. Students will also apply learned skills through the MYOB accounting software program.

BS300 Christian Spirituality and Philosophy of Business and Management

This unit plays a key role by providing students with the opportunity to explore Christian spiritual and philosophical perspectives in business and management and, in practical group discussions, focus on the questions of how life and culture influence business and management.

BS321 Strategic Management and Planning

This unit emphasises the importance of basing management decisions on a strategic view of organisations. Strategic management aims to integrate the various functional areas of business and to look at the problems of business from the point of view of the enterprise as a whole. The unit develops the basic concepts of strategic management, and the major topics covered are the concept of corporate strategy, the fundamentals of strategic analysis and the formulation, development and implementation of strategy. The unit is taught with a major emphasis on case study and analysis.

BS322 Strategic Marketing (Incompatible with BS321)

This unit reinforces the theory and practices of strategic marketing and develops a sound understanding of strategic analysis and decision-making. Students undertake research on a selected brand or organisation and produce a strategic marketing plan. The unit is taught with a major emphasis on case study and analysis.

BS325 Human Resource Management (Incompatible with HB325)

This unit addresses the objectives and problems associated with human resource management in organisations. Topics include job analysis and design, planning and acquisition, training and development, performance appraisal, motivation and compensation, industrial relations, occupational health and safety, and future directions for human resource management in Australia. Students are equipped to integrate Christian values and beliefs in the effective management of an organisation’s most important asset – its human resources.

BS327 Industrial Relations

Broadly defined, industrial relations relates to the wages and working conditions of Australian employees as determined by a complex mix of government legislation, industrial tribunal decisions, managerial regulation, unions, employer associations, and bargaining between employers and employees. This unit considers the history of industrial relations in Australia and examines how individuals, groups, organisations and institutions make decisions within the dual systems of state and federal regulations which shape the employment relationship between employers and employees.

BS328 Workplace Training and Assessment

This unit provides the basic training and development competencies expected of a person involved as an occasional or sessional trainer. For Human Resource Management students, it provides a basic grounding and theoretical basis for the training function of HRM, as well as the grounding for further development as a professional trainer. The unit develops key themes of strategy and professional practice skills and is particularly oriented to those who have responsibility for the design and management of human resource development in their organisation.

BS363 Business Planning

This unit provides students with an understanding of aspects of business formation, planning, leading, organising, taxation, financial management, marketing, human and physical resource management, contractual and legal obligations, business and lifestyle protection, and planning for growth. It focuses on small business enterprises in Australia.

BS365 International Business

This unit introduces students to special problems and issues in the management of international business operations. The topics include managing across cultures, managing political risk and negotiations, organising international operations, decision-making and controlling international operations, human resource management, motivating and leading, ethics, investment, and relationship with host governments.

BS380 PROJECT AND EVENT MANAGEMENT

This unit develops the ability of the manager to select, plan and successfully implement a variety of projects and events. Participants will be presented with a variety of tools and skills to assist them in the planning and monitoring phases of project or event management and will develop a detailed project or event proposal for assessment.

BS381 Creativity in Entrepreneurship

This unit introduces the fields of entrepreneurship, creative thinking and planning for new business initiatives in the global business environment. Topics include entrepreneurial attitudes, abilities and behaviours, developing an entrepreneurial culture, opportunity recognition and viability screening, first-mover advantages and disadvantages; risk recognition and risk reduction strategies and intellectual property protection. Students examine several case studies to develop a concept for a new venture.

BS395 Management Internship/Project

This unit assists in bridging the gap between theory and its application within the confines and scaffolding support of qualified supervision. Students will select an area of research that is of potential value in their career development, and will be exposed to analytical aspects and engaged in creative problem-solving skills that are timely, relevant and culturally acceptable to a specific organisation.

BS396 Marketing Internship/Project

BS397 Human Resource Management Internship/Project

BS398 Accounting Internship/Project

UNI110 - Some Test Unit Name

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Postgraduate Business Units

BS400 Christian Thinking on Management

This unit develops the Christian philosophical foundations underlying the Management courses offered by Christian Heritage College. It introduces students to critical appraisal of worldviews, and to consideration of the implications of a Christian worldview for management, ethical decision-making and interpersonal relationships in commercial and not-for-profit organisations in contemporary Australian business.

BS410 Information Systems Management

This unit develops the ability of the manager to interpret, use and understand information systems management to enhance organisational performance. It will assess the convergence of communication technology and information technology as it relates to what managers need to understand at personal, organisational, national and global levels.

BS420 Leadership and Change Management

This unit develops the ability of the manager to interpret, use and understand issues of leadership and organisational change. Topics covered include leadership theories, organisational culture and change processes and strategies. Both personal and professional dimensions of leadership and organisational change are developed, and moral and ethical issues arising in change management are examined.

BS440 Marketing Management and Fundraising

This unit introduces students to critical issues and principles of marketing and fundraising in organisations. It examines the legal, ethical, professional and theological aspects of marketing and fundraising, especially in churches and not-for-profit organisations.

BS450 Financial Management

This unit provides an understanding of the concepts used in the interpretation of accounting reports and financial statements which are prepared to assist effective management of organisation. Managers should recognise their information requirements on which relevant decisions are based. Planning, control and decision-making capabilities are developed, and investment and finance decisions and the management of working capital are discussed.

BS460 Human Resource Management

This unit introduces managers and administrators to the key principles of sound and ethical human resource management in organisations.

BS470 Corporate Governance and the Legal Environment

This unit emphasises the importance of corporate governance in the management of the organisation and includes key issues on the way corporate governance influences how the objectives of the company are set and achieved, how risk is monitored and assessed, the function and relationship of the board, CEO, secretary and management and how performance is optimised. The unit also considers the unique legal and tax environment of church and not-for-profit organisations.

BS474 Business Planning

BS480 Project and Event Management

BS490 Strategic Management

This unit emphasises the importance of basing management decisions on a strategic view of organisations. It integrates the various functional areas of business and looks at the problems of the organisation from the point of view of the enterprise as a whole. Topics include the concept of corporate strategy, the fundamentals of strategic analysis and the formulation, development and implementation of strategy. In doing so, the unit contributes to the overall course aims by equipping students to integrate management skills with Christian values and to apply their knowledge and skills to analyse, evaluate, formulate and implement business strategies.

Curriculum Studies Units

CE104 FOUNDATIONS IN THE TEACHING OF CHRISTIAN STUDIES

This unit will enable students to investigate the contexts and developmental imperatives for meaningful and effective teaching and learning within Christian Studies programs. The unit will explore the pathways of spiritual development from a range of perspectives, including both theological and psychological, and will investigate a range of approaches and perspectives for the planning, development, implementation and evaluation of spiritual formation and Christian Studies themes and principles amongst students.

CE204 CHRISTIAN STUDIES AND THE CREATIVE ARTS

Within a modern context, the Christian church has used the creative arts to great effect in connecting with contemporary culture and to communicate the unchanging message of the Gospel in a fresh, creative and innovative manner. This unit will investigate and critique a wide range of creative arts approaches and strategies that are commonly used within many Christian Studies programs. Modules relating to praise and worship, role plays/dramatic performances and interpretative art/dance will be explored and the pedagogical and theoretical implications of these approaches within the context of spiritual formation of the learner will also be analysed and evaluated.

CR308 CURRICULUM AND PEDAGOGY: TEACHING AREA #1

Prerequisites: 40 credit points in the selected teaching area. This unit of study gives preservice teachers an opportunity to investigate in some depth curriculum and pedagogy that is of relevance to their first teaching area, and to investigate and review curriculum resources and pedagogical approaches that are both professionally relevant and contextually appropriate to secondary school contexts.

CR309 CURRICULUM AND PEDAGOGY: TEACHING AREA #2

CR332 EARLY YEARS: CURRICULUM FRAMEWORKS, FOUNDATIONS AND ELEMENTS

This unit relates to authentic, appropriate frameworks for curriculum development in the Early Years. Notions of the interplay between knowledge of child development research, curriculum pedagogies and documents, learning experiences and environments inform the core knowledge and practices of this unit.

CR401 Curriculum and Pedagogy: Teaching Area A

This unit of study gives preservice teachers an opportunity to investigate in some depth curriculum and pedagogy that is of relevance to their first teaching area, and to investigate and review curriculum resources and pedagogical approaches that are both professionally relevant and contextually appropriate to secondary school contexts.

CR402 Curriculum and Pedagogy: Teaching Area B

This unit of study gives preservice teachers an opportunity to investigate in some depth curriculum and pedagogy that is of relevance to their second teaching area, and to investigate and review curriculum resources and pedagogical approaches that are both professionally relevant and contextually appropriate to secondary school contexts.

CR403 Curriculum Philosophy and Pedagogy for the Senior Years

This unit provides student teachers with frameworks and strategies for planning, implementing, organising, managing, evaluating and reflecting on curriculum for the Senior Years of schooling. It introduces them to a range of methodologies and approaches to teaching for learning; this includes developing their knowledge, processes, skills and abilities in the areas of the evaluation of student learning, the assessment of students‟ exit levels of achievement and student certification procedures. Student teachers who are about to enter their final year of preservice teacher education need to be cognisant of the policies, processes and pitfalls associated with these teacher responsibilities.

CR404 Curriculum and Planning in the Middle Phase

This unit is designed to assist students with preparing for participating in curriculum work for Middle Years students within a range of schooling contexts. Highlighting the value of cross-curricular priorities, the unit will focus on the development of meaningful, authentic and integrated learning tasks and contexts, including the design and implementation of authentic assessment tools for Middle Years students that link assessment with learning. In this way students will be equipped in developing motivating and engaging learning environments and assessment tasks designed to cater for the learning needs of students in the Middle Years.

CR405 Curriculum and Pedagogy: Literacy, Numeracy and Digital Technologies

This unit develops frameworks for preservice teachers to pay particular attention to cross-curricular literate, numerate and digital practices in their practice within the classroom. This will develop sound foundations in identifying, teaching and assessing for the literate, numerate and digital demands of contemporary educational, professional and social contexts of school students.

CR414 Curriculum and Pedagogy: Arts and HPE

This unit is designed to provide preservice teachers with an introduction to the field of The Arts and Health and Physical Education (HPE) within education. Preservice teachers will develop an understanding of the value of The Arts and HPE in the classroom to promote the holistic growth and development of children.

CR430 Curriculum and Pedagogy: English and Literacy

This unit introduces preservice teachers to pedagogies relevant to teaching English and literacy. The unit focuses on the diverse pedagogies required for teaching using both traditional and contemporary approaches to language.

CR460 Curriculum and Pedagogy: Mathematics and Numeracy

This unit prepares preservice teachers to teach mathematics and develop school students‟ numeracy. Through a program of on-campus classes and school-based professional experiences, preservice teachers will receive an overview of relevant state and national curriculum documents, and learn the approaches and strategies for planning, resourcing and assessment of learning experiences in mathematics and numeracy.

CR470 Curriculum and Pedagogy: Science

The aim of this core science education unit is to prepare preservice teachers to be teachers with broad scientific pedagogical content knowledge and strong links to current best practice in science education. The unit focuses on providing opportunities for preservice teachers to engage with constructing their own scientific literacy and numeracy about the content and processes of science, confront their personal misconceptions about the core areas of the Science curriculum, and think meta-cognitively about teaching for learning in the Science key learning area.

CR489 Curriculum and Pedagogy: SOSE and Technology

This course provides preservice teachers with the foundations for the teaching of SOSE and Technology within classroom contexts for P- 7. It emphasises problem identification, solution generation and evaluation through application of SOSE values and principles, as well as the design process. It provides preservice teachers with opportunities to develop an understanding of the knowledge, skills and processes necessary to effectively teach the concepts and principles of SOSE and Technology, including sustainability, in the primary classroom. Assessment tasks in the unit will equip preservice teachers with skills and understandings in conceptualising key ideas in SOSE and Technology, and the planning and assessment of relevant, integrated learning.

CR490 INDEPENDENT CURRICULUM STUDIES

This unit gives the preservice teacher the opportunity to pursue a program of study into an area of curriculum studies of interest and relevance to the preservice teacher. The preservice teacher will engage in a customised program of study into a curriculum topic under the supervision and support of a lecturer, and produce a report on the study and its outcomes.

ED451 Group Processes in Educational Contexts

By its very nature, teaching is a group exercise and teachers are always dealing with others. Consequently, teachers are subject to processes and dynamics that arise from and are particular to certain groups, whether these are groups of students, parents, teachers, or a combination thereof. The aim of this unit is to provide teachers with a knowledge base of those skills and principles that can inform their involvement in groups, both as leaders and participants.

EL104 INTRODUCTION TO TEACHING ENGLISH

This unit introduces students to historical and contemporary approaches to teaching English in Australia. Students should gain understandings to engage with language structure, language learning and pedagogy. There is emphasis on the critical evaluation of strengths and weaknesses of literacy teaching strategies in relation to scholarly research. Attention is given to the importance of teaching emerging forms of technological, multi-modal, and culturally-diverse textual practices in the context of globalisation. Opportunities are provided to students to demonstrate their own multiliteracies skills through oral, linguistic and digitally-mediated assessment items. Christian perspectives of language and teaching approaches are integrated throughout this unit.

EL131 LINGUISTIC FOUNDATIONS

This unit is intended to provide students with a broad foundational framework of linguistic and grammatical understandings in order that they develop insights into the structure of English, as well as some languages other than English to provide comparisons and contrasts. A brief account will be given of the changing focus of linguistics through recent history, looking particularly at those linguists whose work has significantly impinged on current educational theory. The multi-layered nature of language will be investigated, and elements of English at each layer explicated. Attention will be given to those features of language useful to tertiary students and English teachers.

EL204 PEDAGOGIES FOR TEACHING ENGLISH

In this unit, students are introduced to pedagogy, discourse and issues of diversity for teaching English. The focus will be on pedagogy for teaching linguistic, visual, oral, gestural, auditory, spatial and digital communication. Students will evaluate critical literacy pedagogy from a Christian perspective.

EL205 MULTIMODALITY AND DIVERSITY IN THE CLASSROOM

This unit introduces students to a repertoire of specific strategies for teaching the construction of texts across a range of modes (linguistic, visual, auditory, spatial, gestural, and digital). Current policies and educational initiatives for sequencing multiliteracies learning for culturally and linguistically diverse student are evaluated. Specific multiliteracies assessment and evaluation issues and methods are examined. A wide range of pedagogical models are applied to the students’ design of multiliteracies programs.

EL232 LISTENING AND READING IN THE PRIMARY CLASSROOM

This unit introduces the definitions, theories, models of and approaches to language and literacy education. It focuses on Listening and Reading and considers debates about oral language acquisition and reading development. Various approaches to teaching language, including skills based, strategic approaches, personal development and holistic approaches, and critical, social literacy are covered.

EL233 WRITING AND SPEAKING IN THE PRIMARY CLASSROOM

This unit introduces the definitions, theories, models of and approaches to language and literacy education. It focuses on Writing and Speaking and considers research and debates about written language acquisition and development. Various approaches to teaching language, including skills based, strategic approaches, personal development and holistic approaches, and critical, social literacy are covered. Students will formulate a personal philosophy and framework for teaching language.

ES244 CURRICULUM, ASSESSMENT AND REPORTING (P-7)

This unit relates to the professional responsibilities of the primary teacher to assess, evaluate and report on the learning needs of individual children. This is done on the basis of contextual analysis, philosophical judgement, program planning, resource evaluation, judgement of the quality of learning experiences and consideration of developmentally, culturally and socially appropriate practices. The unit aims to assist preservice teachers to investigate partnerships amongst parents, colleagues and representatives of professional agencies to negotiated learners' quality outcomes.

ES245 CURRICULUM, ASSESSMENT AND REPORTING (4-9)

This unit relates to the professional responsibilities of the middle years teacher to assess, evaluate and report on the learning needs of individual children. This is done on the basis of contextual analysis, philosophical judgement, program planning, resource evaluation, judgement of the quality of learning experiences and consideration of developmentally, culturally and socially appropriate practices. The unit aims to assist preservice teachers to investigate partnerships amongst parents, colleagues and representatives of professional agencies to negotiated learners' quality outcomes.

ES246 CURRICULUM, ASSESSMENT AND REPORTING (7-12)

This unit relates to the professional responsibilities of the secondary teacher to assess, evaluate and report on the learning needs of individual children. This is done on the basis of contextual analysis, philosophical judgement, program planning, resource evaluation, judgement of the quality of learning experiences and consideration of developmentally, culturally and socially appropriate practices. The unit aims to assist preservice teachers to investigate partnerships amongst parents, colleagues and representatives of professional agencies to negotiated learners' quality outcomes.

HP104 HEALTH AND PHYSICAL EDUCATION ELECTIVE

This unit develops a philosophical perspective on human health and movement practices. The views developed undergird a study of health, movement theories, psychomotor development, aquatics, games and associated pedagogy. Students will develop skills in health and movement practices as well as curriculum development in Health and Physical Education.

HP105 GAMES & FITNESS FOR HPE

This unit develops a practical perspective on human health and movement practices. The views developed will be based on a study of health, movement theories, personal development, aquatics, games and associated pedagogy. Students will develop skills in health and movement practices as well as curriculum development and research in Health and Physical Education.

HP231 HEALTH AND PHYSICAL EDUCATION

This unit develops a philosophical perspective on human health and movement practices. The view developed undergirds a study of health, movement theories, psychomotor development, aquatics, games and associated pedagogy. Students will develop skills in health and movement practices as well as curriculum development and evaluation in Health and Physical Education.

LT104 ISSUES IN TEACHING LOTE

The unit aims to relate aspects of language teaching, such as sociolinguistics, second language acquisition, teaching methodology and assessment, to the teaching and learning of Languages other than English (LOTE) in Australian schools. Particular attention is given t familiarising students with resources, curriculum documents and useful technological possibilities.

MA104 TEACHING PATTERNS, NUMBER AND OPERATIONS

This first core P-9 mathematics education unit introduces students to patterning, number and operations topics, covering the syllabus strands Patterns and Algebra and Number.

MA131 TEACHING NUMBER & OPERATIONS

This first primary mathematics education unit provides students with a foundation for subsequent units, focussing on the number strand of the mathematics syllabus.

MA132 TEACHING SPACE AND MEASUREMENT

This second mathematics unit introduces students to the content and methodology of the space, measurement and chance and data strands in the primary school mathematics program.

MA204 TEACHING SPACE, MEASUREMENT AND CHANCE AND DATA

This second core P-9 mathematics education unit introduces students to topics in the syllabus strands Measurement, Space, and Chance and Data.

MA205 ENGAGING MATHEMATICS LEARNERS

This unit is designed to build students understanding of the needs of divergent Mathematics learners.

MA233 PLANNING AND DIAGNOSIS IN MATHEMATICS

This third mathematics education unit provides experiences in planning and assessing in school and class mathematics programs, and in the use of diagnostic teaching practices to effectively manage children’s school mathematics experiences.

SC104 SCIENCE FOR P-9 TEACHERS

This unit is the core science education unit for P-9 BEd students. Its aim is to prepare students to be teachers with a broad knowledge of scientific content, coupled with knowledge of best practice in science education, including various approaches to the teaching of science.

SC131 SCIENCE FOR PRIMARY TEACHERS

This introductory science unit prepares students to teach science at primary school level through introduction of conceptual knowledge in each curriculum strand, including discussion of the nature of science and the “working scientifically” strand.

SC204 INNOVATIVE SCIENCE TEACHING

This unit, the first science studies elective, is designed to help students to develop their personal scientific knowledge, but more importantly to provide experience of ‘best practice’ science education, based on latest research into how students learn science.

SC205 ENVIRONMENTAL SCIENCE STUDIES

This unit exposes students to key concepts involved in environmental protection and management, and uses a variety of strategies to raise awareness of associated issues, including field studies, focussed research, group investigations and discussions.

SC232 PLANNING AND TEACHING PRIMARY SCIENCE

This second unit in primary science education prepares students to plan and teach units of work taking into account current knowledge of the nature of science and how children learn science.

SE104 FOUNDATIONS IN STUDIES OF SOCIETY AND ENVIRONMENT

This foundational core unit in Studies of Society and Environment (SOSE) aims to develop students’ ability to reflect on their life experiences and to develop critical understandings of social institutions, processes, traditions and values. This is achieved through the study of the rationales and philosophies, contributing social science disciplines and fields of learning, various belief, moral, ethical and value systems, social institutions and processes, and approaches to curriculum associated with SOSE. In particular, attempts will be made to develop understandings of society, of social processes and institutions and of their relationships to various environmental settings, from the Christian perspective of responsible discipleship.

SE131 FOUNDATIONS IN STUDIES OF SOCIETY & ENVIRONMENT

This unit aims to develop students’ ability to reflect on their life experiences and to develop critical understandings of social institutions, processes, traditions and values. This is achieved through the study of the rationales and philosophies, contributing social science disciplines and fields of learning, various moral, ethical and value systems, social institutions and approaches to curriculum associated with Studies of Society and Environment (SOSE). In particular, students will investigate and critique SOSE Syllabus documents, and will develop understandings of society, social processes and institutions and their relationships to various environmental settings, from a Christian perspective.

SE204 CREATIVE TEACHING STRATEGIES FOR SOSE

This unit will investigate and analyse a range of issues and principles for making SOSE lessons and units innovative, creative and engaging for learners and to break down misconceptions that surround this key learning area. Students will engage in an exploration and analysis of a diverse range of innovative, creative and divergent strategies for breaking down the walls between classroom and society and these will be critiqued within a Christian framework of cultural transformation, missional and transcendent teaching and learning tasks.

SE205 INNOVATIVE SOSE TEACHING: FROM SYLLABUS TO SIMULATIONS

This elective unit in Studies of Society and Environment (SOSE) aims to develop students’ ability to develop whole school, contextually significant curriculum programs that are well documented, innovative and reconceptualised from a distinctively Christian perspective within the SOSE key learning area. Complimenting this investigation will be an analysis of a range of inquiry based approaches to SOSE, including the construction and development of an age appropriate and intellectually challenging simulation game/scenario.

SE232 PLANNING AND TEACHING STUDIES OF SOCIETY AND ENVIRONMENT

This unit gives students opportunity to consider issues of methodology and curriculum design, implementation and review in Studies of Society and Environment (SOSE). In the course of such considerations, students will be given the opportunity to develop their own critical Christian worldview of SOSE and to compare it to other worldviews. In particular, students will investigate the concept of ‘cultural transformation’ as it applies to issues of SOSE.

TN104 TECHNOLOGY STUDIES ELECTIVE

This elective unit gives P-9 student teachers grounding in the Years 1-10 Technology syllabus, and equips them to develop and implement a program of engaging, worthwhile technology lessons.

TN204 ICT ELECTIVE

This elective unit gives students with a particular interest and expertise with ICTs to explore more advanced uses of ICTs to develop meaningful, innovative programs of learning for their students.

TN231 TECHNOLOGY EDUCATION

This unit aims to introduce students to Technology as a Key Learning Area, in terms of its contribution to school curriculum programs and the ways in which it can develop a critically reflective approach to the pervasiveness of technology and its impact on people and society.

Drama Units

DM100 THE ELEMENTS OF DRAMA

As an introductory unit to the Drama course, this unit helps students to understand the fundamental concepts relating to the nature and elements of drama. It introduces them to the major styles of drama and the origins of the dramatic form, while helping them to become more aware of and more competent in a range of dramatic skills, and to relate the world of drama and of the theatre to the Christian faith.

DM110 EXPRESSIVE FORMS I

This unit emphasises the development of a range of foundational skills such as movement, breathing, and voice that are necessary for the actor. It makes the student aware of the anatomy involved in breathing and in the production and use of the voice, as well as of the impact that voice and movement can have on dramatic performance - knowledge that they can communicate to their students in secondary schools. In addition, it encourages students to adopt a biblical perspective as both integrated physical human beings and as members of a team.

DM120 INTRODUCTION TO DRAMATIC PERFORMANCE

Practical experience in performing before a live audience is the ultimate aim of this unit. Students will be involved in the full dramatic experience from the processes and skills of dramatic production, to the experience of working under a Director, workshopping, blocking and rehearsals.

DM130 THE HISTORY OF DRAMA

Prerequisites: Nil This unit takes students through the historical periods of Western civilisation from classical Greece and Rome to the present day; and examines how the nature and conventions of the dramatic form have been depicted by dramatists throughout the ages. This is a foundational unit for students of drama who are to become teachers, providing them with knowledge of how drama has changed with civilisations and cultures.

DM210 EXPRESSIVE FORMS II

Prerequisites: DM110 Expressive Forms I and 10 credit points of 100-level DM units This unit builds on the foundational skills of DM110 Expressive Forms I by presenting the students with more probing questions and more challenging tasks over a greater range of genres and contexts. In its emphasis on the place of symbolism and ritual, it encourages them to reflect on their own religious experience.

DM220 ADVANCED DRAMATIC PERFORMANCE

Prerequisites: DM110 Expressive Forms I and 10 credit points of 100-level DM units This unit helps students to extend and develop the skills and experience gained in DM120 Introduction to Dramatic Performance with the added experience of working with an outside director and of expanding their experience in the aesthetic domain as well as in the practical performance domain.

DM230 APPROACHES TO ACTING

This unit is intended to introduce and promote critical analysis of a range of methods of acting on the basis of a Biblical worldview. Students will experience the acting process from the first reading if a script to interpretation on the stage. A variety of approaches to interpretation of a particular role will be explored in order to promote creative exploration of texts. In this way, students should be able to develop their own approaches to text and roleplay.

DM240 DRAMA IN FILM AND TELEVISION

Prerequisites: 20 credit points of 100-level DM units This unit addresses the need for students to realise the increasing importance of the interface between drama and the electronic media by providing them with knowledge of the theory and practice of the latter and the relationship between those of the former. It is particularly important for student teachers to be aware of this, as the students that they will be teaching will be very much aware of the electronic media in all its forms.

DM250 DRAMA AND THE CHURCH

Prerequisites: 20 credit points of 100-level DM units The aim of this unit is to prepare students for the production and presentation of high quality Christian drama that contains artistic integrity, thematic depth, and dramatic forms appropriate for Christian - sponsored plays, so that the message of the Gospel will appeal to a contemporary audience. The course will encourage students to reflect critically on the production of quality drama both inside and outside the Church, and will assist them to devise and produce, within a small team, their own dramatic outcomes.

DM260 YOUTH THEATRE

This unit will explore the possibilities and challenges of youth theatre in a range of contexts. Students will be introduced to a range of models and theories for facilitating drama among young people, as well as a variety of strategies for developing creative expression amongst young people. Students will also be required to develop and implement a short-term dramatic experience with a group of young people.

DM275 COSTUME AND DESIGN

Prerequisites: 20 credit points of 100-level DM units The aim of this unit is that students will gain knowledge and an understanding of the design, construction, and function of costume in the theatre. They will do this, not only by means of lectures and research, but by practical application of their knowledge to a dramatic project where, in pairs, they will write a scene, design costumes suitable for it, and construct those costumes for a dramatic performance of the script that they have written.

DM280 SOUND AND LIGHTING

Prerequisites: 20 credit points of 100-level DM units. This unit explores the theory of design of sound and of lighting for the theatre, and offers students the opportunity of gaining practical expertise in the collecting and the creation of data and the use of equipment suitable for the stage in both sound and lighting.

DM285 CONTEMPORARY DRAMA

Prerequisites: 20 credit points of 100-level DM units. This unit seeks to provide a framework in order to discuss the diversity of contemporary drama. It is therefore not a chronological study of the period in relation to contemporary drama, but an examination of new forms of theatre and an exploration of new, controversial themes that cover a wide range of different cultural and traditional ideas and values. The framework offered in this unit is five-fold: political, social, popularist, global, and multicultural, and playwrights who represent some or all of these categories are studied.

DM290 AUSTRALIAN DRAMA

Prerequisites: 20 credit points of 100-level DM units. This unit examines Australian Drama as part of the international literary, philosophical, and artistic worlds, and as a uniquely national dramatic phenomenon with its own myths and identity. The students assess the historical development and thematic content of Australian Drama through oral and written discussion of an Australian Performance, and through the acting-out of their own performances.

DM380 TOWARDS A THEOLOGY OF THE ARTS

Prerequisites: 40 credit points of 200-level DM units. This unit explores the dynamic relationship between commitment to faith and commitment to art, and to develop a sound foundation for a Christian aesthetic based on a biblical perspective.

DM395 DRAMA RESEARCH PROJECT

This unit is intended for students in the last year of their Drama studies who would like to specialize in a topic of interest, such as a detailed study of a particular author. It is particularly valuable as an exercise in individual research for those who intend to proceed to postgraduate studies in Drama.

DM396 INDEPENDENT DRAMA STUDY

Prerequisites: 40 credit points of 200-level DM units. This unit is intended for students in the last year of their Drama major who would like to specialise in a topic of particular interest through the production of a major research paper. This unit prepares students for the pursuance of postgraduate studies in Drama, as well as placing them in a position to undertake experience in industry.

Early Childhood Units

EC131 CHILD DEVELOPMENT AND CHILD STUDY

Students who are completing an early childhood major in their preservice teacher education program need to be able to understand the contexts of family life, society and culture, as well as critically evaluating theoretical, historical and applied knowledge. From this knowledge base, they will develop strategies and skills for observing and interacting with young children. This unit therefore provides an experience base for the selection and organisation of appropriate learning situations for young children in a variety of contexts.

EC232 EARLY CHILDHOOD EDUCATION CURRICULUM PLANNING AND EVALUATION

This unit explores the parallel initiatives of planning and implementation in early childhood settings through both theoretical and practical investigations of strategies, case studies and approaches used by practitioners when they plan for and implement programs of learning for young children. Historical influences, the place of ‘stakeholders’ and differing paradigms within ‘the field’, and how these each impinge upon practice, will be investigated.

EC234 ISSUES AND PERSPECTIVES IN EARLY CHILDHOOD EDUCATION

This final coursework unit in the Early Childhood Studies specialisation engages students in a range of professional and policy issues that include curriculum areas (KLAs and FLAS), accreditation, leadership, management practices, policy documents, partnerships, advocacy and developmentally appropriate practice (DAP).

EC331 ASSESSMENT, REPORTING & EVALUATION IN EARLY CHILDHOOD EDUCATION

This unit engages student teachers in processes and strategies related to assessment, reporting and evaluation of early childhood children, settings and curriculum. Particular attention is paid to negotiation, individual education programs, working with specialist personnel and parents, and quality assurance.

Early Years Units

CR331 EARLY YEARS: CONTEXTS AND PHILOSOPHIES

This unit lays the foundation for an holistic understanding of the contexts of development of the young child. The impact of foundations laid in the early years throughout the school years are explored in the unit. The need for a thorough knowledge of current developmental research, demographic trends, and theories past and present, as a basis for sound pedagogical practice, is articulated and explored.

CR332 EARLY YEARS: CURRICULUM FRAMEWORKS, FOUNDATIONS AND ELEMENTS

CR333 EARLY YEARS: PEDAGOGIES FOR LITERACY AND NUMERACY

This unit develops frameworks for preservice teachers to build the literacy and numeracy skills and practices of early years learners within the classroom. This will develop sound foundations in identifying, teaching and assessing the literate and numerate demands of contemporary educational, professional and social contexts of early phase students.

CR334 EARLY YEARS: ISSUES IN DEVELOPING EFFECTIVE LEARNING ENVIRONMENTS

This unit encompasses the notion that the quality of the physical, psychological, aesthetic, intellectual, experiential and social environments are congruent with the success or failure of the learning experience for young children. The unit gives preservice teachers the opportunity to reflect on and articulate their knowledge about the provision of healthy 'learnscapes' as a part of the duty-of-care responsibilities of the Early Years educator.

EY201 THE DEVELOPING CHILD IN THE EARLY YEARS

This unit is the first in a strand of Early Years Units and lays the foundation for an holistic understanding of the domains of development of the young child. The need for a thorough knowledge of current developmental research and theories, as a basis for sound pedagogical practice, is articulated and explored in this unit.

EY202 ASSESSMENT, REPORTING AND EVALUATION IN THE EARLY YEARS

This unit is designed to build students’ knowledge and understandings of assessment, evaluation and reporting and to assist them with preparing and using authentic assessment tools for Early Years students. The unit will focus on meaningful, authentic and integrated tasks that link assessment with learning. In this way students will be equipped in using motivating and engaging assessment tasks designed to cater for the learning needs of students in the Early Years.

EY302 PLANNING AND IMPLEMENTATION IN THE EARLY YEARS

This unit is the second in the Early Years Strand of studies which relates to authentic, appropriate approaches to Curriculum development in the Early Years. The notions of the interplay between knowledge of child development research, curriculum pedagogies, current documents, learning experiences and the learning environments inform the core knowledge of this unit.

EY305 ESTABLISHING EFFECTIVE LEARNING ENVIRONMENTS IN THE EARLY YEARS

This elective unit in Early Years Studies encompasses the notion that the quality of the physical, psychological, aesthetic, intellectual, experiential and social environments are congruent with the success or failure of the learning experience for young children. The provision of healthy ’learnscapes’ is part of the duty-of-care responsibilities of the Early Years educator.

EY404 ISSUES AND PERSPECTIVES IN EARLY YEARS EDUCATION

This unit is the capstone unit in the Early Years strand and encompasses the notion that graduands need to possess a critical knowledge of current and emerging trends, initiatives, research and documents which shape the parameters of the Early Years field.

Education Studies Units

CR111 INTRODUCTION TO CROSS-CURRICULAR LITERACIES

This unit in cross-curricular literacies is designed to introduce preservice teachers to the many aspects and contexts of communication systems relevant to the academic and professional components of educational contexts. It will build preservice teachers‟ knowledge and use of the discourses and practices of literate, numerate and digital demands on teachers and school students.

CR131 LANGUAGE, LITERATURE AND LITERACY

Prerequisites: CR111 Introduction to Cross-Curricular Literacies (pass Literacy component). This unit introduces different approaches to teaching English. Preservice teachers will engage with language structure, language learning, and pedagogy. There is an emphasis on the critical evaluation of the strengths and weaknesses of literacy teaching strategies in relation to scholarly research. Attention is also given to the importance of teaching emerging forms of technological, multi-modal, and culturally-diverse textual practices in the context of globalisation.

CR161 INTRODUCTION TO MATHEMATICS AND NUMERACY

Prerequisites: CR111 Introduction to Cross-Curricular Literacies (pass Numeracy component). This unit will develop preservice teachers‟ discipline content knowledge of the broad range of Mathematics topics in all strands of current Queensland and Australian curriculum documents. Preservice teachers‟ previously learned knowledge of content and procedures will be reinforced, with an emphasis on appropriate understanding of the underlying Mathematics in order to teach these topics.

CR171 INTRODUCTION TO SCIENCE

This unit is a core science education unit for preservice teachers covering the discipline content knowledge for Early and Middle Years. Its aim is to prepare preservice teachers with appropriate levels of scientific literacy and numeracy and a broad knowledge of scientific content for the earth and beyond, energy and change, life and living, natural and processed materials and science inquiry skills components of the Science curriculum. Preservice teachers will also be encouraged to consider the Science as a construction of western sociocultural contexts and will be challenged to critique human responsibilities and actions as stewards of the natural environment.

CR181 INTRODUCTION TO HISTORY AND GEOGRAPHY

This unit provides preservice teachers with foundational discipline content knowledge in the areas of History and Geography, with a focus on Australian context. The unit examines historical movements as well as the ideologies that have shaped the history of Australia. It encourages analysis of historical data and the use of those materials to encourage an understanding of the Australian character both in the past and in contemporary Australian life. This unit also introduces a wide range of geographical issues that investigate the interactions between human and physical components of the environment. Critical engagement with issues of stewardship and sustainability are developed.

CR191 INTRODUCTION TO TECHNOLOGY EDUCATION: TECHNOLOGY AND ICT

This unit provides preservice teachers with foundations in the discipline content knowledge required for the teaching of Technology within classroom contexts. It emphasises problem identification, solution generation and evaluation through application of the design process, rather than the learning of specific applications. It provides preservice teachers with opportunities to develop an understanding of the knowledge, skills and processes necessary for teaching and learning the concepts and principles of Technology in the classroom.

CR220 CONTENT AND PEDAGOGY: THE ARTS

This unit combines a balance of practice and theory to introduce the importance of The Arts in the development and growth of school students. Different techniques of teaching and theories that impact The Arts education of preservice teachers is also addressed including how our faith must be an integral part of our approach to arts education.

CR224 CONTENT AND PEDAGOGY: THE ARTS AND HPE

CR232 CURRICULUM AND PEDAGOGY: ENGLISH AND LITERACY

Prerequisites: CR131 Introduction to Language, Literature and Literacy. This second unit relating to the English key learning area is designed to be very practical, providing preservice teachers with a broad scope of suitable teaching and learning practices, with a significant emphasis on the teaching of reading and writing. It will also provide a point of reference to contemporary research and theory in order to ground pedagogical content knowledge in best practice.

CR240 CONTENT AND PEDAGOGY: HEALTH AND PHYSICAL EDUCATION

This unit develops a philosophical and practical perspective on human health and movement practices. The view developed undergirds a study of health, movement theories, psychomotor development, aquatics, games and associated pedagogy. Preservice teachers will develop skills in health and movement practices as well as curriculum development and evaluation in Health and Physical Education.

CR262 CURRICULUM AND PEDAGOGY: MATHEMATICS AND NUMERACY

Prerequisites: CR161 Introduction to Mathematics and Numeracy. This second core mathematics education unit develops and applies the content knowledge developed in CR161, equipping preservice teachers to design and implement engaging, relevant learning episodes for school students in the early and middle phases.

CR272 CURRICULUM AND PEDAGOGY: SCIENCE

Prerequisites: CR171 Introduction to Science. This unit is designed to help preservice teachers to develop their personal scientific literacy and knowledge, but more importantly to gain knowledge and experience of „best practice‟ science education, based on latest research into how school students learn Science.

CR282 ADVANCED STUDIES IN HISTORY AND GEOGRAPHY

Prerequisites: CR181 Introduction to History and Geography. This unit provides preservice teachers with advanced discipline content knowledge in the areas of History and Geography, with a focus on the international context. The unit examines historical movements as well as the ideologies that are shaping history as well as information on the growth and development of civilisation. It encourages analysis of historical data and the use of those materials to encourage an understanding of the civilisation both in the past and in contemporary life. This unit also introduces a wide range of geographical issues that investigate the interactions between human and physical components of the environment. Critical engagement with issues of sustainability is developed.

CR289 CURRICULUM AND PEDAGOGY: SOSE AND TECHNOLOGY

Prerequisites: CR181 Introduction to History and Geography and CR191 Introduction to Technology Education: Technology and ICT. This unit provides preservice teachers with pedagogical understandings for SOSE and Technology key learning areas. It emphasises problem identification, solution generation and evaluation through application of SOSE values and principles, as well as the design process. It also provides for the development of an understanding of the knowledge, skills and processes necessary to effectively teach the concepts and principles of SOSE and Technology in the primary classroom.

CR290 CONTENT AND PEDAGOGY: TECHNOLOGY

Prerequisites: CR191 Introduction to Technology Education: Technolgy and ICT. This unit provides preservice teachers with foundations in the discipline and pedagogical content knowledge required for the teaching of Technology within classroom contexts. It emphasises problem identification, solution generation and evaluation through application of the design process, rather than the learning of specific applications. It provides preservice teachers with opportunities to develop an understanding of the knowledge, skills and processes necessary for teaching and learning the concepts and principles of Technology in the classroom.

CR308 CURRICULUM AND PEDAGOGY: TEACHING AREA #1

CR309 CURRICULUM AND PEDAGOGY: TEACHING AREA #2

ED111 CULTURAL AND DEVELOPMENTAL CONTEXTS FOR EDUCATION

This unit is the first in a strand of Education Studies in the preservice teacher education courses. It encompasses the notion that culture and development underpin the context, perceptions and outcomes of education, and that, in order to be professional and effective, educators need to be cognisant of this.

ED112 WRITING AND RESEARCH FOR TEACHERS

This unit explores the processes and dynamics of communication in the academic and professional contexts, and highlights the need for teachers to be effective communicators in a vocation that imparts information and skills to others. It addresses the processes and methods of research techniques, and makes students aware of the continuing need to engage in research to advance their knowledge of content areas and of general trends in the profession. Students will engage with the skills and processes of effective research practices, competent written and oral communication, and the basic study skills that are essential for tertiary education.

ED113 INTRODUCTION TO TEACHING AND LEARNING

This unit is designed to introduce student teachers to the many theories that link to practice in the classroom. In doing so, it will build their knowledge, understanding and experience of a range of basic teaching skills.

ED114 PERSONAL PROFICIENCY IN CROSS-CURRICULAR LITERACIES

This unit is designed to introduce students to the many aspects and contexts of communication systems relevant to educational contexts. It will build students’ personal proficiencies in all forms of language literacy, numeracy and technological literacy.

ED131 CULTURAL INFLUENCES ON EDUCATION

This unit is the first in a strand of Education Studies in the Bachelor of Education program. It encompasses the notions that ‘culture’, in its broadest meaning, underpins the context, perceptions and outcomes of education, and that, in order to be professional and effective, educators need to be cognisant of this.

ED132 DEVELOPING PROFESSIONAL COMMUNICATION

Effective communication is a vital factor for success in both academic and professional contexts. This unit will explore the processes and dynamics of communication in both settings, particularly in terms of classroom teaching. Students will engage with the skills and processes necessary for effective written and oral communication as well as the study skills essential for tertiary education.

ED133 HUMAN DEVELOPMENT THROUGH THE LIFESPAN

Students will explore the various contours of the human person (cognitive, emotional, spiritual, moral, relational and volitional) and will provide understandings upon which they will be able to appreciate and acknowledge the multifaceted scope and complex nature of human development. This exploration will take place within a contextual framework that uses Erickson’s stages of psychosocial development as a paradigm through which other theories and developmental levels will be filtered.

ED134 INFORMATION TECHNOLOGY IN THE CLASSROOM

This unit prepares students to use information technology to support and encourage learning among their students.

ED215 PLANNING FOR LEARNING

This unit is designed to introduce student teachers to the many theories that link to practice in the classroom and to build their knowledge, understanding and experience of a range of basic teaching skills.

ED216 PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Drawing upon the fields of educational philosophy and sociology, this unit seeks, to develop an understanding of the ideas and philosophies that have shaped contemporary educational theories, of various theories regarding the nature of society, and of the contexts in which education is seen to operate. This unit will provide the tools for the preservice teacher to think in critical and reflective ways about the foundations, nature and current social contexts of teaching and to develop ways of thinking about and reconceptualising education that are distinctively Christian.

ED217 USING CROSS-CURRICULAR LITERACIES IN CLASSROOM

This unit is designed to facilitate students’ understandings of and competency in planning for and implementing language literacy, numeracy and digital literacy teaching and learning through all key learning areas. It will build students’ personal proficiencies in critical literacy and the use of the Multiliteracies pedagogical model for teaching and learning.

ED231 LEARNING ABOUT TEACHING

This unit investigates a range of key principles and approaches in relation to classroom planning, teaching and learning. It is foundational in investigating major pedagogical issues and imperatives which will be further developed in later units of the strand.

ED232 CLASSROOM MANAGEMENT

The topic of classroom management is a vital one given the range of social complexities existing in Australia today. For teachers to manage successfully, they first have to understand both themselves as classroom leaders and the psycho-social needs of the students, and the interrelationships of these within the classroom. It is upon this foundation that models and theories of management will be studied, and students will be encouraged to develop personal theories of practice.

ED318 MOTIVATION AND MANAGEMENT OF LEARNERS

Given the range of social complexities existing in Australia today, the motivation and management of learners in the classroom context is a vital component of student teachers’ studies into teaching and learning. This unit is designed to assist students to investigate their personal understandings and actions in relation to classroom management, explore a range of models and theories of management and discipline, and develop personal theories of practice in relation to the motivation and management of learners.

ED319 INCLUSIVE PHILOSOPHY AND PRACTICE

This unit focuses on best practice from literature and research, grounded in a values- and Bible-based personal and professional philosophy of inclusive education. Issues addressed include learning style, identification of strengths, needs and disabilities, relevance of student strengths and needs for assessment, curriculum, teaching and reporting processes and strategies, planning and programming to meet student needs, support technologies for learners with complex behaviour challenges, legal implications and risk assessment and management processes, and resources, supports, and networks across disciplines to assist teachers and schools.

ED331 CURRICULUM PLANNING AND EVALUATION

This unit aims to develop students’ abilities to reflect upon and analyse key pedagogical elements that underpin curriculum documentation. This is achieved through the study of a range of national, state and systemic curriculum documents. Students will identify and investigate the key orientations and core elements of these curricula, and critique of current developments within Queensland curriculum policy and decision-making will also be explored. Students will become curriculum decision makers and practitioners by applying their theory of curriculum to specific units of work.

ED332 PHILOSOPHY OF EDUCATION

This unit draws upon the terminology and concepts of philosophy to consider major philosophical schools of thought and their approaches to education. Students will draw upon Christian theology and philosophy to articulate and justify their own views of educational theory and practice, and apply these in reflection upon selected issues in education.

ED333 THE INCLUSIVE CLASSROOM

This unit focuses on best practices drawn from literature and research in educational provision for students from the social justice target groups including identification, diagnosis, intervention, curriculum planing, pedagogy, program implementation and support services.

ED410 CURRICULUM AND PRACTICE

This unit develops frameworks for student teachers to review curriculum orientations, personal teaching styles and learning design competencies. It provides a basis for the development of an Action Research Project on approaches to teaching for transformation during SP404 School-based Internship Program.

ED411 ENTERPRISE EDUCATION PROJECT

This unit gives students an opportunity to pursue an area of educational interest and to design, implement, review and evaluate an enterprise education project that is professionally relevant and contextually appropriate to the educational community. The student will identify an area of interest or an issue for investigation, critically review relevant literature, design the project and methods of exploration/ investigation, pursue the investigation, and report in a form deemed appropriate, such as a curriculum plan, report, journal, article or research paper, together with any supplementary materials. Student will present their projects at an Enterprise Education symposium.

ED412 BECOMING A PROFESSIONAL TEACHER

This unit requires student teachers to reflect on their SP404 School-based Internship Program experiences in order to develop concepts, competencies, strategies and procedures for their induction into schools as ‘beginning teachers’.

ED431 CURRICULUM THEORY IN PRACTICE

ED432 SOCIETY AND EDUCATION

Drawing upon the field of educational sociology, this unit develops an understanding of major theories regarding the nature of society and the contexts in which education occurs. Notions of the nature and goals of schooling and the relationship between education and society are investigated, as are perspectives regarding the social dimensions of schools and the ways in which societal factors impact upon the educational experiences of teachers and students. Students are encouraged to reflect upon and clarify key values which shape the nature of education in the light of a Christian worldview.

ED433 THE DEVELOPING PROFESSIONAL

This unit involves student teachers reflecting on their School-based Internship experiences in order to develop concepts, strategies and procedures for their induction into schools as ‘beginning teachers’.

ED600 Theological Reflections on Education

This unit will equip school leaders to reflect upon a Christian vision of life and to explore issues of educational practice in the light of such a vision. Although such a process may well challenge deeply some aspects of current thought and practice, the learnings from it are essential for school leaders and those who aspire to school leadership.

ED601 Applying Worldview Studies to Christian Education

This unit is designed to build students' knowledge and understanding of a Christian worldview, develop comparative analyses of and appreciation for the nature of other worldviews evident in society, and facilitate the practice of applying a thoroughly Christian worldview to their personal and professional life.

ED602 Philosophical Perspectives on Education

Classical, modern and postmodern philosophies have all generated theories and approaches to education, and the unit therefore introduces the range and variety of educational models and some of the key points of difference. Students can then reflect on their own theological convictions and the varying theological currents which flow through the literature on Christian education.

ED609 Independent Study in Perspectives for Christian Education

Provision for postgraduate students to pursue areas of special interest is an integral part of Masters-level studies. ED609 provides a platform for students‟ individual investigations and will assist in the professional and personal growth of the student whilst also benefitting the school and educational community.

ED610 Theory and Practice in Educational Leadership

This unit will challenge students to engage in the praxis of educational leadership and will provide opportunities for the application and implementation of a range of leadership theories and principles within specified school contexts. Students will be required to survey significant literature on the application of theories and will actively engage in reflection both on and within practice.

ED611 Leadership and Change Management

This unit will provide students with an understanding of a range of theoretical models and processes relating to change management and will enable analysis and critical evaluation of these theoretical perspectives in context specific school settings and environments. Furthermore, the unit identifies the centrality of strong leadership throughout the change management process and seeks to equip students with the theoretical understandings of a range of management styles and processes to facilitate change in effective and transformative ways that are consistent with a Christian worldview.

ED612 Risk Management in Learning Organisations

This unit aims to provide the student with both the skills necessary to establish the context within which the risk management process will be implemented and also to introduce the student to the risk management process itself. This will involve the student being aware of the risk management process as outlined in AS/NZS 4360 and the various tools and techniques that might be used to identify, analyse, assess and treat risks.

ED613 Establishing and Sustaining Distinctively Christian School Cultures

This unit explores the concept of organisational culture, particularly as it relates to Christian schools. It directs the student to consider the Christian school as a faith community with an emphasis on learning. The unit also deals with how Christian school leaders can preserve, perpetuate and maintain distinctively Christian school cultures and how symbolic cultural elements can facilitate and enhance these preservation processes. This unit will challenge students to apply cultural concepts and understandings to thinking about, investigating, and intervening in school settings. Students will be required to survey significant literature on the application of the concept of organisational culture to schools and to develop, with the help of scripture and Christian thinking on the issue, goals for the development of a distinctively Christian school culture. In particular, the unit will focus on the consideration of the desirable features of Christian school culture and strategies for cultivating, developing and perpetuating such a culture to succeeding generations.

ED619 Independent Study in Issues of Educational Leadership

Provision for postgraduate students to pursue areas of special interest is an integral part of Masters-level studies. ED619 provides a platform for students‟ individual investigations and will assist in the professional and personal growth of the student whilst also benefitting the school and educational community.

ED620 Enhancing the Spiritual Formation of Teachers

This unit engages students with the academic literature on Spiritual literature so as to develop a personal conceptual framework. Detailed reflections on personal practices provide a basis for ongoing personal evaluations and action planning to enrich and enhance one‟s personal growth through spiritual formation.

ED621 The Spiritual Development of Leaders

This unit will investigate spiritual/faith development in the context of personal growth and community engagement. An exploration of different theories of spiritual development will be undertaken to inform the teachers understanding of the learner as a spiritual being. Innovative pedagogical approaches that will support the spiritual growth of learners will be considered.

ED622 Critical Engagement for Teaching Christianly

The study requires students to engage critically with the literature so as to provide a framework for both a review of their own personal learning and professional teaching practices and an investigation of what this means in their learning settings. A clinical trial, with critical review and evaluation, will be designed and implemented in their learning setting to extend, enrich and enhance the application of 'teaching Christianly'.

ED629 Independent Study in Issues of Spirituality and Education

Provision for postgraduate students to pursue areas of special interest is an integral part of Masters-level studies. ED629 provides a platform for students' individual investigations and will assist in the professional and personal growth of the student whilst also benefitting the school and educational community.

ED630 Innovative Practices that Enhance teaching for Learning

Teachers engaging in this unit of study will undertake a detailed mapping and analysis of their learning and teaching styles. Particular attention will be paid to the Professional Standards for Teachers in Queensland schools (QCT and DETA) so as to develop a diagnostic, remedial and action research plan for enhancing student learning.

ED631 Improving Learning praxis

Critical review of theoretical and practical approaches to the study of „learning‟ will form the basis for the analysis of particular learning settings, to identify factors such as context, style, learner characteristics, motivation, task and processes that promote and/or inhibit learning. Students formulate a personal framework on „learning‟ from these studies.

ED632 Personal Pedagogy as a Living Curriculum

This unit provides students with the pedagogical content knowledge and analytical procedures to describe, map, and critically review their stages of and pathways towards a Living Curriculum. The unit also explores avenues for the enhancement and integration of personal and professional growth, through the trial and review of an innovation within the student's educational setting.

ED633 Investigating the Motivation and Management of Learners

Given the range of social complexities existing in Australia today, the motivation and management of learners in the classroom context is a vital component of teachers' practice. This unit is designed to assist teachers to investigate their personal understandings and actions in relation to classroom motivation and management, explore a range of models and theories, and develop personal practice in relation to a personally identified issue.

ED634 Supervising Learner Teachers

In this unit students will engage in theory and practical elements of supervisory mentoring, assisting in the development of skills for mentors, practicum co-ordinators, school internship co-ordinators, middle and senior management etc. It seeks to develop educator's understandings of, approaches to and skills in supervisory mentoring while providing opportunity for participants to analyse, devise a plan for and critically reflect on a reconstructed approach to their own supervisory mentoring practice.

ED639 Independent Study in Pedagogical Issues

Provision for postgraduate students to pursue areas of special interest is an integral part of Masters-level studies. ED639 provides a platform for students' individual investigations and will assist in the professional and personal growth of the student whilst also benefitting the school and educational community.

ED640 Curriculum in Context

Through an analysis of curriculum theory and curriculum development theory, this unit establishes frame-works for the examination and critique of past and current innovations. These frameworks provide bases for the design, development, implementation and review of an educational innovation that will be trialled and reviewed in a selected setting.

ED641 Cross-curricular Literacies in Schools

This unit introduces students to the concept of cross-curricular literacies – literacy, numeracy and digital literacy – and their application to planning and teaching across the curriculum. Students will engage in analysis of current practices in the light of contemporary teaching models which integrate critical literacies in relevant key learning areas, within the Multiliteracies Pedagogical Framework.

ED642 Language, Literature and Literacies

This unit focuses on the issues facing English teachers in schools. There is an emphasis on both theoretical assumptions behind approaches to teaching English curriculum, and pedagogy or practice. It encourages teachers to be informed of current curriculum initiatives in their state and to develop knowledge for critically evaluating curriculum at the school level. Through this unit, students will become aware of the changing focus of linguistics and literacy teaching through recent educational history, with particular attention given to those theorists whose work has significantly impinged on current educational theory.

ED643 Teaching Mathematics: Engaging Learners Through Diagnosis and Remediat

This unit focuses on developing the knowledge, skills, processes and attitudes necessary to develop a diagnostic approach to the teaching of mathematics that will cater to the needs of Mathematics learners at both ends of the spectrum. Students will also be encouraged to develop ways to engage the average Mathematics learner with verve and enthusiasm. This is achieved by examining both syllabus documents and recommendations arising from recent mathematics education research, leading to investigation of effective diagnostic teaching strategies, planning, resource development and implementation that will maximise opportunities for children to develop their mathematical skills and interests.

ED649 Independent Study in Curriculum Issues

Provision for postgraduate students to pursue areas of special interest is an integral part of Masters-level studies. ED649 provides a platform for students' individual investigations and will assist in the professional and personal growth of the student whilst also benefiting the school and educational community.

ES114 EDUCATIONAL PSYCHOLOGY: LEARNING AND DEVELOPMENT (P-7)

This unit is the first in a strand of differentiated Education Studies for preservice teachers in primary courses. It provides preservice teachers with a foundational understanding of child development which underpins the professional work of educators in P-7 contexts. As such, it introduces preservice teachers to the developmental contexts of both early years and primary school classrooms and contexts, including the needs of the multicultural and Indigenous student, and investigates these from a number of developmental perspectives.

ES115 EDUCATIONAL PSYCHOLOGY: LEARNING AND DEVELOPMENT (4-9)

This unit is the first in a strand of differentiated Education Studies for preservice teachers in middle years courses. It provides preservice teachers with a foundational understanding of child development which underpins the professional work of educators in middle phase (Years 4-9) contexts. As such, it introduces preservice teachers to the developmental contexts of middle years school classrooms and contexts, including the needs of the multicultural and Indigenous student, and investigates these from a number of developmental perspectives.

ES116 EDUCATIONAL PSYCHOLOGY: LEARNING AND DEVELOPMENT (7-12)

This unit is the first in a strand of differentiated Education Studies for preservice teachers in secondary courses. It provides preservice teachers with a foundational understanding of child development which underpins the professional work of educators in secondary (Years 7-12) contexts. As such, it introduces preservice teachers to the developmental contexts of secondary school classrooms and contexts, including the needs of the multicultural and Indigenous student, and investigates these from a number of developmental perspectives.

ES124 INTRODUCTION TO TEACHING AND LEARNING (P-7)

This unit is designed to introduce P-7 preservice teachers to the many theories, strategies, approaches and methods that facilitate effective practice in the classroom. In doing so, it will build their knowledge, understanding and experience of a range of teaching skills and approaches. This unit introduces preservice teachers to the significant practical implications of the range of teaching and learning theories to both early years and primary classrooms and contexts. This emphasis upon praxis is a distinguishing feature of this unit, whereby preservice teachers will be encouraged to practically and personally observe, implement and reflect upon the teaching and learning theories they will be investigating.

ES125 INTRODUCTION TO TEACHING AND LEARNING (4-9)

This unit is designed to introduce middle phase (Years 4-9) preservice teachers to the many theories, strategies, approaches and methods that facilitate effective practice in the classroom. In doing so, it will build their knowledge, understanding and experience of a range of teaching skills and approaches. This unit introduces preservice teachers to the significant practical implications of the range of teaching and learning theories to middle phase classrooms and contexts. This emphasis upon praxis is a distinguishing feature of this unit, whereby preservice teachers will be encouraged to practically and personally observe, implement and reflect upon the teaching and learning theories they will be investigating.

ES126 INTRODUCTION TO TEACHING AND LEARNING (7-12)

This unit is designed to introduce secondary (Years 7-12) preservice teachers to the many theories, strategies, approaches and methods that facilitate effective practice in the classroom. In doing so, it will build their knowledge, understanding and experience of a range of teaching skills and approaches. This unit introduces preservice teachers to the significant practical implications of the range of teaching and learning theories to secondary classrooms and contexts. This emphasis upon praxis is a distinguishing feature of this unit, whereby preservice teachers will be encouraged to practically and personally observe, implement and reflect upon the teaching and learning theories they will be investigating.

ES234 EDUCATIONAL CONTEXTS AND PHILOSOPHIES: EARLY LEARNING AND PRIMARY SCHOOL CENTRES (P-7)

This unit encompasses the notion that culture and philosophy underpin the context, perceptions and outcomes of education, and that, in order to be professional and effective, educators need to be cognisant of this. As such, it introduces students to the sociocultural contexts of both early phase and primary school classrooms and contexts and investigates these from a number of philosophical positions. Specific attention is paid to the particular sociocultural needs of early phase and primary students within diverse cultural settings. Drawing upon the tenets of philosophy, preservice teachers will develop an understanding of the ideas and philosophies that have shaped contemporary education in the P-7 school. Overall, this unit will provide the tools for the preservice teacher to think in critical and reflective ways about teaching philosophy and practice, and to develop Christian ways of thinking about and reconceptualising education in the P-7 classroom.

ES235 EDUCATIONAL CONTEXTS AND PHILOSOPHIES: THE MIDDLE PHASE OF LEARNING

This unit encompasses the notion that culture and philosophy underpin the context, perceptions and outcomes of education, and that, in order to be professional and effective, educators need to be cognisant of this. As such, it introduces preservice teachers to the sociocultural contexts of middle years school classrooms and contexts and investigates these from a number of philosophical positions. Specific attention is paid to the particular sociocultural needs of middle years school students within diverse cultural settings. Drawing upon the tenets of philosophy, preservice teachers will develop an understanding of the ideas and philosophies that have shaped contemporary education in the middle years. Overall, this unit will provide the tools for the preservice teacher to think in critical and reflective ways about teaching philosophy and practice, and to develop Christian ways of thinking about and reconceptualising education in the middle years classroom.

ES236 EDUCATIONAL CONTEXTS AND PHILOSOPHIES: MIDDLE AND SECONDARY SCHOOLS

This unit encompasses the notion that culture and philosophy underpin the context, perceptions and outcomes of education, and that, in order to be professional and effective, educators need to be cognisant of this. As such, it introduces preservice teachers to the sociocultural contexts of secondary school classrooms and contexts and investigates these from a number of philosophical positions. Specific attention is paid to the particular sociocultural needs of secondary students within diverse cultural settings. Drawing upon the tenets of philosophy, preservice teachers will develop an understanding of the ideas and philosophies that have shaped contemporary education in the secondary school. Overall, this unit will provide the tools for the preservice teacher to think in critical and reflective ways about teaching philosophy and practice, and to develop Christian ways of thinking about and reconceptualising education in the secondary classroom.

ES354 LEARNING COMMUNITIES: HOLISTIC APPROACHES TO SCHOOLING, CHILDREN AND FAMILIES (P-7)

This unit will expose preservice teachers to philosophies, models and practical applications relevant to building safe and supportive learning communities. It will investigate pastoral care models and approaches, as well as safe learning environments and how these support school students and teachers in the primary school. Preservice teachers will investigate broader community-based initiatives which support the holistic development of the school student in the primary school as well as how the primary school learning community can actively support the wider community. Throughout this unit, preservice teachers will actively engage in group processes within a learning community.

ES355 LEARNING COMMUNITIES: HOLISTIC APPROACHES TO SCHOOLS AND STUDENTS (4-9)

This unit will expose preservice teachers to philosophies, models and practical applications relevant to building safe and supportive learning communities. It will investigate pastoral care models and approaches, as well as safe learning environments and how these support students and teachers in the middle years of schooling. Preservice teachers will investigate broader community-based initiatives which support the holistic development of the school student in the middle years of schooling as well as how the middle school learning community can actively participate in and support the wider community. Throughout this unit, preservice teachers will actively engage in group processes within a learning community.

ES356 LEARNING COMMUNITIES: HOLISTIC APPROACHES O SCHOOLS AND STUDENTS (7-12)

This unit will expose preservice teachers to philosophies, models and practical applications relevant to building safe and supportive learning communities for secondary contexts. It will investigate pastoral care models and approaches, as well as safe learning environments and how these support secondary school students and teachers. Preservice teachers will investigate broader community-based initiatives which support the holistic development of the secondary school student as well as how the secondary school learning community can actively participate in and support the wider community. Throughout this unit, preservice teachers will actively engage in group processes within a learning community.

ES360 STUDIES IN INCLUSIVE PHILOSOPHY AND PRACTICE

This unit focuses on best practice in inclusive education from literature and research, grounded in a values- and Bible-based personal and professional philosophy. Issues addressed include learning style and temperament; student strengths, needs and disabilities; planning needs for assessment, curriculum, teaching and reporting processes and strategies; legal implications; risk assessment and management processes; and resources, supports, and networks across disciplines.

ES402 Worldview Studies for Christian Education

This unit is designed to build Preservice teachers' knowledge and understanding of a Christian worldview, develop comparative analyses of and appreciation for the nature of other worldviews evident in society, and facilitate the practice of applying a thoroughly Christian worldview to their personal and professional life.

ES403 Educational Psychology: Teaching for Learning

Throughout this unit preservice teachers will investigate theoretical ideas from educational psychology and consider their application to teaching and learning. In doing so, preservice teachers will become familiar with a variety of student-oriented teaching practices that focus on providing flexible, engaging and challenging learning opportunities.

ES442 Educational Contexts: Schools and Learners in the Primary

Given the range of social complexities existing in Australia today, the knowledge of learning contexts and the developmental milestones and needs of learners is a vital component of preservice teachers‟ studies into teaching and learning for children. This unit is designed to assist preservice teachers to understand the developmental needs of the learner, and to explore the sociocultural interplay between learners and a range of early learning and primary contexts. This will lead to a greater understanding of children in this age group and a closer connection between teaching and learning that focuses on the needs of learners.

ES462 Educational Contexts: Schools and Learners in the Secondary Areas

Given the range of social complexities existing in Australia today, the knowledge of learning contexts and the developmental milestones and needs of learners is a vital component of preservice teachers‟ studies into teaching and learning with young people. This unit is designed to assist preservice teachers to understand the developmental needs of the learner, and to explore the sociocultural interplay between learners and a range of middle and secondary contexts. This will lead to a greater understanding of adolescents and a closer connection between teaching and learning that focuses on the needs of learners.

ES470 THE PROFESSIONAL TEACHER

Growing 'professionalism' in and 'co-operative approaches' to personal and professional growth are seen as the central issues for beginning teachers. Each year, the experiences of a particular cohort during professional experience serve as a significant source of ideas and issues for developing appreciation for the importance of continuing professional learning beyond the end of their undergraduate degrees. Consequently, this unit will focus on developing 'beginning teacher' perspectives in relation to induction and continuing professional development policies and practices for the ministry of teaching.

ES480 WORLDVIEW AND SOCIOLOGY FOR TEACHERS

This unit is designed to develop in preservice teachers an understanding of a range of key worldview assumptions and sociological theories that teaching and learning within contemporary society. The unit will also equip preservice teachers with a range of analytical skills and abilities which they will use to critique and evaluate a variety of issues and imperatives affecting education and schooling within the current socio-cultural milieu. As a result, preservice teachers should gain an enhanced understanding of the place of education within society, the roles and interrelationships of 'teacher' and 'student', and the forces which impact upon them from both sociological and distinctively Christian perspectives.

ES490 INDEPENDENT EDUCATION STUDIES

This unit gives preservice teachers the opportunity to pursue a program of study into areas of educational interest and relevance. Preservice teachers will engage in customised programs of study into education topics under the supervision and support of lecturers, and produce a report on the study and its outcomes.

PE213 LEARNING ABOUT TEACHING: PLANNING FOR LEARNING (P-3)

Prerequisites: ES124 Introduction to Teaching and Learning (P-7). This unit is designed to introduce preservice teachers to early years (P-3) contexts within schools and to the core practices of teachers within these contexts. It will introduce preservice teachers to the range of actions and activities required to be successful in teaching and places strong emphasis on the processes and practices of planning for and reflecting on learning in developmentally appropriate ways. The unit is includes a four week professional experience block within an early years classroom context. Preservice teacher will also consider the nature of teaching Christianly and how this connects to their personal journey of becoming a teacher.

PE214 LEARNING ABOUT TEACHING: PLANNING FOR LEARNING (P-7)

Prerequisites: ES124 Introduction to Teaching and Learning (P-7). This unit is designed to introduce preservice teachers to primary (P-7) contexts within schools and to the core practices of teachers within these contexts. It will introduce preservice teachers to the range of actions and activities required to be successful in teaching and places strong emphasis on the processes and practices of planning for and reflecting on learning in developmentally appropriate ways. The unit is includes a four week professional experience block within a primary classroom context. Preservice teacher will also consider the nature of teaching Christianly and how this connects to their personal journey of becoming a teacher in P-7 contexts.

PE215 LEARNING ABOUT TEACHING: PLANNING FOR LEARNING (4-9)

Prerequisites: ES125 Introduction to Teaching and Learning (4-9). This unit is designed to introduce preservice teachers to Middle Years (4-9) contexts within schools and to the core practices of teachers within these contexts. It will introduce preservice teachers to the range of actions and activities required to be successful in teaching and places strong emphasis on the processes and practices of planning for and reflecting on learning in developmentally appropriate ways. The unit is includes a four-week professional experience block within a Middle Years classroom context. Preservice teacher will also consider the nature of teaching Christianly and how this connects to their personal journey of becoming a teacher.

PE216 LEARNING ABOUT TEACHING: PLANNING FOR LEARNING (7-12)

Prerequisites: ES126 Introduction to Teaching and Learning (7-12). This unit is designed to introduce preservice teachers to secondary (7-12) contexts within schools and to the core practices of teachers within these contexts. It will introduce preservice teachers to the range of actions and activities required to be successful in teaching and places strong emphasis on the processes and practices of planning for and reflecting on learning in developmentally appropriate ways. The unit is includes a four week professional experience block within a secondary context. Preservice teacher will also consider the nature of teaching Christianly and how this connects to their personal journey of becoming a teacher.

PE324 TEACHING FOR LEARNING: MOTIVATING AND MANAGING LEARNERS (P-7)

Prerequisites: PE213 Learning about Teaching: Planning for Learning (P-3) or PE214 Learning about Teaching: Planning for Learning (P-7). In this second four-week professional experience and teaching unit, preservice teachers will continue to develop general teaching skills and abilities as well as focus on the motivation and management of learners and learning contexts in the primary years (P-7). The specific teaching load of this experience will be on teaching individual, series and full days of lessons. Preservice teachers will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching. This unit is also designed to assist preservice teachers to investigate their personal understandings and actions in relation to classroom management, explore a range of models and theories of management and discipline, and develop personal theories of practice in relation to the motivation and management of primary years learners (P-7).

PE325 TEACHING FOR LEARNING: MOTIVATING AND MANAGING LEARNERS (4-9)

Prerequisites: PE213 Learning about Teaching: Planning for Learning (P-3) or PE214 Learning about Teaching: Planning for Learning (4-9). In this second four-week professional experience and teaching unit, preservice teachers will continue to develop general teaching skills and abilities as well as focus on the motivation and management of learners and learning contexts in the Middle Years (4-9). The specific teaching load of this experience will be on teaching individual, series and full days of lessons. Preservice teachers will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching. This unit is also designed to assist preservice teachers to investigate their personal understandings and actions in relation to classroom management, explore a range of models and theories of management and discipline, and develop personal theories of practice in relation to the motivation and management of Middle Years learners (4-9).

PE326 TEACHING FOR LEARNING: MOTIVATING AND MANAGING LEARNER (7-12)

Prerequisites: PE216 Learning about Teaching: Planning for Learning (7-12). In this second four-week professional experience and teaching unit, preservice teachers will continue to develop general teaching skills and abilities as well as focus on the motivation and management of learners and learning contexts in the secondary years (7-12). The specific teaching load of this experience will be on teaching individual, series and full days of lessons. Preservice teachers will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching. This unit is also designed to assist preservice teachers to investigate their personal understandings and actions in relation to classroom management, explore a range of models and theories of management and discipline, and develop personal theories of practice in relation to the motivation and management of secondary years learners (4-9).

PE334 TEACHING FOR LEARNING: CURRICULUM AND PLANNING (P-7)

Prerequisites: PE213 Learning about Teaching: Planning for Learning (P-3) or PE214 Learning about Teaching: Planning for Learning (P-7). This unit is designed to assist preservice teachers for participating in curriculum work for primary class-rooms and contexts (P-7). The unit will focus on meaningful and authentic learning tasks and contexts, giving specific attention to the development of unit planning. It will reflect upon integrative processes and practices and cross-curricular priorities within the primary contexts (P-7) and reflect upon a range of disciplinary approaches to curriculum. Preservice teachers will also be engaged in their third four-week professional experience and begin to develop greater autonomy and responsibility within the classroom. They will take greater responsibility for observing, planning and teaching during two weeks of continuous practice based on the unit plan they will develop. Preservice teachers will be encouraged to experiment with diverse approaches using learner needs and to design lesson sequences which, in the unit will seamlessly integrate faith and learning principles and imperatives. The notions of the interplay between knowledge of school students‟ development, curriculum pedagogies, current syllabus documentation and practices, as well as learning experiences and the learning environments inform the core knowledge of the unit and its praxis.

PE335 TEACHING FOR LEARNING: CURRICULUM AND PLANNING (4-9)

Prerequisites: PE215 Learning about Teaching: Planning for Learning (4-9). This unit is designed to assist preservice teachers for participating in curriculum work for Middle Years contexts (4-9). The unit will focus on meaningful and authentic learning tasks and contexts, giving specific attention to the development of unit planning. It will reflect upon integrative processes and practices and cross-curricular priorities within the Middle Years contexts (4-9) and reflect upon a range of disciplinary approaches to curriculum. Preservice teachers will also be engaged in their third four-week professional experience and begin to develop greater autonomy and responsibility within the classroom. They will take greater responsibility for observing, planning and teaching during two weeks of continuous practice based on the unit plan they will develop. Preservice teachers will be encouraged to experiment with diverse approaches using learner needs and to design lesson sequences which, in the unit will seamlessly integrate faith and learning principles and imperatives. The notions of the interplay between knowledge of school students‟ development, curriculum pedagogies, current syllabus documentation and practices, as well as learning experiences and the learning environments inform the core knowledge of the unit and its praxis.

PE336 TEACHING FOR LEARNING: CURRICULUM AND PLANNING (7-12)

Prerequisites: PE216 Learning about Teaching: Planning for Learning (7-12). This unit is designed to assist preservice teachers for participating in curriculum work for secondary years contexts (7-12). The unit will focus on meaningful and authentic learning tasks and contexts, giving specific attention to the development of unit planning. It will reflect upon integrative processes and practices and cross-curricular priorities within the secondary years contexts (7-12) and reflect upon a range of disciplinary approaches to curriculum. Preservice teachers will also be engaged in their third four-week professional experience and begin to develop greater autonomy and responsibility within the classroom. They will take greater responsibility for observing, planning and teaching during two weeks of continuous practice based on the unit plan they will develop. Preservice teachers will be encouraged to experiment with diverse approaches using learner needs and to design lesson sequences which, in the unit will seamlessly integrate faith and learning principles and imperatives. The notions of the interplay between knowledge of school students‟ development, curriculum pedagogies, current syllabus documentation and practices, as well as learning experiences and the learning environments inform the core knowledge of the unit and its praxis.

PE443 TEACHING FOR TRANSFORMATION: MEETING LEARNER NEEDS (P-3)

Prerequisites: PE334 Teaching for Learning: Curriculum and Planning (P-3). This penultimate four-week professional experience will involve continuous practice and the assumption of major responsibility for a group/class for at least three weeks in an Early Phase context. Preservice teachers will observe, plan, teach and evaluate at least two units of work. Included in one unit will be an embedded individualised program for a specific school student to support inclusion and diversity. The unit also gives the preservice teacher the opportunity to develop a personal code of ethics allowing them to think about justice in an Early Phase context (P-3). Successful completion of this unit provides access to the internship program.

PE444 TEACHING FOR TRANSFORMATION: MEETING LEARNERS NEEDS (P-7)

Prerequisites: PE334 Teaching for Learning: Curriculum and Planning (P-7). This penultimate four-week professional experience will involve continuous practice and the assumption of major responsibility for a group/class for at least three weeks. Preservice teachers will observe, plan, teach and evaluate at least two units of work. Included in one unit will be an embedded individualised program for a specific school student to support inclusion and diversity. The unit also gives the preservice teacher the opportunity to develop a personal code of ethics allowing them to think about justice in the primary context (P-7). Successful completion of this unit provides access to the internship program.

PE445 TEACHING FOR TRANSFORMATION: MEETING LEARNER NEEDS (4-9)

Prerequisites: PE335 Teaching for Learning: Curriculum and Planning (4-9). This penultimate four-week professional experience will involve continuous practice and the assumption of major responsibility for a group/class for at least three weeks. Preservice teachers will observe, plan, teach and evaluate at least two units of work. Included in one unit will be an embedded individualised program for a specific school student to support inclusion and diversity. The unit also gives the preservice teacher the opportunity to develop a personal code of ethics allowing them to think about justice in middle years contexts (4-9). Successful completion of this unit provides access to the internship program.

PE446 TEACHING FOR TRANSFORMATION: MEETING LEARNER NEEDS (7-12)

Prerequisites: PE334 Teaching for Learning: Curriculum and Planning (7-12). This penultimate four-week professional experience will involve continuous practice and the assumption of major responsibility for a group/class for at least three weeks. Preservice teachers will observe, plan, teach and evaluate at least two units of work. Included in one unit will be an embedded individualised program for a specific school student to support inclusion and diversity. The unit also gives the preservice teacher the opportunity to develop a personal code of ethics allowing them to think about justice in secondary contexts (7-12). Successful completion of this unit provides access to the internship program.

PE450 INTERNSHIP: TEACHING FOR TRANSFORMATION

Prerequisites: All other units within the course. This internship is the capstone of the Education program and is designed to orientate and induct preservice teachers into the world of a beginning teacher. The internship program builds upon preservice teachers' previous professional experiences and is intended to serve as a transitional 'pathway' between preservice teacher and employment. The preservice teacher will be supervised by an experienced school teacher and working in collaboration with this teacher, will assume increasing responsibility for the group/class as the internship proceeds.

RM600 Introduction to Research Methods

This unit introduces students to the philosophical, theoretical and practical implications of reading and conducting research. It provides students with the tools required to critically evaluate research designs, methods and reports.

English Units

EL110 THE WESTERN LITERARY TRADITION

This unit explores the historical background of Western Literature, and considers how that literature has been affected by historical events and philosophies. It encourages students to gain knowledge and understanding of Western Literature (with an emphasis on English Literature) from medieval times to the contemporary European world, along with a recognition of the influence of Christianity on both the societies and the literature over this period.

EL120 INTRODUCTION TO AUSTRALIAN LITERATURE

TThis unit takes an historical as well as a literary approach to Australian literature. It explores the various migrations of different peoples from different societies and cultures since 1788, how these changed the original inhabitants‟ culture and changed Australians‟ sense of national identity over time. The unit places emphasis on the literary genres most favoured at certain periods in Australian history, and examines and analyses the concept of an emerging and changing Australian national identity as demonstrated in its literature.

EL140 GREAT BOOKS OF THE WESTERN WORLD I

This unit is the first part of a two-part study of books that have been considered over time by literary critics as „great books‟. It takes an historical and narrative approach to texts from the very earliest texts - such as Greek and Roman classics and the Bible - to the eighteenth century with a view to discovering the reasons for their survival and to examining, in some detail, the subjects and the ideas that they contain.

EL150 GREAT BOOKS OF THE WESTERN WORLD II

This unit continues the major themes of EL140 Great Books of the Western World I. It necessarily involves a longer list of texts and authors than did the previous unit because of the spread of education throughout the Western World from the eighteenth century to the present day, and incorporates an introduction to literary criticism as consistent with modern concepts of literary theory.

EL170 INTRODUCTION TO FANTASY AND SCIENCE FICTION

This unit encourages students to consider the two genres of Fantasy and Science Fiction, not in the light of Christian condemnation, but with a view to their uniqueness as literary genres. It introduces students to a wide range of texts as examples of the genres and encourages them to critically analyse texts and to evaluate and reflect on their social impact in today's world.

EL200 SHAKESPEARE AND HIS TIMES

Prerequisites: 20 credit points of 100-level EL units. Shakespeare‟s works lie at the very centre of the Western Literary Canon; but he was not alone as a writer of poetry and dramatic works. Nor was he impeded as a poet and a dramatist by negative influences in his surroundings. He was a part of a country in the early Renaissance period where literary experiments were encouraged in the playhouses and the theatres, where poets were lauded, and where the monarch was actively involved in the promotion of literary endeavours. This unit explores the world in which Shakespeare wrote, and the way in which his genius was encouraged by that environment.

EL210 MODERNIST LITERATURE

This unit provides insight into the psychology of modern culture by illuminating some of its most powerful questions and passions. Within the context of the literature of the modernist period, which dominated the first half of the twentieth century, certain themes will be highlighted: the intellectual struggles of philosophers to cope with a worldview bereft of God; clashes between cultures, especially in colonial situations; rivalries between divergent religious traditions and moral codes. In studying these issues, students will be introduced to some of the twentieth century’s leading authors and most influential texts.

EL220 THE MEDIA IN CHRISTIAN PERSPECTIVE

Prerequisites: 20 credit points of 100-level EL units. The variety of forms of the media, the role that it plays in society, and both the positive and the negative impacts that it has in our society constitute the content of this unit that aims to bring a knowledge and an understanding of the media‟s power to students, and to produce an awareness of that power and a heightened discrimination in their approach to it. It encourages Christian students to use the media with both knowledge and discernment.

EL225 CONTEMPORARY AUSTRALIAN WRITERS

Prerequisites: 20 credit points of 100-level EL units. This unit views the works of Australian contemporary writers as part of the emergence of Australian literature onto the international scene. It examines the common themes and issues that have engaged Australian writers since white settlement (including the portrayal of religion and other forms of spirituality – such as aboriginal spirituality) and discusses the influence of trends in contemporary philosophy and literary theory in the works of contemporary Australian writers.

EL230 AMERICAN LITERATURE

Prerequisites: 20 credit points of 100-level EL units. This unit is a broad introduction to American Literature, examining and exploring the major themes, authors and genres over a number of historical eras. It examines in some depth recurring American themes and motifs, and examines some poetry, short stories, and longer prose works.

EL235 MODERN LITERATURE

Pre/Co-requisites: 20 credit points of 100-level EL units. The Modern world that made its appearance in Western nations in the first half of the twentieth century displayed the characteristics of a culture that was losing its way, and that would eventually arrive at a culture determined (in varying degrees) by the philosophy of postmodernism. The literature of the period reflects a sense of aimlessness and meaninglessness in both its themes and its language.

EL240 FILM NARRATIVES

Prerequisites: 20 credit points of 100-level EL units. This unit addresses the issue of narrative structure in film. It discusses the increasingly improved technical resources open to directors, explores different approaches to narrative through a number of representative films, and engages students in both historical and contemporary developments in film narrative. Finally, it allows them to explore the processes through which various literary texts are translated into film.

EL245 THE BIBLE AS LITERATURE I

Prerequisites: 20 credit points of 100-level EL units. This unit is an introductory unit aimed at giving first year students a general knowledge of the Bible as both a religious and a literary text. It is both historical and literary in its approach; and aims, therefore, to develop students‟ competency in recognising biblical allusions and patterns of discourse in key literary English-language texts.

EL251 RELIGIOUS ALLEGORY

Prerequisites: 20 credit points of 100-level EL units. Because an interest in religious allegory and symbolism is growing in today‟s society, this unit aims to assist students in their knowledge and understanding of the genre. It explores its history, and how the genre is displayed in literature, in popular culture, in film, and in Christian writings. It also leaves students with the question: What is the future of Religious Allegory in the Twenty-First Century?

EL255 FANTASY AND SCIENCE FICTION - THE SAGA QUEST CONTINUES

Prerequisites: EL170 Introduction to Fantasy and Science Fiction and 10 credit points of 100-level EL units. As the second unit in the study of Fantasy and Science Fiction, this unit continues the theme of the educational and social value of such of the genres as encountered in EL170 Introduction to Fantasy and Science Fiction. It helps students to evaluate the influence of particular authors and to analyse their works, both in written texts and in film, and asks the question: „Where do these genres go in the future?‟

EL260 FANTASY AND SCIENCE FICTION

This unit provides students with a wide-ranging knowledge of fantasy and its close relation, science fiction. It offers a careful examination of the distinctiveness and diversity of these genres, and demonstrates how both have been used to comment on our own society and culture. Students will be introduced to leading Christian and secular writers of fantasy and science fiction, in order to illustrate the similarities and differences in their approaches to their work. This will enable students to appreciate the reasons why a wide range of writers have turned to fantasy and science fiction as a powerful imaginative experience and valuable form of social commentary.

EL265 ADOLESCENT LITERATURE

Prerequisites: EL170 Introduction to Fantasy and Science Fiction and 10 credit points of 100-level EL units. This unit examines the psychological and literary needs of both adolescents and young adults. It explores how fiction (particularly novels) can meet some of the needs and reflect some of the interests of young people, and provides an appreciation of what young people like, what they need, and how they can evaluate such texts. It also gives student teachers an appreciation of Christian Literature for adolescents and young adults.

EL275 WOMEN WRITERS

Prerequisites: 20 credit points of 100-level EL units This unit approaches the subject of women‟s writing (and, consequently, women‟s reading) from historical, literary, philosophical and theological viewpoints through an examination of the history of women writers‟ struggles to gain recognition from the male literary establishment; and through an analysis of women‟s writing - its genres, styles, plots, themes, characterisations. In addition, it encourages reflection on how the writing of women (and the reading of women) differs from men‟s writing and reading. At the same time, the students will be expected to reflect on and discuss the dominant philosophy behind today‟s women‟s writing (feminism) and to speculate on the formulation of a feminine Christian literary theory.

EL280 CHRISTIAN WRITERS

Prerequisites: 20 credit points of 100-level EL units. This unit takes the view that texts and writers are both products and shapers of the cultural milieux of their time and place. It therefore adopts an historical approach to the subject of 'Christian Writers', demonstrating how an historical era's philosophies and events both shape and are shaped by significant literary texts written by particular writers. It concentrates on both the eras and the genres in which Christian literature has been written, and encourages students to discover if Christian writing is different from other literature of the same period. This should aid them in their teaching of literature in general to secondary school students.

EL290 CREATIVE WRITING

Prerequisites: 20 credit points of 100-level EL units. This unit is based on the students‟ own creative writing in prose fiction, verse, and drama scripts. It provides them with the basic skills required to be creative writers by offering them an appreciation of the three literary genres, and the chance to hone their writing skills through workshop exercises, readings, and discussions.

EL350 GREAT BOOKS OF THE WESTERN WORLD

Prerequisites: EL140 Great Books of the Western World I or EL150 Great Books of the Western World II and 30 credit points of 200-level English units. This unit has, as its focus, the Great Books that have, from Classical Greece to today‟s Western civilisation, both survived and adapted to changing societies and cultures. It is therefore a revisitation of the history of the Great Books of the Western World (EL140 Great Books I and EL150 Great Books II) but with a greater emphasis on how and why these books have been so regarded, and on what their relevance is to a post-modern society. By examining the major genres written and the major ideas adopted by Western authors, students can explore how Western literature has developed, and how literary criticism has changed (or not changed) the criteria for assessing the „greatness‟ of literary texts.

EL360 THE BIBLE AS LITERATURE II

Prerequisites: EL245 The Bible as Literature I and 30 credit points of 200-level English units. This unit pursues the same aims as EL245 The Bible as Literature I, but demands a more critical and reflective attitude to Biblical texts. By comparing the literature of the Bible in all its genres with specific English texts, it requires a far greater knowledge of English literature than does EL245, and it compels students to re-think the status of the Bible as literature or as a type of literature that is unique.

EL380 LITERARY CRITICISM

Prerequisites: 40 credit points of 200-level English units. Literary Criticism goes beyond Interpretation (finding the meaning) of literary texts to consideration of their literary value and the passing of judgment on that value. This unit investigates the historical development of literary criticism in Europe (with a particular emphasis on English Literary Criticism and on twentieth-century and twenty-first-century Literary Criticism), while examining the theories of various prominent theorists throughout the ages.

EL395 ENGLISH RESEARCH PROJECT

This unit is intended for students in the last year of their English studies who wish to specialize in a topic of interest, such as a detailed study of a particular author. It is particularly valuable as an exercise in individual research for those who intend to proceed to postgraduate studies in English.

EL396 INDEPENDENT ENGLISH STUDY

Prerequisites: 40 credit points of 200-level English units. This guided study is a preparation for English major students who intend to study English at the post-graduate level. It introduces them to an individually chosen project and to communication with an individual supervisor. It involves the formulation of a thesis proposal to be passed by the lecturer, outlining the objectives of the project, the methodology to be used, the time frame that the student envisages that he/she follows, and a provisional bibliography from which the student can work. From there, he/she produces a professionally written Research Project report.

Field Studies Units

SI405 SCHOOL-BASED INTERNSHIP

This Internship is a ‘one-term-immersion’ model which is designed to build upon students’ one hundred days of previous field studies experiences. It is intended to serve as a transitional ‘pathway’ between the practicum and employment. The preservice teacher will be supervised by an experienced teacher for Term 2 and, working in collaboration with the supervising teacher, will assume increasing responsibility for the group/class as the Internship proceeds.

SP201 SCHOOL-BASED PRACTICUM I

In this first four-week practicum, student teachers will be formally introduced to early learning centres, classrooms and school life, and will begin to develop observational and reflective abilities together with general teaching skills and abilities. The teaching focus will be on mini and whole group/class lessons. Student teachers will be expected to apply learnings from ED231 Learning about Teaching within the context of this practicum, and to consider their suitability for teaching.

SP202 SCHOOL-BASED PRACTICUM II

In this second four-week practicum, student teachers will continue to develop general teaching skills and abilities. The focus will be on teaching individual, series and full days of lessons. There is considerable integration with ED232 Classroom Management. Student teachers will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching.

SP303 SCHOOL-BASED PRACTICUM III

In this third four-week practicum, student teachers begin to develop greater autonomy in teaching. They take greater responsibility for observing, planning and teaching during two weeks of continuous practice and will be encouraged to experiment with diverse approaches using greater learner involvement and to design lesson sequences which, together with a unit, integrate faith and learning.

SP304 SCHOOL-BASED PRACTICUM IV

This four-week practicum involves continuous practice and the assumption of major responsibility for a group/ class for at least three weeks. Student teachers will observe, plan, teach and evaluate at least two units of work related to curriculum units at College and will be expected to exhibit teaching competence more closely related to beginning teaching.

History Units

HT100 TURNING POINTS IN WORLD HISTORY

As an introduction to World History, this unit allows students to explore and to understand the major periods, events, and developments that have shaped world civilisations and cultures to the present day. It also broadens their concept of what 'History' and its developments are, as well as giving them increasing ability to analyse historical events and developments.

HT120 INTRODUCTION TO AUSTRALIAN HISTORY

This unit is a foundational study for students of Australian History. It examines historical movements as well as the ideologies that have shaped the history of Australia. It encourages analysis of historical data and the use of those materials to encourage an understanding of the Australian character both in the past and in contemporary Australian life.

HT140 EARLY AND MEDIEVAL CHRISTIANITY

This unit outlines and evaluates the major developments in the history of Christianity from the early church era to the end of the medieval period. It encourages the students to develop an understanding of the relationships of the church with the wider society of each era, and of his/her place in history and in society.

HT150 ANCIENT CIVILISATIONS

The unit introduces students to the major civilisations that emerged in the ancient Middle East and in the Mediterranean - from their known beginnings to classical Greek and Roman civilisations. It also introduces them to the basic questions of historical study - its nature and the criteria by which its authenticity is validated.

HT200 RENAISSANCE AND REFORMATION

Prerequisites: 20 credit points of 100-level HT units. This unit encourages students not only to have a knowledge of the events and persons that triggered the Renaissance and the Reformation, but a knowledge and an understanding of how and why these two „movements‟ arose (the broader historical context), and how they have impacted life today. The questions of their relationship as philosophies and as „movements‟ will be discussed.

HT211 WAR AND PEACE IN THE TWENTIETH CENTURY

Prerequisites: 20 credit points of 100-level HT units. Knowledge and understanding of the events, trends, ideologies, and conflicts of the twentieth century is essential to an understanding of what is happening in the early twenty-first century. In this unit, students are encouraged to analyse the constant threat or presence of war, nationalism, racism, anti-imperialism and democracy, and the competition amongst competing ideologies of the era, and to speculate on the prospects of peace in the future.

HT220 ISSUES IN AUSTRALIAN SOCIETY

Prerequisites: 20 credit points of 100-level HT units. This unit takes a balanced social historical perspective on the issues that have shaped the Australian national identity, particularly in the socio-cultural areas. It examines the influences and the trends that have led to how Australians see themselves and how the outside world perceives them.

HT230 SURVEY OF CHURCH HISTORY

Prerequisites: 20 credit points of 100-level HT units. This unit places the Church within its historical, cultural, and social contexts through an introduction to Church History in relation to selected critical themes. It encourages students to reflect on and to understand the Church of today and its mission to the world.

HT235 POLITICS AND CONFLICT IN SOUTHEAST ASIA

Prerequisites: 20 credit points of 100-level HT units. This unit brings to the students‟ attention the geographical proximity and therefore the importance of knowledge and understanding of the history, politics, and culture of Australia‟s nearest neighbours. Because these nations are not, on the whole, Christian nations, students should be made aware of both common interests and cultural differences between Australia and the nations of Southeast Asia. This will also help the students as future teachers to be conscious of the biases of their own students in the future.

HT240 MODERN CHINA AND JAPAN

Prerequisites: 20 credit points of 100-level HT units. China and Japan have long cultural traditions; however, the modern era is examined in this unit. The unit is designed to encourage student understanding of the key turning points in Modern China and Japan as these two nations struggled to develop political and economic systems relevant to the twentieth century and to define their own national identities. In doing so, students are encouraged to compare Australia‟s Western Christian-based development with those of China and Japan.

HT245 ISRAEL AND ISLAM: THE MODERN MIDDLE EAST

Since the founding of the state of Israel, the Middle East has remained an area of tense international relations. In order to understand contemporary issues and problems, it is necessary to investigate their historical background and to examine the current religious, political and racial issues which make the Middle East so volatile. From the Christian perspective, the Middle East has a central position in human history, both as the birthplace of the Judeo-Christian tradition and as the focal point of Biblical eschatology. It is important, then, that Christians have a balanced and perceptive understanding of the political and religious complexities of the area, which will enable them to evaluate critically the past grievances, the present crisis and the possible future direction of events in the Middle East.

HT250 GREECE AND ROME: 500BC TO AD150

Prerequisites: 20 credit points of 100-level HT units. This unit explores the eras of Classical Greece, and of Republican and Imperial Rome. It highlights the political, cultural, and social legacies of both Greece and Rome to Western civilisation, and highlights the major players (both leaders and philosophers) who shaped the classical world and still influence the world of today.

HT255 THE MODERN MIDDLE EAST

Prerequisites: 20 credit points of 100-level HT units. This unit examines the historical background of the Middle East, and investigates the question of why political and religious issues and problems still exist in the modern Middle East.

HT260 AUSTRALIA, ASIA AND THE PACIFIC

Prerequisites: 20 credit points of 100-level HT units. This unit highlights the increasing involvement Australia has had in Asia and the Pacific since 1945, and the historical changes of attitude it has had towards regional economic and defence alliances. It also examines the future of Australia - its advantages and its challenges - as it seeks to take on a more pro-active role in the region.

HT380 UNDERSTANDING HISTORY

This unit examines the major issues which confront the historian in understanding history and the historiographical process. It identifies and critiques the major models and theories of history, within the context of a survey of the development of historiography, and analyses important historiographical debates in order to highlight the contrasting philosophies of history and the practical implications of their divergent assumptions. Particular attention will be paid to the contributions of Christian historians in the area of historiography, in order to promote reflection on the particular advantages and dilemmas which arise out of the Christian worldview for the historian.

HT385 PHILOSOPHIES OF HISTORY

Prerequisites: 40 credit points of 200-level HT units. As an advanced study, this unit examines the philosophical question: What is history? It considers historiography and the role of the historian, the underlying philosophical presumptions, the methodologies, the theories, and the issues and problems that the historian faces. It also examines history written from a Christian worldview.

HT395 HISTORY RESEARCH PROJECT

This unit is intended for students in the final year of their History studies who wish to specialize in a topic of interest, such as a study of an historical figure or period. It is particularly valuable as an exercise in individual research for those who intend to proceed to postgraduate studies in History.

HT396 INDEPENDENT HISTORY STUDIES

Prerequisites: 40 credit points of 200-level HT units. This unit is an exercise in individual research that introduces students in their final year of History studies to the discipline of an individual research project - its methodologies and its constraints - and may encourage them to undertake further higher degree research projects.

Inservice and Postgraduate Education Units

ED440 DEVELOPING AND APPLYING A CHRISTIAN WORLDVIEW

This unit develops Christian philosophical foundations and introduces students to the critical appraisal of worldviews and to the major components of a Christian worldview and of other worldviews present in Western culture and in contemporary Australian society. Students will extend and apply their consideration of worldviews by examining curriculum areas in the light of a Christian worldview.

ED441 PHILOSOPHY OF EDUCATION

This unit draws upon the tolls and understandings of philosophy to consider major philosophical movements, their educational theories, and their implications for education today. Students will deal with philosophical issues in education, and develop, defend and apply their personal philosophy of education from a Christian perspective.

ED450 THE TEACHER AS LEADER

‘Leadership’ in schools is not the sole responsibility of those in administrative positions, but is a concept that encompasses a range of contexts and functions. Indeed, ‘leadership’ is very much the concern of the classroom teacher in that he/she is charged with the educational development of the students in his/her care. It is thus imperative that teachers be aware of various models and theories of ‘leadership’, the factors that affect it, and the view of ‘leadership’ offered by Scripture. In this way, teachers can be equipped to approach their task of leadership with a sense of where they are going, how they will get there, and what their students can become, as a result of walking with them on the journey.

ED460 THE SPIRITUAL FORMATION OF TEACHERS

This unit provides students with the content knowledge and analytical procedures to describe, map and analyse their stages of and pathway(s) for spiritual formation. The unit also explores avenues for the enhancement of personal growth and spiritual formation in relation to the resulting living curricula.

ED463 SECOND LANGUAGE ACQUISITION

This unit provides the experiential, theoretical and practical bases for this qualification in TESOL. Students encounter a range of practical as well as theoretical devices, to assist them to enter the world of the ESL learner and experience the emotions, as well as gaining understandings of a wide range of issues, that are significant foundations and impediments to second language learning.

ED464 LANGUAGE AND CULTURE

This unit develops students’ understanding and conceptual abilities about the interrelationships between language and culture. Particular case study settings are selected for investigation and analysis in terms of socialisation factors that influence, enhance and inhibit linguistic competence.

ED465 ENGLISH LANGUAGE TEACHING METHODOLOGY

This unit introduces students to the nature, theories, history and best international practices in English language learning. It provides opportunity for the students to engage with language learners; develop experiential knowledge, strategies and skills of language learning practices; and to engage in the planning and critique of programs to assist language learners.

ED466 PROGRAMS, RESOURCES AND EVALUATION

This unit engages students in the evaluation of language competence, as well as developing the students’ abilities to evaluate planning, resources and learning environments. The focus in this unit is on the development of evaluative, diagnostic and remedial abilities in relation to language learning.

ED467 INDEPENDENT TESOL STUDY

This unit requires students to select a topic or issue that is of current significance to TESOL teachers, students and/or learning settings. Through a contracted and supervised project, students will explore the literature, current contexts and educational practices associated with the selected topic or issue. The outcomes of students’ studies will be shared in report form as well as in conference/seminar settings.

ED468 TESOL PRACTICUM

This unit will involve regular continuous practice of at least 100 hours in a TESOL learning setting and assumes major responsibility for the learning of a group or selected TESOL classes. Students will observe, plan, teach and evaluate at least two programs of work that they have personally developed under the supervision of an accredited TESOL teacher. They will be expected to exhibit teaching competence at the level of beginning teaching.

ED470 CURRICULUM INVESTIGATIONS

This unit engages teachers in curriculum with special attention to sources, theory, orientations, and processes. These learnings are developed in the context of investigations into current Australian curriculum approaches at national, state, and school levels. Particular attention is paid to the personal curriculum practices of practitioners.

ED471 APPROACHES TO CHRISTIAN STUDIES

This unit addresses the need for Christian schools to design, develop, implement and review programs that attempt to integrate curricular programs related to student faith and learning. It is the integration of these dimensions, within the competing curriculum space, that is at the heart of Christian educators where the knower is integrated with the known.

ED472 ENGLISH CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing English teachers in schools. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as to develop strategies for solving curriculum area problems at the school level.

ED473 TEACHING MATHEMATICS DIAGNOSTICALLY

This mathematics education unit provides opportunities for teachers to develop diagnostic and intervention processes appropriate for use by classroom teachers, and to apply them in practice by working with a suitable child and formally reporting the outcomes.

ED475 SCIENCE AND TECHNOLOGY CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing Science and Technology teachers in schools. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as developing strategies to solve curriculum area problems at the school level.

ED476 ARTS CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing Arts teachers in schools. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as developing strategies for solving curriculum area problems at the school level.

ED477 TECHNOLOGY CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing Technology teachers in schools. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as developing strategies for solving curriculum area problems at the school level.

ED478 LANGUAGES OTHER THAN ENGLISH (LOTE) CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing LOTE teachers in schools. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as developing strategies for solving curriculum area problems at the school level.

ED479 HEALTH AND PHYSICAL EDUCATION CURRICULUM STUDIES

This unit focuses teachers’ attention on the needs, problems and issues facing Physical Education teachers in schools today. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this learning area, as well as to develop strategies for solving curriculum area problems at the school level.

ED480 ISSUES IN EDUCATION

This unit draws upon the contributions to educational thought of other disciplines, such as sociology, history, philosophy and theology, and focuses on the societal and cultural contexts of schooling, the diverse societal expectations of schooling, and their implications for curriculum and practice. Students will select two current issues in education for particular study, considering both the wider societal dimensions of the issues, and their ramifications at the school level.

ED481 DEVELOPING A CHRISTIAN SCHOOL CULTURE

This unit challenges students to apply cultural concepts and understandings to thinking about, investigating and intervening in school settings. In particular the unit focuses on a consideration of the desirable features of Christian school culture, and strategies for developing and maintaining such a culture.

ED488 STUDIES OF SOCIETY AND ENVIRONMENT CURRICULUM STUDIES

This unit assists teachers who are interested in the Study of Society and Environment curriculum area to develop contextually significant curriculum programs within their educational contexts. There is a strong link between curriculum theory and practice in a study of this nature. It requires teachers to be informed of current state and national initiatives in this curriculum area, as well as to develop strategies for solving curriculum area problems at the school level. This unit of study will assist teachers in their investigation, application and review of these initiatives in the area of SOSE.

ED489 MATHEMATICS CURRICULUM STUDIES

Recent developments in mathematics syllabus materials in Queensland have brought with them a challenge for experienced teachers to become familiar with outcomes-based approaches and new approaches to teaching of mathematics, without losing existing good practice and rigour in classroom mathematical activity. This unit develops the student’s familiarity with the QSA syllabus, and addresses critical questions regarding the teaching of mathematics in the 21st century.

ED490 RECENT DEVELOPMENTS IN TEACHING METHODOLOGY

This unit engages teachers in a review of their personal and professional approaches to the design, implementation and review of teaching for learning. With the aid of the educational literature, teachers develop an action research project to extend the repertoire of their understandings, skills and tactics that promote student learning.

ED491 TEACHING CHRISTIANLY

This unit seeks to engage teachers in personal investigations of Scripture, as well as the relevant educational literature, in order to develop teaching-learning practices that will enable one to teach Christianly. A clinical trial of proposals will enable the evaluation, re-conceptualisation and critical reflection of practice to be undertaken.

ED492 MENTORING: RELATIONSHIPS WHICH NURTURE

Mentoring relationships and processes create a context for the development of the potential within others. This unit explores rationales for, and various approaches to, mentoring, which can be applied with the learning community of the school. It equips teachers with skills and understandings to mentor effectively, and provides an opportunity for their application through the development of a mentoring project within the school, which they will then evaluate and critique.

ED493 APPROACHES TO BEHAVIOUR MANAGEMENT

Successful behaviour management is undergirded by an understanding of the needs of students, and the impact of teacher behaviour, as well as by the investigation of successful current approaches to management. This unit explores these issues, and allows teachers to reflect on best practice, as well as on their own personal approach to behaviour management.

ED494 THE SPIRITUAL DEVELOPMENT OF THE LEARNER

This unit explores human development issues, especially as they relate to spirituality and faith. Areas examined include specific theories of faith and identity development. Different individual and cultural approaches to questions of transcendence will be examined, as will the importance and place of community and belonging in the developmental process. The implication of spiritual and faith development for education will be reflected upon.

ED495 CURRICULUM WRITING PROJECT

This unit gives students the opportunity to pursue an area of curricular interest in some depth. Students will identify areas of interest or issues for investigation and critically review available and relevant literature. They will design the curriculum writing project and the methods of exploration/ investigation, pursue the investigation and report to a group, in a form deemed appropriate (curriculum plan, report, journal, article, research paper or presentation), the findings of their projects.

ED496 EDUCATIONAL PROJECT

This unit gives students the opportunity to pursue an area of interest in some depth, though not at dissertation level. Students will identify areas of interest or issues for investigation and critically review available and relevant literature. They will design the educational project and the methods of exploration/investigation, pursue the investigation and report to a group, in a form deemed appropriate (curriculum plan, report, journal, article, research paper or presentation), the findings of their projects.

ED497 DIRECTED STUDY

For students undertaking a study of special interest, it is important that a process takes place of relating a Christian perspective to that study. This unit will normally provide that process, spread over the duration of the study. Students will relate to an appropriate faculty member, who will assist them.

ED511 CHRISTIAN FOUNDATIONS I: DEVELOPING AND APPLYING A CHRISTIAN WORLDVIEW

This unit establishes a frame of reference for the course as a whole, by developing in some detail its underpinning Christian worldview and philosophy of education. The unit also examines other worldviews prominent in Western culture, and their educational expressions. Given this plurality of worldviews in our culture, the unit provides a framework to assist Christian teachers in identifying, thinking about and discussing fundamental beliefs and their educational implications.

ED512 CHRISTIAN FOUNDATIONS II: THINKING CHRISTIANLY ABOUT EDUCATION

This unit builds upon the preceding unit ED511 Foundations of Christian Education I. Where that unit developed a conceptual framework linking worldviews, philosophy and educational ideas, this unit operationalises those understandings by developing a set of conceptual tools to aid in the task of thinking Christianly about education.

ED521 THEORY AND PRACTICE IN EDUCATIONAL LEADERSHIP

This unit provides a broad treatment of various aspects of school leadership and administration, as well as an acquaintance with its theoretical basis. It also encourages the fostering of an ability to adapt to, and keep abreast of, new developments in the field of educational administration, as theories, practices and contexts inevitably change. It also addresses leadership from a Christian perspective, providing Biblical examples of leadership contexts and situations, and applying them to the school context.

ED522 THE CHRISTIAN SCHOOL AS A FAITH/LEARNING COMMUNITY

This unit explores the concept of organisational culture, particularly as it relates to Christian schools as faith communities with an emphasis on learning. As ideas concerning an ‘ideal’ Christian school culture come together, the unit also deals with an investigation of ways in which this development can be achieved in a scenario of which students have knowledge and/or experience.

ED523 LEADING CURRICULUM CHANGE

One of the most significant areas of change within school systems in the past twenty years is that of curriculum, and it is an area with which teachers and school leaders, especially within Christian schools, should be cognisant, in order for their practice to be properly and fully informed. This unit will provide an overview of curriculum change and development within Australian education systems over the last twenty years, with particular attention given to the Queensland example. It will also provide opportunity for the investigation of similar developments in students’ own contexts.

ED531 LEARNING: THEORY AND PRACTICE

Critical review of theoretical and practical approaches to the study of ‘learning’ will form the basis for the analysis of particular learning settings, to identify factors such as context, style, learner characteristics, motivation, task and processes that promote and/or inhibit learning. Students will be required to formulate a personal framework on ‘learning’ from these studies.

ED532 PERSONAL PEDAGOGY AS A LIVING CURRICULUM

This unit provides students with the content knowledge and analytical procedures to describe, map, and analyse their stages of and pathways towards a Living Curriculum. The unit also explores avenues for the enhancement and integration of personal and professional growth, through the trial and review of an innovation within the student’s educational setting.

ED533 CURRICULUM IN CONTEXTS

Through an analysis of curriculum theory and curriculum development theory, this unit establishes frameworks for the examination and critique of past and current innovations. These provide bases for the design, development, implementation and review of an educational innovation that will be trialled and reviewed in a selected setting.

ED581 INDEPENDENT STUDY/SEMINAR

This unit gives students the opportunity to pursue an area of interest in some depth, though not at dissertation level. Students will identify areas of interest or issues for investigation and critically review available and relevant literature. They will design the study and the methods of exploration/ investigation, pursue the investigation and report to a group, in a form deemed appropriate (curriculum plan, report, journal, article, research paper or presentation), the findings of their projects.

ED582 EDUCATIONAL PROJECT

ED583 INDEPENDENT STUDY (20 credit points)

This unit gives students the opportunity to pursue an area of interest in some depth, though not at dissertation level. Students will identify areas of interest or issues for investigation and critically review available and relevant literature. They will design the study and the methods of exploration/ investigation, pursue the investigation and report to a group, in a form deemed appropriate (curriculum plan, report, journal, article, research paper or presentation), the findings of their projects.

ED591 RESEARCH DISSERTATION (40 credit points)

This supervised program of study involves the design and implementation of a research project using appropriate reading, critical issues and research methodologies. A dissertation of 25000 words (or equivalent) will be prepared, presented and externally examined.

RM511 Introduction to Research Methods

This unit introduces students to a range of research designs and methodologies that are commonly used within education. It provides a foundational understanding of both quantitative and qualitative methods of research, and equips students to be critical and discerning consumers of the published research of others. Students undertaking this unit will develop their understanding of a range of research designs, and will investigate the processes and principles that ensure that research is valid, reliable and useful within a particular research orientation.

RM512 CONDUCTING RESEARCH

This advanced research methods unit builds upon the understandings developed in RM511 - Introduction to Research Methods, and provides students with the skills, processes and knowledge necessary to design and conduct educational research within their particular field of interest. Students will be expected to develop a research proposal, in consultation with a supervisor, and will use this unit as a basis to prepare for a dissertation within their chosen field.

RM513 REVIEW OF RESEARCH LITERATURE

This unit requires students to access the literature which is of relevance to their proposed research studies. Various tools and strategies are used to search for and analyse the selected literature. Through processes of drafting a review and presenting a seminar on the selected literature, students will finalise their literature review.

Middle Years Units

CR263 MATHEMATICS FOR THE MIDDLE YEARS

Prerequisites: CR262 Curriculum and Pedagogy: Mathematics and Numeracy. Preservice teachers who desire to be teachers of middle years mathematics develop their personal level of numeracy and their knowledge of key topics in algebra, geometry, trigonometry, and chance and data, extending their study of primary curriculum topics in CR161 and CR262.

CR264 DIFFERENTIATING MATHEMATICS IN THE MIDDLE YEARS

Prerequisites: CR161 Introduction to Mathematics and Numeracy. This unit is designed to build preservice teachers‟ understanding of the needs of divergent learners in Mathematics. It will equip them with ideas and strategies to cater effectively for the differentiation required to make a contribution to the learning of both gifted and challenged learners. Both the literacy and numeracy involved in Mathematics will be considered in identifying and remediating problems and issues.

CR273 ENVIRONMENTAL EDUCATION FOR THE MIDDLE YEARS

Prerequisites: CR171 Introduction to Science. This unit exposes preservice teachers to key concepts involved in environmental protection and management, and uses a variety of strategies to raise awareness of associated issues from a teaching perspective, including field studies, focussed research, group investigations and discussions.

CR274 CHEMISTRY AND PHYSICS FOR THE MIDDLE YEARS

Prerequisites: CR171 Introduction to Science. This elective Science education unit aims to prepare preservice teachers to be teachers with a knowledge of scientific content in the physical sciences and a practical knowledge of best practice for physical science education.

CR283 INNOVATIVE SOSE TEACHING FOR THE MIDDLE YEARS

This unit will investigate and analyse a range of issues and principles for making SOSE lessons and units interesting and engaging for learners and to break down misconceptions that surround this key learning area. The aim of this unit is to develop preservice teachers‟ ability to plan both whole school and individual year level curriculum programs that are well documented, aligned with the syllabus and reconceptualised from a Christian perspective. Students will engage in an exploration and analysis of a diverse range of innovative, creative and divergent strategies for breaking down the walls between classroom and society and these will be critiqued within a Christian framework of cultural transformation, missional and transcendent teaching and learning tasks.

CR292 ICT APPLICATIONS FOR THE MIDDLE YEARS

Prerequisites: CR191 Introduction to Technology Education: Technolgy and ICT. This elective unit gives preservice teachers with a particular interest and expertise with ICTs to explore more advanced uses of ICTs to develop and to support meaningful, innovative programs of learning for their students.

CR301 MIDDLE YEARS: INTEGRATIVE STUDIES (SCIENCE, SOSE, TECHNOLOGY, ARTS, HPE)

This unit is designed to assist preservice teachers with preparing for participating in curriculum work for middle years school students within a range of schooling contexts. Highlighting the value of cross-curricular priorities and integration, the unit will focus on the development of meaningful, authentic learning tasks and contexts, including the design and implementation of authentic assessment tools for middle years school students that link assessment with learning. In this way preservice teachers will be equipped in developing motivating and engaging learning environments and assessment tasks designed to cater for the learning needs of school students in the Middle Years.

CR302 MIDDLE YEARS: TEAM APPROACHES TO LEARNING (LITERACY, NUMERACY AND ICT)

This unit develops frameworks for preservice teachers to pay particular attention to cross-curricular literate, numerate and digital practices within the classroom. This will develop sound foundations in identifying, teaching and assessing for the literate, numerate and digital demands of contemporary educational, professional and social contexts of school students. It also engages preservice teachers in the processes and practices of working in and with a team in planning and presenting teaching and learning materials.

MY201 THE DEVELOPING CHILD IN THE MIDDLE YEARS

This unit is the first in the Middle Years strand and is designed to introduce students to the specific developmental milestones and needs of Middle Years learners. It encompasses the notion that thorough knowledge of the developmental milestones and needs of Middle Years learners is the basis for sound pedagogical practice in teaching and learning.

MY202 ASSESSMENT, EVALUATION AND REPORTING IN THE MIDDLE YEARS

This unit is designed to build students’ knowledge and understandings of assessment, evaluation and reporting and to assist them with preparing and using authentic assessment tools for Middle Years students. The unit will focus on equipping students to use meaningful, authentic and integrated tasks that link assessment with learning.

MY302 PLANNING AND IMPLEMENTATION IN THE MIDDLE YEARS

This unit is designed to assist students with preparing for participating in curriculum work for Middle Years students within a range of schooling contexts. The unit will focus on equipping students to develop motivating and engaging learning environments which are designed to cater for the learning needs of students in the Middle Years.

MY404 INVESTIGATING ISSUES AND PERSPECTIVES IN MIDDLE YEARS EDUCATION

This unit is designed to facilitate students’ awareness of and initiation into the critically reflective community of professional practitioners. It encourages students to develop knowledge of and skills in identifying and using quality research and resources to initiate personal and professional renewal and development.

Professional Experience Units

SP200 SCHOOL-BASED PROFESSIONAL EXPERIENCES I

In this unit, students will be formally introduced to early learning centres, classrooms and school life, and will begin to develop observational and reflective abilities together with general teaching skills and abilities. The teaching focus will be on mini and whole group/class lessons. Students will be expected to apply learnings from the units ED113 Introduction to Teaching and Learning, and ED215 Planning for Learning within the context of this practicum, and to consider their personal suitability for teaching.

SP231 SCHOOL-BASED PROFESSIONAL EXPERIENCES GE I

In this unit within the Bachelor of Education (Secondary/Middle Years - Graduate Entry) course, students will develop general teaching skills and abilities. The specific focus of these experiences will be on teaching individual, series and full days of lessons, and students will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching on succeeding professional experience units.

SP301 SCHOOL-BASED PROFESSIONAL EXPERIENCES II

In this unit, students will continue to develop general teaching skills and abilities. The specific focus of these experiences will be on teaching individual, series and full days of lessons. There is considerable integration with ED318 Motivation and Management of Learners. Students will be expected to exhibit general mastery of basic teaching skills in preparation for continuous teaching.

SP302 SCHOOL-BASED PROFESSIONAL EXPERIENCES III

In this unit, students will begin to develop greater autonomy within the classroom by taking greater responsibility for observing, planning and teaching during two weeks of continuous practice. They will be encouraged to experiment with diverse approaches using greater learner involvement and to design lesson sequences which, together with a unit, seamlessly integrate faith and learning principles and imperatives.

SP332 SCHOOL-BASED PROFESSIONAL EXPERIENCES GE II

In this unit within the Bachelor of Education (Secondary/ Middle Years - Graduate Entry) course, students begin to develop greater autonomy and responsibility within the classroom by taking greater responsibility for observing, planning and teaching during two weeks of continuous practice. They will be encouraged to experiment with diverse approaches using greater learner involvement and to design lesson sequences which, together with a unit, seamlessly integrate faith and learning principles and imperatives.

SP403 SCHOOL-BASED PROFESSIONAL EXPERIENCES IV

This unit involves students in continuous practice and the assumption of major responsibility for a group/ class for at least three weeks. Students will observe, plan, teach and evaluate at least two units of work related to curriculum units in their courses, and are expected to exhibit teaching competence closely related to beginning teaching proficiency. Successful completion of this unit provides access to the unit SP404 School-Based Internship Program.

SP404 SCHOOL-BASED INTERNSHIP PROGRAM

The School-Based Internship Program is the capstone of the undergraduate preservice teacher education courses and is designed to orientate and induct students into the world of the ‘beginning teacher’. The unit builds upon students’ previous professional experiences and serves as a transitional pathway between preservice teacher education and employment. Students will be supervised by experienced teachers and, working in collaboration with supervising teachers, will assume increasing responsibility for a group/class as the Internship proceeds.

SP433 SCHOOL-BASED PROFESSIONAL EXPERIENCES GE III

This unit within the Bachelor of Education (Secondary/Middle Years - Graduate Entry) course involves continuous practice and the assumption of major responsibility for a group/class for at least three weeks. Students will observe, plan, teach and evaluate at least two units of work related to curriculum units in their courses, and are expected to exhibit teaching competence closely related to beginning teaching proficiency.

Senior Years Units

CR403 Curriculum Philosophy and Pedagogy for the Senior Years

SY201 Secondary Curriculum Studies I

This unit provides student teachers with frameworks and strategies for planning, implementing, organising, managing, evaluating and reflecting on secondary curriculum area programs. It introduces them to a range of methodologies and approaches to teaching for learning in their selected curriculum areas.

SY302 SECONDARY CURRICULUM STUDIES II

This unit focuses on developing student teachers’ knowledge, processes, skills and abilities in the areas of the evaluation of student learning (diagnosis, remediation, extension and enrichment), the assessment of student’s exit levels of achievement and student certification procedures. Student teachers who are about to enter their final year of preservice teacher education need to be cognisant of the policies, processes and pitfalls associated with these teacher responsibilities.

Undergraduate Ministry Units

JA101 Biblical Interpretation and Application

The ability to interpret and apply scriptural texts is foundational to every area of Christian study, belief and ministry. In this unit, students will examine hermeneutical models used by different groups through the church‟s history, and they will learn lessons that can be applied to gain a greater understanding of the intended meaning of various passages of scripture. Students will develop skills in exegeting, interpreting and applying the various literary genres found in the Bible. Students will learn to use a variety of Bible study tools and research methods that will enable them to interpret the Bible for themselves. They will also be challenged to reflect on their own hermeneutical approaches and the way these are shaped by contemporary contexts.

JA102 Biblical Studies in the Old Testament

Many doctrinal, ethical and practical aspects of Christian theology, history and practice originate in the Old Testament, making it important for ministry students to be familiar with the text and the ways it is interpreted. This unit provides an opportunity to develop approaches and skills in handling biblical evidence and evaluating the contexts of biblical exegesis in ways that can be applied to ministry. It considers interpretation strategies and draws guidelines and inspiration from the Old Testament for application to personal faith, ministry and mission today. It also develops an awareness of changing understandings of biblical texts through history and in contemporary contexts. The unit aims to develop a sound basis upon which further study may be developed.

JA103 Biblical Studies in the New Testament

Many doctrinal, ethical and practical aspects of Christian theology, history and practice originate in the New Testament making it important for ministry students to be familiar with the text and the ways it is interpreted. This unit provides an opportunity to develop approaches and skills in handling biblical evidence and evaluating the contexts of biblical exegesis in ways that can be applied to ministry. It considers interpretation strategies and draws guidelines and inspiration from the New Testament for application to personal faith, ministry and mission today. It also develops an awareness of changing understandings of biblical texts through history and in contemporary contexts. The unit aims to develop a sound basis upon which further study may be developed.

JA104 Cornerstones from Ministry

Society today has many vehicles, especially through the media, that try to undermine the cornerstones of faith. In order to be thoroughly equipped for active ministry in the Church and wider society, students require a clear understanding of the cornerstones of the Christian faith and what holds them true to this faith. Church history demonstrates that one of the constant struggles of Christianity, both individually and corporately, is its relationship with culture. This unit seeks to establish within the student core components of the Christian faith from an Evangelical and Charismatic perspective. Two essential core components are faith in God and faith in His Word. A thorough investigation into these components will provide the student with a sure defence of these foundations for the practice of ministry.

JA105 History of Christian Thought and Its Practice

In a world where the plurality of biblical interpretations and theological stances continues to expand, the ability to assess these conflicting differences is imperative for the Evangelical/Charismatic minister of today. This unit surveys the major developments in Christian thinking through history and the ways they have contributed to contemporary practice. It brings an appreciation of the rich heritage of Christian thought and introduces a critical awareness of changing processes of engagement with knowledge. This core unit contributes to establishing foundational knowledge and skills in order to provide a framework for the student‟s theological, personal and ministry formation and practice.

This unit focuses on a knowledge and understanding of the development of Christian thought on social justice. It also provides useful insights into the development of knowledge within community and the tools associated with an introduction to critical thinking about the evaluation of knowledge on social justice issues. A survey of the major developments in social justice thinking through history and the ways it has contributed to contemporary practice is also discussed.

JB101 Spiritual Formation

Christianity involves transformed lives, not just assent to Christian beliefs. A person who comes to faith in Jesus Christ as Lord and Saviour needs to realise that they have been converted from a position of sin to a position of righteousness. The subject provides students with an opportunity to develop an understanding of Christian spirituality and the disciplines and attitudes necessary for personal spiritual formation. This core formational subject provides the basis for the student to further establish their spirituality which is essential for the development and sustainability of their personal and ministry life.

JB102 Reflections in Theology

Theology forms the essence of what the Christian faith teaches, affirms and holds to be true. As such, accuracy concerning its truth is vital to the formation of life and ministry. It is therefore imperative that such a body of truth be carefully engaged. Theology is also concerned with being conformed to its revealed reality. This subject seeks to examine and discuss a body of systematic theology from an Evangelical/Charismatic perspective for students to engage and appropriate. The study includes Christology, Pneumatology, Anthropology and Soteriology.

JB103 Ministry Formation

In order to fulfil God‟s call and participate in the mission of God and His Church, ministry students need to be able to identify and formulate their unique expression of ministry. A correct understanding and integration of that ministry is critical to the formation of any future minister. Students are provided with an introductory understanding of how ministry is formed and developed within the context of relationship with God and community, as well as seeing ministry as a lifestyle. This includes exploring the mission of God and examining what is effective service in community. The subject is designed to help students understand themselves, their gifts and interpret their experience in relation to ministry.

At the core of the Christian justice agenda is love and service in the name of God - an agenda which is initiated by God, Himself. The theme of justice runs throughout the biblical witness of God‟s encounter with His creation. It speaks of a deep compassion for justice in the Creator‟s agenda for communal life - a life enriched by the values of compassion, mercy, forgiveness and reconciliation. This unit enables students to begin constructing or forming their own theology of justice based on theological and biblical premises. Attention is given not only to social justice issues but to the place of justice within the overall mission of the church. The unit emphasises the key biblical passages that address justice.

JB201 A Biblical Understanding of the Church

The church is a complex social and historical phenomenon, and has been subject to remarkable growth and renewal in spite of its history of division within and attack from without. Yet for many people, both within and outside of the Christian community, “the church” is a misunderstood concept. This unit is designed to assist students to formulate an understanding of the essential nature, function and mission of the church, based upon biblical study and interpretation as well as the field of ecclesiology, which uses theology and sociology to help explain the church. It is designed to examine the life of the church as a worshipping, evangelising, and serving community, called by the Father, commissioned by the Son and empowered by the Holy Spirit.

JB202 Contemporary Ethics and Compliance

Humanity‟s quest for understanding of the „good life‟, and of moral categories of right and wrong, represents a major aspect of the formation of Christian faith and commitment. The unit introduces students to ethical reflection as intrinsic to Christianity in general and to the theological enterprise more specifically. This unit provides an opportunity for students to participate in the Christian tradition of moral reflection and formation. The unit also aims to raise an awareness of the importance of the legislative environment in which Christian leaders have to act thus providing an introduction to a regulatory framework for the practice of ministry.

JB210 Sociology for Ministry

Since Christian ministry is conducted within a range of social contexts that are often changing, a brief study of sociology and its application to ministry is of benefit to ministry students. This unit introduces major social theories that provide insights into the relationship between ministry and society, and to the dynamics of contemporary social life as these impact individuals, families, and society at-large. This study provides students with an opportunity to develop critical skills in interpreting sociological evidence, evaluating models of society and examining historical perspectives on the place of ministry in society. It also brings an increased appreciation of the important role that Christian ministry can play in the wider society, and a greater understanding of the church as a social institution.

JB211 Reflections on Biblical Leadership

Leadership is a key aspect of any human endeavour and it is particularly important in determining the direction and success of any organisation. This unit explores the topic of leadership from a biblical perspective. Examples of leadership in the Old and New Testament will be analysed within their biblical context and in terms of contemporary understandings of leadership. This study provides students with an opportunity to develop critical skills in the handling and application of biblical texts to contemporary situations. It brings an appreciation of the role that biblical examples of leadership can play in Christian circles and in wider society. Essential principles bearing on the purpose and character of leadership will be examined. A special focus will be the notion of „servant leadership‟ in the Old Testament and the leadership example of Jesus Christ as seen in the New Testament.

JB213 Towards a Christian Worldview for Ministry

Most people tend to think of themselves as living out of a set of values and a worldview which has been consciously thought out and chosen. More often, however, our worldview is shaped by a set of pre-suppositions of which we are often barely aware and which is rarely exposed to reflection and critical evaluation. Even Christians with a conscious commitment to God, and the Bible as their guide, find that the religious and social culture in which they live has shaped their patterns of thought and action in profound and unconsidered ways. In this unit, students will be challenged to critically examine their worldview foundations in the light of biblical, historical and global worldview perspectives, and to develop a personal ministry worldview foundation that is consistent with Biblical values, sound Christian theology, and a well thought out understanding of the Christian faith.

JB214 Jesus - His Life and Ministry

Jesus is the central person in the Christian faith. His life and ministry occupies an essential place in Christian theology, history and ministry practice and is therefore of continued value in the formation of a student‟s life and ministry. This unit focuses on the life and ministry of Jesus including His character, relationships, teachings and ministry practice as found in the Gospel texts, and the different strategies of interpretations used by a range of scholars regarding these texts. It is designed to enable students to develop knowledge and critical skills that will help them to understand the life and teachings of Jesus more fully, and evaluate the contexts of biblical exegesis in ways that can be applied to ministry practice.

JB215 Paul - His Life and Theology

Paul‟s letters provide a wealth of knowledge and insights to enhance student‟s engagement with faith, missionary endeavours and ministry practice. This unit provides an overview of Paul‟s life and the major theological themes in his epistles and further develops interpretative skills in biblical and theological studies and their application to contemporary ministry settings. Students will develop critical skills in: exegesis; the handling of biblical evidence; evaluating interpretations of biblical texts; and in the application of the Bible to contemporary ministry contexts.

JB216 Major Themes of Luke - Acts

The study of Luke‟s writings of the early church is of particular importance to Evangelical and Charismatic scholars as it provides a wide range of teaching and reflection on major themes of the Holy Spirit and acts of the Church that are relevant to contemporary faith and ministry practice. This unit develops important biblical and theological insights regarding these themes towards further formation for ministry practice, by enhancing skills of critical thinking, personal reflection and application for ministry. Students will reflect on these contexts and perspectives and how they relate to ministry practice.

JB217 Major Themes of the Old Testament

The Old Testament provides many biblical and theological themes on which Christian beliefs and practices are founded. Hence it is important to identify and interpret these themes and critically reflect on their contribution to ministry. This unit will guide students in their study of major Old Testament themes and how they have been applied to contemporary ministry practice. Old Testament texts and themes are examined within their original literary, cultural and historical contexts. Findings are then evaluated and examined with the purpose of communicating and applying them to contemporary audiences and ministry practice.

JB218 Movement of the Spirit Through the Church and its History

The concept of renewal and restoration as the process whereby God renews the spiritual vitality of the church and restores neglected truths to a central place in its life is foundational to Evangelical and Charismatic perspectives on church life. An examination of the movements of the Spirit through history gives students a sense of the history of theological and renewal movements, and locates particular issues in relation to a larger conceptualisation of the development of the church. This places a renewal theology of the Spirit in the context of the historical moment in which it arises. This unit builds upon the biblical principles addressed in JC200 The Holy Spirit in Ministry and further identifies historical contexts in which the Spirit operated within the church. These understandings provide the student with an opportunity to develop an awareness of the movements of the Spirit for contemporary ministry situations.

JB219 Directed Study

This unit provides students the opportunity to plan, reflect upon and implement study in areas of personal interest in ministry formation including biblical and theological formation. In preparation for ministry a student may well be better equipped if the student can develop a particular area of expertise by either building on previous studies, preparing for an area of specialisation, or integrating a particular area of study to other perspectives in ministry formation. The directed study enables a student to focus on an approved topic in greater depth and to present the research in a well argued, comprehensive report, essay or other format.

JB319 Advanced Directed Study

This unit provides students the opportunity to plan, critically reflect upon and implement study in areas of personal interest in ministry formation including biblical and theological formation. In preparation for ministry a student may well be better equipped if the student can develop a particular area of expertise by either building on previous studies, preparing for an area of specialisation, or integrating a particular area of study to other perspectives in ministry formation. The directed study enables a student to focus on an approved topic in greater depth and to present the research in a well argued, comprehensive report, essay or other format.

JC200 The Holy Spirit in Ministry

A fundamental belief in the Evangelical and Charismatic traditions is the necessity of the Holy Spirit in a believer‟s life in order to minister. This requires an understanding and experience of the Holy Spirit in ministry. Ministry in both the Old and New Testament expresses His activity and dynamic presence, especially in God‟s intervention in human affairs. In order to minister as God intends, we must rely on the leading and guidance of His Holy Spirit. Jesus set the example with His own life and ministry by only doing what He heard and saw from the leading of the Holy Spirit. This core unit is strategic, as it instructs students in a distinctively Christian activity for professional practice. Being led, guided, and empowered by the Holy Spirit is imperative for a minister who is called by God for His service.

JC201 Relationships and Communication in Ministry

Relationships and communication are two key aspects within ministry. The Bible depicts many examples of strong relationships and their synergising effect on ministry, the foremost being that of Jesus with His disciples and followers. The Bible also describes various forms of communication which are utilised within ministry contexts and are vital for all forms of healthy relationships. This unit helps develop and enhance student‟s relational and communication skills, by providing critical insight into relevant strategies for their development. This unit critically evaluates and explores both relationships and communication as essential within ministry. It fosters pathways to develop relational skills towards facilitating sustained healthy relationships and provides fundamental elements for effective communication in a variety of modes and ministry contexts.

JC202 Leadership for Life and Ministry

Christian leaders have a responsibility to make decisions and accomplish results in a godly manner. Godly leaders must therefore be examples, especially in character and integrity, and function effectively in a variety of areas. This unit defines a biblical basis for leadership and establishes a platform for critical reflection on the development of the leader‟s life, character and qualities. It enhances leadership skills and the outworking of leadership in ministry practice. As leadership occurs in most spheres of life, material will be taken from the church, para-church and business sectors to study ministry leadership and its associated practices.

JC210 Effective Teams

Teams play a vital role in ministry in a number of ways and create a fertile climate for spiritual service, a sense of shared mission, wise stewardship of resources, and mutual supportiveness. This unit equips students to effectively engage in team ministry, both as part of a team, and in the role of leading a team. It develops an understanding of team dynamics, based on premises and principles gleaned from critical reflection on various models and practices of team. From there the unit fosters a variety of practical ministry skills for working with teams. It also empowers students to evaluate the effectiveness of teams against set criteria, in order to improve this effectiveness.

JC211 Engaging in Discipleship

Discipleship is the outworking of the biblical mandate and model stated in the great commission of Matthew 28:19 - that calls us to „make‟ disciples. As such, an understanding of discipleship and its application is central to ministry and mission. This unit explores discipleship from its biblical foundations to the practices of discipleship today. It provides knowledge and insights into the relevant issues involved, as well as fostering skills for effective discipleship practices. This unit further reflects on and discusses strategies of actioning “discipleship”. This includes critical reflection on evangelism, instructing spiritual growth, guiding transformation and spiritual disciplines as part of the discipleship process.

JC212 Engaging in Pastoral Care

Effective pastoral care is integral to Christian ministry as a means of expressing the gospel of Jesus Christ in word and action. This elective unit is designed to equip students to effectively practice pastoral care that is firmly grounded in an understanding of the biblical, theological and historical roots of ministry practice. Students‟ skills will be enhanced by critically reflecting on various principles and models of pastoral care, and how this knowledge is outworked to develop an effective, caring, local church community where people are not only ministered to but also trained and equipped to become active disciples in the body of Chris

JC213 Contemporary Preaching

Preaching is a primary way by which God has chosen to deliver His message of salvation. Preaching is also the primary way a local church pastor leads, feeds, cares, nurtures, corrects, instructs, equips, motivates and mobilises the collective life of the congregation. This unit provides opportunities for critical reflection on the process and purpose of preaching as well as on the spiritual aspects and practical techniques of sermon preparation and delivery, enhancing students‟ skills to preach in a relevant way. Three essentials in the ministry of effective preaching will be analysed and reflected upon: firstly, the Word of God – the message; secondly, the man or woman of God – the messenger; and, thirdly, the power of the Holy Spirit in illumining the text to the preacher in preparation and empowerment for the delivery.

JC214 Ministry and Organisational Management

Although the Church is not a business, good stewardship of God-given resources requires an understanding and application of godly business practices, whether in Church or non-profit organisations. This unit relates biblical principles and practices of management to the church and other non-profit organisations. It also addresses issues of organisational culture, environment, design and structure as they apply to management practices. Finally the unit fosters a range of relevant management skills for use in ministry settings, from human resources management, to change management, to legal issues in management, to strategic planning and events management.

JC215 The Church in Mission

Mission is fundamental to the identity, nature and purpose of the Christian church, especially as it calls people to faith and pursues justice and mercy. This unit examines the church‟s outworking and expression of mission in a variety of contexts. It critically reflects on the mission of God and the evangelistic mandate given by Christ to His followers. Implications for contemporary ministry practice are explored.

JC216 Cross Cultural Evangelism

The premise of cross-cultural evangelism is that effective Christian communication, locally and overseas, invariably requires the crossing of cultural barriers. The unit critically reflects on effective cross-cultural ministry from biblical, theological, historical, and ministry related sources. It analyses causes and responses to historical surges in cross-cultural ministry towards defining best practices and strategies for contemporary contexts. It evaluates ways of communicating the Gospel across-cultural boundaries and barriers, in order to outwork evangelism.

Jesus proclaimed good news to the poor, release to captives, freedom for the oppressed. His final commandment to His disciples was to go into the entire world and proclaim this good news. This unit aims to enhance the student‟s understanding of, and commitment to, the work of the church in responding to the biblical mandate to “do justice, love kindness, and walk humbly with their God”, both locally and globally. Students will be encouraged to develop a program of social justice appropriate for ministry practice. This unit will give an overview of various contexts of social justice and critically evaluate contemporary models and strategies for social action.

JC218 Building Community

Community as a re-emergent practice is an increasing concern worldwide, especially in light of the growing trend of community breakdown. This unit explores practices and approaches to build communities into what God intended, and the Bible teaches. It focuses on building communities from various perspectives, based on biblical and theological understandings of this mandate. It critically evaluates ministry practices for the building of community.

JC219 Directed Study

This unit provides students the opportunity to plan, reflect upon and implement study in areas of personal interest in ministry practice. In preparation for ministry a student may well be better equipped if the student can develop a particular area of expertise by either building on previous experience, preparing for an area of specialisation, or integrating a particular area of study to other perspectives in studies for ministry practice. The directed study enables a student to focus on an approved topic in greater depth and to present the research in a well argued, comprehensive report, essay or other format.

JC251 Practicum 1

Practicums provide opportunity for students to integrate ministry theory and practice and include supervised practical experience in ministry outside the College, which offers opportunity for observation, practical ministry, reflection and evaluation and ministry practice. On-campus workshop/tutorial sessions and responsibilities supplement off-campus field education. It is designed to lead students to an integration of personal and professional identity, and academic and practical proficiency.

JC252 Practicum 2

JC253 Practicum 3

JC354 Practicum 4

Building upon previous experience and learning, this practicum seeks to increase the student‟s confidence and expertise in the practice of ministry. The process continues to equip the student‟s development of skills at an advanced level and further build their leadership capacity. This practicum gives further opportunity for critical reflection on the students‟ ministry practice. Assessment at the 300-level involves students demonstrating increasing leadership and competence in planning and leading in their ministry area, and in demonstrating a leadership ability to analyse and evaluate their ministry experience and integrate it with their formal learning.

JC390 Independent Study

Students who graduate with a Bachelor of Ministry should be able to demonstrate independent study skills that are able to be applied to a particular area of ministry practice. This unit provides the opportunity to further develop knowledge and skills associated with independent study for life-long learning. This unit builds on study conducted within a chosen Field B elective which forms the basis for investigation into a specific ministry practice. In this unit the student will be instructed on methods of study and practice, assisted in the formulation of the studies‟ thesis and guided through independent study.

Postgraduate Ministries Units

JA401 Biblical Interpretation and Application

The ability to interpret and apply scriptural texts is foundational to every area of Christian study, belief and ministry. To do this well, students require foundational skills of interpretation and application needed for their study of the Word of God. In this unit, students critically examine hermeneutical models used by different groups through the church‟s history, and learn lessons that can be applied to gain a greater understanding of the intended meaning of various passages of Scripture. Students will develop skills in exegeting, interpreting and applying the various literary genres found in the Bible. Students will learn to use a variety of Bible study tools and research methods that will enable them to interpret the Bible for themselves. They will also be challenged to critically reflect on their own hermeneutical approaches and the way these are shaped by contemporary contexts.

JA402 Biblical Studies in the Old Testament

Many doctrinal, ethical and practical aspects of Christian theology, history and practice originate in the Old Testament, making it important for ministry students to be familiar with the text and the ways it is interpreted. This unit provides an opportunity to develop approaches and critical skills in handling biblical evidence and evaluating the contexts of biblical exegesis in ways that can be applied to ministry. It considers interpretation strategies and draws guidelines and inspiration from the Old Testament for application to personal faith, ministry and mission today. It also develops a critical awareness of changing understandings of biblical texts through history and in contemporary contexts. The unit aims to develop a sound basis upon which further study may be developed.

JA403 Biblical Studies in the New Testament

Many doctrinal, ethical and practical aspects of Christian theology, history and practice originate in the New Testament making it important for ministry students to be familiar with the text and the ways it is interpreted. This unit provides an opportunity to develop approaches and critical skills in handling biblical evidence and evaluating the contexts of biblical exegesis in ways that can be applied to ministry. It considers interpretation strategies and draws guidelines and inspiration from the New Testament for application to personal faith, ministry and mission today. It also develops a critical awareness of changing understandings of biblical texts through history and in contemporary contexts. The unit aims to develop a sound basis upon which further study may be developed.

JA404 Cornerstones for Ministry

JA405 History of Christian Thought and Its Practice

In a world where the plurality of biblical interpretations and theological stances continues to expand, the ability to assess these conflicting differences is imperative for the Evangelical/Charismatic minister of today. Contemporary ministers require the skills to interact with, and critically assess this plethora of information. This unit surveys the major developments in Christian thinking through history and the ways they have contributed to contemporary practice. It brings an appreciation of the rich heritage of Christian thought and introduces a critical awareness of changing processes of engagement with knowledge.

JB401 Spiritual Formation

Christianity involves transformed lives, not just assent to Christian beliefs. A person who comes to faith in Jesus Christ as Lord and Saviour needs to realise that they have been converted from a position of sin to a position of righteousness. The unit provides students with an opportunity to develop an understanding of Christian spirituality and the disciplines and attitudes necessary for personal spiritual formation. This core formational unit provides the basis for the student to further establish their spirituality which is essential for the development and sustainability of their personal and ministry life.

JB402 Reflections in Theology

Theology forms the essence of what the Christian faith teaches, affirms and holds to be true. As such, accuracy concerning its truth is vital to the formation of life and ministry. It is therefore imperative that such a body of truth be carefully engaged. Theology is also concerned with being conformed to its revealed reality. This unit seeks to critically examine and discuss a body of systematic theology from an evangelical/charismatic perspective for students to engage and appropriate. The study includes Christology, Pneumatology, Anthropology and Soteriology.

JB403 Ministry Formation

In order to fulfil God‟s call and participate in the mission of God and His Church, ministry students need to be able to identify and formulate their unique expression of ministry. A correct understanding and integration of that ministry is critical to the formation of any future minister. Students are provided with an introductory understanding of how ministry is formed and developed within the context of relationship with God and community, as well as seeing ministry as a lifestyle. This includes an analysis of the mission of God and a critical examination of what is effective service in community. The unit is designed to help students understand themselves, their gifts and interpret their experience in relation to ministry.

JC400 The Holy Spirit in Ministry

A fundamental belief in Evangelical and Charismatic traditions is the necessity of the Holy Spirit for life and ministry. Both the Old and New Testament expresses the Holy Spirit‟s activity and dynamic presence, especially in God‟s intervention in human affairs. In order to minister as God intends, we must rely on the leading and guidance of His Holy Spirit. Jesus set the example in His own life and ministry of only doing what He heard and saw from the leading of the Holy Spirit. In view of contemporary contexts a clear understanding and practice of this leading and guidance is paramount. This core unit strategically instructs students in a distinctively Christian activity for professional practice. Being led, guided, and empowered by the Holy Spirit is imperative for a minister who is called by God for His service.

JC490 Independent Study

Students should be able to demonstrate independent study skills that are able to be applied to a particular area of ministry practice. This unit provides the opportunity to develop knowledge and skills associated with independent study for life-long learning. This unit seeks to build on studies within the core units which form the basis for investigation into a specific ministry practice. In this unit the student will be instructed on methods of study and practice, assisted in the formulation of the studies‟ thesis and guided through independent study.

JM501 Paradigms of Leadership

Since ancient times, the art of leadership has been a subject of discussion and debate, yet it is mainly since the 20th century that specific theories and models of leadership have been articulated and produced. The difficulty facing the student of ministry leadership is how to appropriate and evaluate this body of knowledge. In using the Anselmian premise of “faith seeking understanding”, an investigation of selected leadership paradigms and emerging issues of ministry leadership is engaged to provide a wider understanding of leadership for ministry. Gayle Avery, in Understanding Leadership (2004, p. 17), describes it “as a way of tying together a great deal of theories and research information into one framework”. The ensuing discussion will provide a wider understanding of leadership models and theories toward the formation of an integrative framework for ministry leadership and personal leadership identity.

JM502 Identity of the Leader – A Theological Investigation

A leader’s identity contributes greatly to the way they lead themselves and others. The continued re-evaluation of the leader’s understanding of self within their specific context enhances greater effectiveness. Within the ministry context, Scripture informs that humanity is made in the image and likeness of God. Without a progressive understanding of that image and likeness, the identity of the ministry leader is limited and, therefore, their ministry can be restricted. It is through a theological investigation of the ‘Imago Dei’ and ‘Missio Dei’ that a better understanding of godly identity and resultant ministry is provided. Ministry leaders therefore have a responsibility to continuously re-examine their own theological premises of identity together with the broader understanding of the characteristics and traits of leadership from contemporary models and theories. This unit re-examines the identity of the ministry leader within a theological framework as a participant together with God within the ‘Missio Dei’ in order to provide greater effectiveness for leadership.

JM503 Scholarship and the Ministry Leader

In a complex world there exists a plethora of dissonant voices and viewpoints as well as sources of knowledge. Within Christianity there further exists a plurality of biblical interpretations and a diversity of theological positions. Ministry leaders, on a daily basis, are presented with such differing epistemological views and are required to engage with them appropriately and responsibly. Therefore there is an increasing need for them to develop an integrative approach to scholarship and thinking. This unit develops advanced critical analysis, thinking, reading, and communication skills toward the mastery of the ministry leader’s engagement with epistemological sources and scholarship.

JM504 Ministry Leadership – A Commissional Paradigm

Scripture informs that both the ministry leader and the ministry organisation are divinely appointed and commissioned. As such, the ministry leader is called to co-mission together with God in outworking the ‘Missio Dei’ by leading and directing their appointed organisations. While there are numerous models and theories for leadership in general, the vocation of the ministry leader resides within a divine calling. A leadership model or theory for ministry should include and reflect this partnership. Hence a discussion is warranted to further identify specify ministry factors to contribute to an integrative co-missional paradigm for ministry leadership. This unit contextualises the ministry leader within a Commissional Leadership paradigm and provides opportunity for the mastery of various skills and critical refection within that paradigm.

JM505 Toward a Kingdom of God Culture

The ubiquity and pervasiveness of ministry organisations and their influence on individuals, communities and society signal that the elements contributing to their formation, specifically their culture, warrant serious consideration. Ministry leaders act within these organisations in a critical manner and therefore require a specific understanding of how culture is created, sustained and changed and its resultant influence. This unit critically reflects on biblical, theological, and sociological understandings of culture and aims to develop within the ministry leader an appreciation of, and sensitivity to, the history, norms, and values which underpin the culture for the ministry organisation. It further prepares them to engage with and apply these insights for cultural transformation.

JM506 Relational Interactions – A Leadership Perspective

Relational interactions traverse all areas of human activity. Understanding these interactions is essential for initiating, maintaining, and discontinuing relationships. Traits of a successful leader include understanding, managing and inspiring effectual relationships with others. Moreover the ministry leader as a professional “care-giver” and leader of a “care” organisation is entrusted with a custodial vocation for the care, nurture and tutelage of others where relationships are vital and intrinsic to all they are called to do. This unit aims to enhance the ministry leader’s biblical, theological and contemporary understanding of the nature of relationships. This includes understanding people, communication, managing diversity, working toward conflict resolution as well as fostering and maintaining synergistic relationships.

JM507 Christian Perspectives on Organisational Management

While there are numerous models and theories for organisational management in general, the ministry organisation is considered to be divinely appointed and commissioned. Hence an integrative framework for the management of a ministry organisation warrants the inclusion of biblical and theological perspectives. This unit will analyse organisational management insights from biblical, theological, and contemporary perspectives and provide critical contrasts and comparisons in the formation of an integrative framework. It will promote a deeper understanding of theoretical, conceptual and ethical issues that contribute to effective leadership of the ministry organisation. The formation of this integrative framework within the context of the “Commissional” paradigm will enhance the ministry leader’s understand and implementation of the management practices necessary for the ministry organisation.

JM508 Leading Change

Ministry organisations comprise some of the oldest organisations in the world and adhere to perennial and enduring values, principles, tenets, doctrines and beliefs. However, the world continues to change at an ever increasing velocity. In this fluid environment, leaders of organisations, in general, have resolved that if they are to survive, they cannot remain commensurate. Ministry leaders, while being required to uphold the perennial and enduring aspects of their organisation’s formation and mission, must likewise consider how to negotiate the behests of change in order to remain pertinent and applicable to society. This unit therefore aims to enhance the development of ministry leaders towards being theologically grounded, and socially and spiritually aware for leading change. It broadens the leader’s ability to critically understand the factors involved in change from a “Commissional” paradigm, as well as fosters the further development of skills for leading change.

Postgraduate Social Sciences Units

CD401 Community Development Foundations

In order to develop as effective community workers, students must possess a strong theoretical and practical foundation related to their discipline. Beginning from an understanding of current community experiences and trends, students will learn how community development practices and principles can enable them to respond to contemporary needs. In addition Christians working in the community development sector must understand the theological and Christian worldview principles on which a biblically faithful approach to practice is grounded. In order to begin to develop students as theologically reflective practitioners, connections will be drawn between theology and practice - particularly as regards to the Christian imperative to live out one’s faith in action, and to be committed to an ethic of love and justice. Postgraduate study also requires students to be capable of critical engagement with the discipline and as such this unit not only introduces students to foundational aspects of community development, but also to the principles and skills of critical reflection and evaluation of their learning.

CD413 BUILDING CHRISTIAN COMMUNITY

This unit surveys a wide variety of models of Christian community from the early church to the present day. Various sociological perspectives on the nature of communities are introduced, and students are required to participate in some form of Christian community. Students are challenged to reflect on the strengths and weaknesses of a range of approaches to Christian community, and to develop their own theoretical framework for building Christian community.

This unit allows students to study and critically engage with primary writings of First and Two-Thirds World Christian leaders who have combined theological reflection, spirituality and the work of justice and social transformation. As students explore the lives and spirituality of these people, they also reflect on their own theology and strategies for social change.

CD454 TRANSFORMATION THEOLOGY

This unit forms a biblical, theological and practical reflection on the role and task of Christians in society, and especially changes in society, which community development seeks to engender. The unit gives an understanding of historical, theological and sociological perspectives which form a foundation for societal change and community development.

CD460 Community Development Practice Frameworks

Community Development practitioners increasingly work within a complex array of practice contexts that require them to interact with diverse groups holding different priorities. It is important for such workers to be able to draw on a community development practice framework – understanding and applying models, approaches, strategies – to make sense of their practice in these settings. This unit is intended to provide the student with understandings and practical skills relevant to working with people in a variety of contexts utilising a range of approaches and models of community development practice. Building on a previous study of community development and social issues, this unit will examine practice issues in the community development field today, and will enable students to undertake an analysis of a range of community development issues.

CD464 Community Development in Urban Contexts

The world today is rapidly becoming urbanised with more than half of the human race now living in cities. The flood of migration from rural to urban contexts has led to many social problems and challenges including poverty, a strain on resources and infrastructure, dislocation, social and family fragmentation and an increase in mental health disorders. This unit is designed to interact with the issues and implications of community development in a context of urban expansion and poverty. Participants will look at the uniqueness of the city context and the implications that effect community development practice and strategy among the urban poor. The unit will explore the context of city dwellers within a developing nation and a developed nation, noting similarities and differences in these multicultural settings. Special consideration will be paid to relevant systemic, sociological, economic, political and religious factors influencing urban poverty and community development. These forces will be reflected upon and critically analysed through several lenses including that of the broad and transformational vision of the gospel and the Church as a missional community.

CH220 Pastoral Care of Young People

This unit addresses the question of pastoral care for young people both in terms of proactive personal and spiritual formation, and in terms of helping teenagers who are facing major life issues. Students will evaluate different models of pastoral care amongst young people, and consider the opportunities and challenges of pastoral care in a range of contexts, including ethical considerations.

CH401 Chaplaincy Contexts

This unit provides a foundation for prospective chaplains in a range of possible settings by exploring chaplaincy as a Christian ministry. It explores a variety of chaplaincy contexts and assists students in understanding the differences between them, as well as providing insight into the essence of chaplaincy. It gives postgraduate students the opportunity to gain exposure to and make comparisons between different styles of chaplaincy, as well as evaluating with which contexts they have most affinity.

CH412 CHAPLAINCY PLACEMENT

This unit enables students to put into practice in a realistic placement setting the skills and understandings which have been gained across the course as a whole. Students will have the opportunity to function within a chaplaincy setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of chaplaincy in the selected setting.

CH431 Chaplaincy in Schools

School chaplains play an increasingly important function in many school communities, yet there has been relatively little attention given to the distinctive activities and personal challenges of the school chaplain. Given the variety of school contexts, there are a number of different models for school chaplains, ranging from those who function to a large extent as youth workers in a state school setting, to those who serve more as clergy to the school community in a denominational school. The diverse constituencies of school communities also make it important for prospective school chaplains to develop a much greater understanding of the range of environments in which they may be called to operate. This unit provides students with the opportunity to reflect critically on the different models of school chaplaincy and to gain greater understanding of the practical realities of working in a chaplaincy role within a range of school communities.

CH432 Chaplaincy Practice

Although Chaplaincy students require a general overview of chaplaincy contexts, they need to engage meaningfully in an area of interest. This unit enables students to focus on an area of chaplaincy practice in some depth and to present the research in a comprehensive report, essay or other format agreed between the student and their supervisor. The unit gives students the opportunity to plan and implement study in areas of personal interest, application or relevance within a chaplaincy context, and aims to better equip students by developing a particular area of understanding, building on previous experience, developing an area of specialisation, or integrating a particular area of chaplaincy study to other perspectives.

CH460 CHAPLAINCY PRACTICE

It is important for chaplains to be able to draw on a chaplaincy practice framework – understanding and applying models, approaches, strategies – to make sense of their ministry in those contexts. This unit is intended to provide students with understandings and practical skills relevant to working as a chaplain in a variety of contexts.

CH471 Pastoral Care

Chaplaincy entails the practice of pastoral care in an institutional setting. A working understanding of pastoral care, therefore, is an essential element in chaplaincy education. The unit aims to provide post-graduate chaplaincy students with an introduction to the necessary theoretical, theological and professional aspects of pastoral care.

CO415 Theology and Worldviews for Counselling

Students of counselling need not only to develop a range of knowledge and skills but also be able to reflect on the theological and philosophical underpinnings of their practice. It can be claimed that all action proceeds from belief, whether known or tacit. Consequently, it is important to examine implicit beliefs in any given professional setting. While students have a knowledge of counselling theories they also need, within a Christian context, to be challenged to integrate their faith, theology and underpinning view of the world with their learning and practice. They also need to be able to intelligently and constructively engage with and evaluate the philosophical underpinnings of a broad range of psychological and counselling theories from the perspective of a Christian worldview as a basis for their own integrative process. In this unit, students will be encouraged to investigate foundational themes within Christian theology and worldview (including cosmology, ontology, epistemology, axiology, anthropology, soteriology and community) especially as they apply to the counselling context. Appropriate examination of theology and psychology will encourage practitioners to integrate their faith and practice. In addition the philosophical and worldview bases of a number of major counselling approaches and modalities will be considered and engaged, allowing students to make informed choices concerning what and how they integrate counselling theory and skills into their own developing practice framework.

CO454 Integrative Approaches to Counselling: A Critical Introduction

This unit is designed to introduce students to an overview of the major schools or streams of counselling and therapy, as well as to assist them to critically evaluate the philosophical, theoretical and applied dimensions of these approaches. Although there exist a broad variety of individual counselling models, nearly all are rooted in one (or perhaps two) of the major ‘schools’ or approaches to psychology and counselling, each of which endeavours to provide coherent philosophical, theoretical and applied bases to understanding human beings, their problems and how best to help them. To effectively assist others, counsellors need a thorough understanding of both the counselling process and these broad theoretical approaches which form the foundation of effective therapeutic work. This subject will also explore various aspects of and approaches to counselling integration to provide students with models and frameworks that will enable them to begin to build and critically reflect upon their own style of practice. This integrative process will include consideration of not only the philosophies and theoretical foundations of the major schools of counselling, but also contexts of counselling, culture, Christian worldview, and relevant ethics.

CO456 Approaches to Couple Counselling

To effectively work with couples and families, counsellors must have a solid understanding of at least one theory which underlies their approach to relationship counselling. The student should understand the broader theoretical context of theories of relationship counselling, as well as the wide variety of tools available to those who counsel couples and families. The ability to evaluate the methodology and presuppositions that form the bases of theoretical counselling approaches is also important for the integrity and effectiveness of the relationship counselling process. Christians working in this field also need to be able to relate their biblical understanding of the person, relationships, growth and change, to the underlying theoretical presuppositions of the major relationship counselling models.

CO459 Foundational Counselling Skills

Those working in all fields of the applied social sciences need to develop basic interpersonal microskills and an understanding of a basic listening sequence in the context of a growing self-awareness. The major focus of this unit is to develop the basic counselling skills, by specific practice. The unit is seen as a practical one, with time for development of skills, feedback from others and personal reflection on practice. The unit approaches the topic in a holistic manner, in that skills are not taught in isolation but in the context of communication purpose and group orientation. At postgraduate level, it is important that students do not only develop foundational counselling skills, but also learn to begin to reflect on these skills in terms of their effectiveness, their philosophical basis and how they might best be integrated into a developing practice framework.

CO460 Attending to the Human Story

Research into the effectiveness of counselling and other people-helping interventions clearly demonstrates that the strength of the therapeutic relationship is a key predictor of satisfactory outcomes. In turn, the relationship between counsellor and client is largely reliant on the personal qualities and style of the counsellor. This unit is concerned therefore with the relational and ontological foundations of interpersonal communication as it exists within the therapeutic encounter. The focus is on extending the student’s capacity to companion troubled people in ways that are hospitable, authentic, compassionate, non-judgemental, non-directive and helpful. Particular emphasis will be given to extending existing capacities, experiences and ways of knowing in order to walk more deeply with others. The metaphor of companioning is used as the unit addresses foundations rather than specific and advanced techniques of counselling. Students also process understanding of the self, issues arising from the interaction of the family of origin, and personality as contexts for exploring personal areas of strength and weakness. Further, at postgraduate level, it is important for students to understand and personally integrate the principles and skills of reflective practice for the purpose of ongoing critique and constructive modification of their practice.

CO461 Advanced Processes and Strategies in Counselling

Effective counselling requires the use of appropriate listening skills and the ability to implement a process that mobilises change factors in the life of the counsellee. This is the basis of all counselling frameworks. Counselling students must therefore possess the capacity to not only apply skills but to do so in such a way that it facilitates an overall coherent and effective process of change. Counselling students at postgraduate level must also be able to critically analyse their implementation of the skills and processes of counselling as the basis of ongoing constructive growth and modification of their practice. This subject will present a model of counselling that can be used in personal and welfare counselling situations, enabling students to deal more effectively with those who present for counselling. They will also focus on their own spirituality and ability to relate effectively to clients from diverse backgrounds.

CO464 Couple Counselling I

Effective marriage and family counselling requires the use of not only basic counselling techniques, but also a range of specific relationship focused skills. These skills are designed to facilitate the process of change within the relationships or families of those encountered by the practitioner. As such, students will learn specific skills of therapy and personal reflection that will enable them to deal more effectively with those who present for relationship counselling. The emphasis of this unit is the development of both practical skills necessary in counselling and spiritual aspects of the counselling process. This unit will focus specifically on the additional dynamics inherent in the relational counselling context. Students will also focus on themselves as relational beings, their own spirituality and their ability to relate effectively and intentionally to couples and family groups.

CO465 Couple Counselling II

This unit will build on the more generic skills and knowledge taught in CO464 Couple Counselling I, which introduced students to foundational skills and processes utilised in relationship counselling. Students will learn specific skills of therapy and personal reflection derived from one approach to couple counselling which will enable them to deal more effectively with those who present for relationship counselling. The skills and strategies presented in this unit will be derived from the contemporary approaches to couple counselling discussed in the unit CO456 Major Approaches to Couple Counselling. This will allow students to integrate specific techniques and applications with theoretical presuppositions underlying these models of couple therapy. Students will also reflect on their learning from the perspective of a distinctively Christian worldview.

CO482 Psychological Disorders and Other Issues in Counselling

Those in people-helping professions must have an understanding of an array of issues that cause people to seek counselling. One of the major categories of problems for which people seek assistance is mental health concerns. Although counsellors are not able to provide formal assessment and diagnosis of mental illness, it is important that they are able to recognise symptoms of such conditions in terms of ensuring they work within their ethical limits and are able to refer when appropriate. In addition, they are often called upon to work as part of multi-disciplinary teams with psychiatrists, doctors and psychologists to provide holistic care to those with psychological disorders. At the same time, the traditional medical model of assessing, diagnosing and treating psychological problems has been criticised for its tendency to focus on the illness rather than the person as an individual and the broader socio-cultural factors which contribute to the particular construction of mental illness in contemporary society. Therefore, it is important that students are not only able to recognise a variety of mental health issues as they may occur in their potential clients, but also appropriately critique the traditional medical model of mental illness in terms of its contributions and limitations. In addition to mental health concerns, however, many presenting problems encountered by counsellors are not related to mental illness or specific psycho-pathology. For example, grief, trauma, and the effects of abuse and neglect are better viewed as ordinary human responses to extraordinary experiences. This unit, therefore, also focuses on a number of specific issues commonly presented in counselling and provides the student with a basic understanding of that issue, and interventions for effectively helping those who find themselves in these situations. This comprehensive overview of a variety of issues provides opportunity for students to not only learn theory and skills, but also creates an environment for students to reflect on these issues in terms of personal relevance and from a distinctly Christian perspective.

CO567 Supervised Practice Reflection Integration I: Consolidating Foundation

It is important for counselling students to develop a coherent and well-integrated personal approach to practice. The aim of this unit, therefore, is introduce students to the skills and theory of ongoing reflective practice for the purpose of assisting the integration of existing learning into a well-grounded, coherent and systematic framework of practice. This is accomplished by embedding practicum placement experience within the unit as a basis for an intentional action-reflection-integration process modelled and practiced in the classroom. In addition, students will be exposed to several models of critically reflective practice as well as participate as reflective team observers, thus allowing them to experience and learn the skills of critically reflective practice in a safe and supported environment before commencing work with clients. These skills will form the basis of their ongoing development through the remaining practice-reflection-integration component of the course which accompanies their practicum experience, as well as laying the foundation for them to continue to develop as critically reflective practitioners throughout their working lives.

CO568 Supervised Practice Reflection Integration II: Therapeutic Relationship

Psychotherapy research conducted during the last two decades has consistently suggested that the therapeutic relationship between counsellor and client is a major predictor of effective therapeutic outcomes. This unit is therefore designed to assist students to explore and assimilate important dimensions of what both counsellor and client bring to the relational encounter of therapy, in the context of their developing personal practice framework. This is accomplished through intentional and critical reflection on students’ growing experience of practice as it occurs within their individual practicum placements. Clarkson’s five dimensional model of understanding the therapeutic relationship is used as the organising framework in which this critical action-reflection-integration process is enacted.

CO569 Supervised Practice Reflection Integration III: External Contexts

There has been increasing recognition within the counselling profession in recent years that many external factors also profoundly impact counselling and its outcomes and effective practice requires the practitioner to be aware of and respond appropriately to these influences. This unit is therefore designed to introduce students to some of the enormous range of contextual factors which effect counsellors, clients and the therapeutic process including historical, social and political discourses, culture, constructions of gender, economic influences, language, family systems, organisational structures and the built and natural environment. As with earlier units in this sequence, students’ experience in counselling undertaken during their practicum placements will form the basis of reflecting on and integrating learning gained in the unit.

CO570 Supervised Practice Reflection Integration IV: Personal Practice Perspective

This unit is designed to include the final fifty hours of students’ practicum placements and to provide a context in which they can articulate, present and reflect upon their personal practice perspective as counselling students about to graduate and enter the counselling profession. This unit aims, therefore, to open opportunities for students to work with critical questions arising from their counselling practice, and to extend and consolidate the values, knowledge, action and relational dimensions of their development as a person-practitioner. This process of consolidation will proceed through the use of reflective practice and integrative techniques building upon learning from the previous three units in the Practice Reflection Integration sequence (CO567, CO568, CO569). In addition, it is important that counselling students understand and apply principles and strategies related to resilience-building in a profession with high rates of stress, burn-out and vicarious traumatisation. By the conclusion of this unit, students will be expected to be able to articulate, apply and critically reflect on their individual framework of practice.

HB400 SUPERVISED COUNSELLING PRACTICUM

Counselling practice is an essential part of training in this field. In this unit the student will take part in a counselling placement. Students will observe as well as take part in the counselling process, and will keep a reflective journal to encourage self-evaluation and personal growth. They will also be involved in a supervisory relationship as a foundation for continued supervision.

HB401 Introduction to Human Behaviour

This unit introduces the student to a broad overview of the field of psychology. Topics include the science of psychology, the nervous system, perception, motivation, intelligence, emotions, memory, psychological disorders and treatment. This study allows the student to explore a number of possible future interest areas in psychology.

HB410 THEOLOGICAL PERSPECTIVES

This unit explores fundamental theological issues that form the basis for a Christian understanding of the counselling process. Areas examined include the process of change and renewal in the individual, grace and law, the role of the Holy Spirit, the healing community and a theology of suffering. Students will thus develop a theological grounding for their counselling practice.

HB411 THE PERSON OF THE COUNSELLOR

It is essential that those working in people helping professions should be able to differentiate their own personal issues from those of others, and that they have to come to some measure of wholeness before seeking to apply intervention strategies with others. This unit focuses on models of personality, the self, and issues arising from the interaction of the family of origin, as a context for students to explore personal areas of strength and weakness.

HB421 THEORIES OF HUMAN DEVELOPMENT

This unit focuses on development through the lifespan, with identification of growth from preschool to old age. Topics include cognitive, social, moral, physical and spiritual development. Theories explored include both social constructivist theories and stage models.

HB425 HUMAN RESOURCE MANAGEMENT (Incompatible with BS460)

This unit introduces managers and administrators to the key principles of sound and ethical human resource management in organisations.

HB452 COUNSELLING THEORIES

This unit critically evaluates theoretical approaches to counselling and examines practical applications of these approaches. The psychological and philosophical presuppositions underpinning specific theories are specifically evaluated and compared with Biblical understanding in order to provide a high level of analytical understanding.

HB454 MAJOR APPROACHES TO COUPLE COUNSELLING

This unit discusses at least one theoretical approach to couple counselling and evaluates how it fits into the broader theoretical framework and methodological presuppositions that underlie major contemporary models of couple counselling. The psychological and philosophical basis of these models of relationship counselling are critically evaluated and compared with biblical understanding in order to encourage a high level of analytical understanding.

HB460 ATTENDING TO THE HUMAN STORY

This unit is concerned with the foundations of interpersonal communication. The focus is on students understanding themselves and extending their capacity to companion troubled people in ways that are hospitable, authentic, compassionate, non-judgmental, non-directive and helpful. The focus will be on deepening the experience of walking with others, extending the capacity for redemptive listening, and fostering an action-prayer-reflection rhythm as basic to interpersonal encounters.

HB461 ADVANCED PROCESSES AND STRATEGIES IN COUNSELLING

This unit builds on the skills and knowledge gained in previous studies and experience to develop advanced strategies for a range of counselling contexts. It will include a detailed analysis of the various stages of the counselling process and the relationship between the counsellor and the counsellee. The emphasis of this unit is on the further development of practical skills necessary in counselling and awareness of spiritual aspects of the counselling process. HB460 Attending to the Human Story is a prerequisite for this unit.

HB462 Reflective Group Process

Group processes and dynamics are an important aspect of many forms of social interaction. This unit focuses on theory and practice to improve students’ abilities to facilitate group functioning and individual growth in a group context, with particular reference to people-helping professions.

HB464 COUPLE COUNSELLING I

The emphasis of this unit is the development of both practical skills necessary in counselling and spiritual aspects of the counselling process. This unit will focus specifically on the additional dynamics inherent in the relational counselling context.

HB465 COUPLE COUNSELLING II

Students will learn specific skills of therapy and personal reflection derived from Schnarch’s differentiation approach in the context of a broader framework of couple counselling approaches. The skills and strategies learned will enable students to deal more effectively with those who present for relationship counselling.

HB466 REFLECTIVE PRACTICE

This unit builds on the experiences gained in HB461 Advanced Processes and Strategies in Counselling to enhance skills and strategies, as well as developing a “personal-practitioner framework” linked to theoretical frameworks and real world applications. Students will practise counselling skills and review progress with peers and a supervisor. The supervision process is emphasised as students will concurrently be involved in actual counselling practice.

HB471 CHRISTIAN APPROACHES TO COUNSELLING

This unit identifies key features of Christian thinking in the domain of counselling. It includes an historical overview of the Church’s contribution to pastoral care and counselling, and examines the specific approaches of leading contemporary Christian practitioners. It also explores the distinctive theological and philosophical issues including an understanding of the person and how this affects conceptualisations of counselling.

HB474 BUSINESS PLANNING (Incompatible with BS474)

HB482 MAJOR ISSUES IN COUNSELLING

This unit gives a broad overview of a variety of issues which may be the focus of counselling for many people in the community. It provides a foundation for responding to these issues sensitively and helping others in their responses to the situations in which they find themselves.

HB483 Relationship and Family Issues

Those working as counsellors, chaplains and in the human services must be fully aware of their own attitudes to family relationships, their own family of origin and the issues which commonly confront couples and families today, as well as the wide variety of family units now functioning in society. This unit focuses on aspects of relationships including roles, expectations, conflicts, pre-marriage, divorce, remarriage, parenting and sexuality and ethical responses to these issues.

HB511 The Transformation Process

Personal growth and counselling are about the process of transformation, including emotional, cognitive and spiritual aspects. This unit focuses on students’ personal journeys, with emphasis on broadening experience and understanding to include historical Christian practices, such as silence, solitude and spiritual direction, often overlooked in contemporary protestant experience.

HB562 COMMUNITY AND TRANSFORMATION

Counsellors working with groups require an in-depth understanding of group processes and skills. This unit focuses on theory and practice to improve counsellors’ abilities to facilitate group functioning and individual growth in a group context, as well as to be able to interpret group dynamics in other church and community contexts.

HB565 PRACTICE REFLECTION INTEGRATION I

This unit builds on the experiences and learning gained in HB466 Reflective Practice by helping students to develop a foundational understanding of narrative therapy as a major model of counselling, with the expectation that they will then begin to apply this approach with their clients. Students’ own counselling will form the basis of the learning approach in this unit, via utilisation of an experientially based action-reflection cycle and reflective teams. Opportunities to consider theoretical models of clinical supervision and for personal and Christian critique of counselling theory and practice are also emphasised.

HB566 PRACTICE REFLECTION INTEGRATION II

This unit is designed to assist students to develop an advanced understanding of the theory and practice of narrative therapy, with the expectation that they will then be able to apply this approach at a competent and effective level with their clients. The students’ own counselling will form the basis of the learning approach in this unit, via utilisation of an experientially based action-reflection cycle, reflective teams and peer group supervision. Several major models of clinical supervision (including narrative therapy based supervision) as well as a personal and Christian critique of counselling are also emphasised.

HB576 Supervision

This unit addresses both theoretical and practical aspects of supervision, so that students can develop competence in providing professional supervision to other counsellors. Supervision focuses on reflection of the counselling process, personal issues and development, transference, and counter-transference.

HB580 Addictive Behaviours: Counselling Interventions

This unit provides a framework for counselling people who have problems related to substance abuse and other addictive substances or behaviours. It investigates the causes and characteristics of compulsive behaviours, and explores a range of appropriate strategies for intervention, including twelve-step programs.

HB582 Child and Adolescent Issues

This unit focuses on the major issues that counsellors of children and adolescents deal with and provides foundations for helping this particular group. Emphasis is placed on the developmental issues young people face as well as the particular societal pressures felt by them. Skills necessary for counselling this age group are also developed.

HB585 Abuse Issues

This unit addresses the complex issues of abuse that occur in society. It is designed to raise students’ awareness of the forms and nature of abusive practices, to underscore the trauma responses of individuals, families and communities, to outline special concerns and issues relevant to particular forms of abuse, and to examine appropriate responses for dealing with abuse. It also examines a range of strategies for the prevention of abuse and treatment of victims and offenders.

HB586 Grief and trauma: Counselling Interventions

Ordinary life is frequently touched with loss – death, marriage breakup, life-threatening illness, financial disaster, loss of career, dislocation, loss of dreams. People often seek help to address losses in their lives, either sudden or expected. Counsellors and other people helpers are often asked to counsel people who have come through a trauma – suicide, accident, disaster, etc. This unit explores responses to trauma and crisis events and the process of dealing with grief associated with trauma, as well as grief that is met in the normal course of life.

HB588 GENDER AND SEXUALITY: COUNSELLING INTERVENTIONS

Human sexuality and gender are important aspects of humanness. Society debates a wide range of views on sexuality and gender, and counsellors need to understand not only the different perspectives but the basis of their own beliefs. This unit will investigate and critically reflect upon a range of views but will especially examine Christian perspectives.

HB589 Sexuality, Spirituality and Counselling

Human sexuality and spirituality are important distinct and yet related aspects of humanness. Critical review of Christian perspectives of human sexuality is pertinent for those interested in counselling. In counselling contexts, problems in sexuality, gender and spiritual issues are often vitiating concerns. Students thus need to gain a comprehensive understanding of sexuality and spirituality, their distinctions and interconnectedness, if they are to understand people and their problems more fully. A great range of views on sexuality, spirituality and gender are debated in society, and counsellors need to understand not only these different perspectives but also the basis of their own beliefs. This unit will therefore investigate and critically engage a range of perspectives but will examine Christian perspectives especially. In addition it is important for students of counselling to possess awareness related to their own sexuality, spirituality and gender as well as a commitment to ongoing growth and development in these areas. This unit will therefore also link theoretical knowledge, self-awareness and application to counselling practice.

HB590 EXTENDED DIRECTED STUDY (20 credit points)

This unit gives students the opportunity to plan and implement a comprehensive study in areas of personal interest directly related to the theory and practice of counselling. It is expected that most projects will consist of a practice or personal reflection component, and a theoretical component. The Extended Direct Study enables students to focus on approved topics in considerable depth and to present the research in a comprehensive report or essay.

HB591 Directed Study in Human Studies

This unit gives students the opportunity to plan and implement study in areas of personal interest. It is expected that most projects will consist of a practice or personal reflection component and a theoretical component. The Directed Study enables students to focus on approved topics in some depth and to present the research in a comprehensive report or essay.

HS401 Human Services Organisations: A Critical Introduction

Students in the area of the human services need to have a foundational understanding of the nature of the human services sector, its historical roots and the philosophical perspectives and policy debates which underpin it. An overview of the human services sector in Australia today, examining the role of both government and non-government providers of community services, is presented, allowing students to begin to understand the sector in which they are planning to work. Major conceptual frameworks and important philosophical debates will be highlighted in order to enable students to reflect on the issues underpinning human services provision and the formulation of public policy in this area. At postgraduate level, students also need to develop skills to critically analyse the philosophical discourses that underpin human services theory and practice, and selectively integrate learning into their developing approach to practice.

HS460 Human Services Practice Frameworks

Human services practitioners increasingly work within a complex array of practice contexts. It is important for such workers to be able to draw on a human services practice framework – understanding and applying models, approaches, strategies – to make sense of and guide their practice in those contexts. This unit is intended to provide the student with understandings and practical skills and relevant to working with people in a variety of contexts utilising a range of approaches and models of human services practice. Building on previous study of welfare and social issues, this unit will examine practice issues in the human services sector in Australia today. Attention will be paid to developing a comprehensive framework for human service practice, client participation and engagement, strengths and needs based practice, case management, individual, group, community and advocacy strategies. It is also important for students studying at graduate level to be able to evaluate the underlying philosophy and evidence-base of various approaches to practice, and subsequently this is a major focus of the unit.

HS461 Processes and Strategies in Human Services

Effective interpersonal work in human services contexts requires the use of appropriate listening skills and the ability to implement a process that promotes greater autonomy and change agents in the life of the client. The human services worker is often required to facilitate client movement towards goals and outcomes jointly negotiated between client, practitioner and agency. This subject will build on the understanding of the human services frameworks gained in HS460 Human Services Practice Frameworks, as well as basic interpersonal skills introduced in SO461 Basic Social Science Skills, and will present students with a process model of helping that can be used in diverse human services situations. Students will learn reflective processing that will enable them to deal more effectively with those who present for assistance at community services agencies with a diversity of issues within the overall context of a case management approach.

MODULE A MAJOR SCHOOLS OF PSYCHOLOGY

Psychology is the study of human behaviour and the process of the mind. This module introduces students in survey form to the breadth of schools within the broad field of psychology, and will assist students to see that the study of psychology is relevant to and consistent with their developing worldview. Related unit: HB452 Counselling Theories.

Understanding oneself is essential for understanding others. An effective means of gaining understanding of human behaviour and psychological functioning is through self-examination and the personal development of appropriate life skills. This module focuses on understanding one’s own personality and idiosyncratic ways of relating. Family of origin is explored to further understand patterns of relationship repeated in present systems. This module will acquaint the student with the concept of the “the wounded healer” and ways in which this position is attained and maintained. An emphasis will be placed on personal application of knowledge and skills. Related unit: HB460 Attending to the Human Story.

MODULE C INTRODUCTORY COUNSELLING SKILLS

Those working in counselling and human services need to develop basic counselling skills in the context of a growing self-awareness. The major focus of this module is to develop these basic counselling skills, by specific practice and feedback from others. The module approaches the topic in a holistic manner, in that skills are not taught in isolation but in the context of communication purpose and group orientation. Related unit: HB461 Advanced Processes and Strategies in Counselling.

MODULE D ETHICS IN COUNSELLING

Counsellors are expected to authentically and constructively engage with clients who are facing a broad range of human experiences and dilemmas. Many of these client-related issues possess inherent ethical dimensions. In addition, the counsellor inhabits a position of considerable influence and power in clients’ lives. As a result, counsellors must have a comprehensive grasp of the principles and approaches that will inform ethical practice. Further, it is essential that those who seek to counsel from a Christian perspective are committed to high standards of personal and professional ethics. Related unit: HB466 Reflective Practice.

MODULE E INTRODUCTION TO HUMAN DEVELOPMENT

In order to relate to children and adults at varying levels of development and ability, counsellors need to have understanding of human development. Through an analysis of human development through the lifespan, this unit equips students with basic understandings of the nature, processes and principles of human development, as well as helping them recognise their own level in the developmental sequence. Recognising that the human being is multifaceted although a unity, this unit enables students to explore the various facets of the human being – cognitive, emotional, spiritual, moral, relational and volitional – and to understand how these relate in development. This understanding contributes to a person’s ability to respect the essential uniqueness, dignity and value of each individual. Related unit: HB482 Major Issues in Counselling.

RM514 Research proposal

This advanced research methods unit builds upon the understandings developed in RM511 and provides students with the skills, processes and knowledge necessary to design and conduct an extended self-directed study within their particular field of interest. Students will be expected to develop a research proposal in consultation with the unit lecturer and will use this unit as a basis to prepare for an extended self-directed study within their chosen field. Due to the individualised and specific nature of the topics that students will investigate, the unit is flexible, allowing students and staff to work according to their needs in collaborative, problem-solving teams. Students undertaking this unit will review the key features of research design and methodology and will be cognisant of the steps involved in proposing, conducting and presenting their research in a valid, useful and reliable manner. The ethical considerations that impact upon all stages of the research process will also be explored and evaluated from Christian perspectives.

SO401 Critical Engagement with Sociology and Society

Those who work in the applied social sciences regularly engage with people and groups experiencing a wide range of social issues, influences and challenges. It is important therefore that social science graduates not only understand these issues but also the historical, social, cultural and political factors and discourses that contribute to and perpetuate their influence. This unit encourages critical engagement with the social theory and knowledge needed to investigate, analyse and reflect upon society and social issues from a sociological perspective, with a focus on contemporary Australian society. The unit will explore and evaluate key sociological theories and perspectives that students will apply to investigate the social processes, institutions and cultural symbols and norms that contribute to the sociological heart of the Australian nation. Finally, these sociological frameworks will be examined from a Christian perspective and students encouraged to begin to apply a Christian worldview to their developing understanding and response to important social issues.

SO402 On Being Human

This unit explores what it means to be human. It recognises that the nature of the human being has been thought about from many differing perspectives: philosophical, anthropological and sociological, psychological, cultural, biological and religious. This unit uses a theological starting point to evaluate differing perspectives on being human and to explore the nature of the human being in their spiritual, social, ethical and economic relationships.

The applied social sciences represent fields in which there are many inherent ethical issues and challenges. It is essential, therefore, for social science students to possess frameworks in which to engage key ethical decisions and dilemmas. In addition it is important for students studying at postgraduate level to not only know how to apply models of ethical decision making but also to understand and be able to critique the philosophical principles on which these models are based. This unit is also designed to help students understand current policy relating to applied social science practice as well as principles and processes used to influence the formation and implementation of policy in the future. In addition professional issues including membership of professional organisations, industry standards, professional networking, professional development and self-care for the practitioner will be discussed.

SO452 Culturally Reflective and Inclusive Practice

An awareness and understanding of cultural issues is essential for effective social science practice. Community practitioners from across the spectrum often work with diverse groups of people both within Australia and overseas and effective practice requires them to understand and respond to those who differ from them in numerous ways including language, tradition, religion, ethnicity, socio-economic status, gender, sexual orientation, and disability. As such this unit will expose students to the skills and approaches required for practice which is sensitive and inclusive of a broad range of individuals and community groups. In addition postgraduate students must be able to understand and critically engage the principles that underlie culturally appropriate practice as well as analyse previous cross-cultural practices based in oppressive uses of power so as not to repeat the mistakes of the past.

Those working in all fields of the applied social sciences need to develop basic interpersonal skills in the context of a growing self-awareness. Foundational communication microskills and the basic listening sequence are similar for all areas of social science practice, although the specific purposes for which they are used may differ according to context. The major focus of this unit, therefore, is to enable students to master the basic interpersonal skills and listening sequence, through specific practice. The unit is therefore designed as a practical one, with opportunity for development of skills, feedback from the lecturer and peers and personal reflection on practice. At postgraduate level it is also important that students do not only learn basic interpersonal skills, but also begin to critically reflect on these skills in terms of their effectiveness, their philosophical basis, appropriate expression according to context and how they might best be integrated into a developing practice framework.

This unit gives students the opportunity to explore and critically engage areas of personal interest related to their discipline that would not otherwise be available. In the study of any of the social sciences, students will be better equipped if they can develop a particular area of expertise either building on previous experience, preparing for an area of specialisation, or integrating a particular area of study to other perspectives. This unit thus adds both breadth and depth to students’ programs of study, as well as increases their options for future involvement in specialised areas of practice.

SO501 Sociology and Christian Worldview

Christians who have sought to bring transformation to Australian society have often been limited by a lack of understanding of the processes involved, or the ways in which competing visions for Australian society vie to become reality. This unit will examine the major structural components, social institutions, needs and events that have shaped Australian society in the past and continue to shape it today. It will develop students’ ability to investigate, analyse and reflect on ideologies, worldviews and efforts to shape and transform Australian society through critical engagement with a range of sociological theories, methods and approaches. The unit will explore and examine major sociological theories that impinge upon social change within an historical and contemporary context and students will be introduced to key issues and concerns associated with the structure and transformation of society. Students will also consider ways in which a distinctively Christian Worldview and a biblical rationale both converge with and diverge from major sociological theories, as well as possess the potential to shape views on and interaction with society and social transformation.

SO502 THE PERSON IN SOCIETY

The focus of this unit is the broader perspective of societal factors and how they influence the individual. Part of this process is understanding how the counsellor’s own conceptualisations of problems are influenced by society. Particular emphases are labelling and pathology, ethical process, social justice, and feminism.

Mastery of the skills of applied social science practice is achieved through extensive practice and ongoing critical reflection. While preceding units in the Master of Social Science equip students with skills and theory in the social sciences, it is not until the student uses those skills in a substantive real life setting that he or she can really appreciate the utilisation of these skills, the application of the theories, the organisational dynamics of applied social science settings and the challenges of building relationships with clients and establishing appropriate strategies and procedures within a specific applied environment.

SO542 RESEARCH METHODS

This unit introduces students to a range of research designs and methodologies. It provides a foundational understanding of both quantitative and qualitative methods of research, and equips students to be critical and discerning consumers of the published research of others. Students undertaking this unit will develop their understanding of a range of research designs, and will investigate the processes and principles that ensure that research is valid, reliable and useful within a particular research orientation.

SO560 Practice Frameworks: Integration and Critique

Students who undertake this unit come to it with a mix of previous social science studies and/or experience. This unit gives students an opportunity to engage in Masters-level studies regarding a range of social science issues and theoretical perspectives and to interact professionally with a number of experienced and qualified practitioners from a range of disciplines and contexts. It provides students with a vehicle to conceptualise, analyse, evaluate and integrate their understanding of applied social science issues and approaches as a foundation for further exploration of professional practice. The unit thus affords students the opportunity to develop and critique a personal professional practice framework in a field relevant to their own discipline or practice, or in an area of specific professional interest.

This unit is designed to coincide with students’ internship (SO515) and to provide opportunity for support and the intentional development of the student as a reflective and effective practitioner during this time. This unit therefore aims to open opportunities for students to work with critical questions arising from their practice, and extend awareness of values, knowledge and action, as well as theological, theoretical and relational dimensions of their development as a person-practitioner. This work will proceed through: (i) an action-reflection cycle based on the six stage model of Kiser (2006); (ii) the use of reflective practice teams role- playing practice, moving from theoretical frameworks chosen by students; and (iii) both group and peer supervision.

SO590 EXTENDED DIRECTED STUDY (20 credit points)

This unit gives students opportunity to plan and implement a comprehensive study in areas of personal interest directly related to a specific aspect of the social sciences. It is expected that most projects will consist of both a practice or personal reflection component and a theoretical component. The Extended Directed Study enables students to focus on an approved topic in considerable depth and to present the research in a comprehensive report or essay.

The coursework units in the Master of Social Science program can address only a sample of the many relevant and important issues, topics and problems relevant to the applied social sciences. The specific interests of individual students can be provided through opportunities to undertake in-depth studies of appropriate topics of their own choice, where these complement the coursework program and are consistent with the overall program aims. Self-directed research studies of these kinds provide opportunities for important contributions to be made to the fund of applicable knowledge and expertise while also providing personal and professional growth experiences for those undertaking them. The personal and professional development of students who engage in independent inquiry through investigatory activities is therefore a major focus of this unit.

WE401 HUMAN SERVICES ORGANISATIONS

This unit focuses on issues of practice within the human services sector. Students will be equipped to meet the day to day demands of working in a human services organisation, will investigate relevant legislative and ethical issues, and will explore the personal and professional dimensions of human services practice. In addition students will critically reflect on important theoretical and practical aspects of the unit content.

WE501 REFLECTING ON THE HUMAN SERVICES

This unit will encourage students to consider human services theory and application from a number of viewpoints, including post-structuralist, feminist, social justice, cultural and theological perspectives. Students will also be encouraged to develop their own views on these issues and to develop skills with which to conduct ongoing critical analysis within their profession.

WE563 ADVOCACY, MEDIATION AND CONFLICT RESOLUTION

This unit is designed to introduce students to the theory and practice of advocacy, mediation and conflict resolution, including through personal experience in these activities. In addition, students will reflect on the strengths and weaknesses of different approaches and begin to form a framework in which to undertake these tasks for themselves.

YO401 Youth Work Contexts

Students entering into studies preparing them for youth work practice need to gain insights into the nature of young people, touching on their identity, development, and cultures. They also need to gain insights into what is involved in differing youth work contexts and what is involved in being a youth worker in those contexts. This unit sets out to provide this kind of introduction to youth work.

YO402 Young People and their Social Cultural Worlds

This unit is designed to introduce students to some of the social and cultural factors and contexts which shape the world of young people today. It investigates the different and sometimes-conflicting images of young people constructed by the media, and public policy. The unit addresses interventions that youth workers might access in their work with young people. The unit also examines some of the ways in which young people see themselves.

YO411 YOUTH MINISTRY PLACEMENT

This unit enables the unit to put into practice the skills and understandings which have been gained across the course as a whole in a realistic placement setting. Students will have the opportunity to function within a youth ministry setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of youth ministry in the specific setting.

YO412 YOUTH WELFARE PLACEMENT

This unit enables students to implement the skills and understandings that have been gained across the course, in a realistic placement setting. Students will have the opportunity to function within a youth welfare setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of youth welfare practice in the specific setting.

YO420 YOUNG PEOPLE AND PASTORAL CARE

This unit addresses the issue of pastoral care for young people in terms of proactive personal and spiritual formation, and of helping teenagers who are facing major life issues. Students will evaluate different models of pastoral care amongst young people and consider the opportunities and challenges of pastoral care in a range of contexts, including ethical concerns.

YO421 UNDERSTANDING YOUNG PEOPLE

This unit investigates various aspects of human development, including such topics as life-span theories and cognitive, emotional, moral and spiritual growth. The unit identifies processes which influence both developmental and individual differences, with an emphasis on young people aged 12 to 25 years.

YO431 CHAPLAINCY IN SCHOOLS

This unit provides students with the opportunity to reflect critically on different models of school chaplaincy and to gain greater understanding of the realities of working as a chaplain in a school community. The different roles and responsibilities which arise in school chaplaincy contexts will be examined and attention will be paid to maintaining appropriate relationships with school authorities, other support workers, government agencies and the wider school community.

YO432 Practice in Youth Work

This unit enables a student to focus on an area of youth work practice in some depth. It gives students the opportunity to plan and implement study in areas of personal interest, application or relevance within a youth work context. The unit sets out to better equip the student by developing a particular area of understanding, building on previous experience, developing an area of specialisation, or integrating a particular area of youth work study to other perspectives.

YO460 YOUTH WORK PRACTICE

This unit is designed to run parallel with a Youth Welfare or Youth Ministry Placement to give students an opportunity to critically engage with philosophical, theological, ethical, legal and practical issues in the conduct of youth work. Students critique a variety of models of working with young people and consider their relevance to their practicum experience. An action-reflection process will allow students to develop important practical skills necessary for effective youth work.

YO461 YOUTH WORK POLICY AND PROCEDURES

This unit is intended to provide the student with understandings and practical skills relevant to working as a youth worker in a variety of contexts utilising a range of approaches and models of youth work practice. Building on previous study of youth work practice, this unit will examine practical issues in chaplaincy today, and will enable students to undertake an analysis of a range of youth work issues.

YO462 Reflective Group Processes

Group processes and dynamics are an important aspect of many forms of social interaction. This unit focuses on theory and practice to improve the student's abilities to facilitate group functioning and individual growth in a group context, with particular reference to people-helping professions.

YO481 RELIGIOUS EDUCATION IN SCHOOL CHAPLAINCY

This unit seeks to provide chaplains, with or without teacher training, with an overview of the issues surrounding religious education in school contexts. It endeavours to prepare school chaplains with some of the skills and theories to teach and/or coordinate RE programs in school settings.

Undergraduate Social Sciences Units

CD101 Introduction to Community Development

This unit introduces the theoretical and practical components of community development. Beginning from an understanding of community experiences and trends, students will learn how community development practices and principles can enable them to respond to contemporary needs. The unit will provide connections between the private world of the practitioner, the groups and associations with which one may work, and the broader public and policy realms in which the practitioner will move. Issues such as community profiling, skills in community development, maintaining hope, and working with groups will be discussed with reference to areas of community need such as mental health, refugees and youth.

CD161 Community Development Skills

Those working in counselling and human services need to develop basic counselling skills in the context of growing self-awareness. These skills, which are grounded in research and empirical support, are essential for the development of a strong inter-personal working relationship between counsellor and client and for the client to move towards desired goals. They are also the foundation on which all counselling theory’s specific interventions are built. For the student to develop these basic counselling skills, specific practice, with time for development of skills and feedback from others, is necessary. This unit approaches the topic in a holistic manner, teaching skills in the context of communication purpose and group orientation.

CD211 SERVANT LEADERSHIP

Christians are called to make disciples of all nations, to influence society with kingdom principles and relationship with the King. Many times Christians have followed worldly ideas of leadership – hierarchy, power, direction. This unit seeks to explore leadership through the concept of servanthood both through a reflective process and actual practice.

CD212 Community Development Placement I

CD213 BUILDING CHRISTIAN COMMUNITY

CD214 Christian Community in Contemporary and Historical Perspective

The identification of principles and models of community building from a Christian perspective is an important aspect in the development of the Christian community development practitioner. The Christian Church has been involved in the intentional creation of community throughout its history and the wide variety of models employed provides opportunity for assessment as to their suitability for present day application. Various sociological and theological perspectives on the nature of communities will also be introduced, and students will be required to participate in some form of Christian community or small group during the unit, as a basis for reflection and contextualisation. In this way, students will be challenged to reflect on the strengths and weaknesses of a range of approaches to Christian community, and to begin to develop their own theoretical framework for building Christian community.

CD253 CROSS CULTURAL EXPERIENCE

This unit is designed to challenge students with an exposure to and analysis of cross-cultural contexts and experiences. Students will visit at least one other culture and experience the lived outcome of different social, cultural, economic and religious beliefs and traditions. Worldview and missional understandings will be used to examine that culture and to compare it with personal beliefs and experiences.

CD254 Biblical Perspectives of Human Community

It is important for the Christian community development professional or Christian person who desires to implement the values and practices of community development within her or his own community, to understand that community development practice may be viewed as applied theology. In other words ethical community development is one authentic expression of the Christian gospel, key scriptural principles, and a sound Christian worldview. Although the Bible has a great deal to say issues of power, wealth, poverty, vocation, community, relations with others, the environment and politics, these themes often receive little emphasis in traditional social science courses. This unit will attempt to assist students to begin to grapple with what the Bible has to say about real life in the real world and how Christians are called to engage others within their immediate and more distant communities.

CD260 Community Development Practice

It is important for community development workers to be able to draw on a practice framework – understanding and applying models, approaches, strategies – to make sense of their practice in the wide variety of community development contexts that exist today. This unit is intended to provide students with understandings and practical skills relevant to working with communities of people in a variety of settings utilising a range of approaches and models of community development practice.

CD264 Urban Community Development

CD265 Aid and Development: Christian Perspectives

Although the practices of international aid and development stem back to ancient times, governments, organisations, groups and individuals, particularly from the West, have become increasingly involved in these activities since the close of the Second World War. Many of the organisations and individuals who have been involved in financing and delivering aid have done so from the basis of their Christian faith, often in association with the ideals of Christian mission and a desire to enact the Christian Gospel. Yet many commentators, aid practitioners, and scholars have questioned the capacity of these approaches to increase economic development, alleviate poverty, or promote social health. Research has identified only tenuous links between development and positive outcomes for local communities and very few programs have outlasted donor support or achieved lasting improvements. The purpose of this unit therefore is both to critique traditional approaches to aid and development delivery as well as introduce students to evidentiary-based models that emphasise collaboration with and empowerment of recipients.

CD282 Community Development Practice Fields

Students need to not only assimilate foundational theory and skills related to community development practice, but also must understand the diverse fields and contexts in which community development takes place. Exposure to a breadth of potential community development applications is important, not only to allow them to identify potential areas of future involvement, but also so they may differentiate generic community development principles and practices from those related to specific practice contexts. In order to acquaint students with a broad range of community development practice fields, this unit takes a ‘life-cycle’ approach beginning with child sponsorship and working through programs and initiatives that include a focus on education, health, trafficking and supporting refugees and asylum seekers.

CD301 Reflecting on Community Development

Working effectively as a community development practitioner requires practitioners to not only have a thorough grounding in the theory and practice of their profession, but also engage in ongoing evaluation and reflection upon the underlying tenets and philosophy of this practice. To help develop the skills required for a critically reflective approach of this type of students will consider community development theory and application from a number of viewpoints, including post-structuralist, feminist, social justice, eco-justice, cultural and theological perspectives. In addition, approaches to meaningful dialoguing with others holding different perspectives and varying priorities will be introduced, providing students with the opportunity to reflect on their perspectives through authentic engagement with those who may hold differing views.

CD312 COMMUNITY DEVELOPMENT PLACEMENT II

This unit involves a 200-hour supervised placement within a community development context that allows students to develop and enhance relevant skills, apply theoretical perspectives studied in the classroom, appreciate the organisational dynamics of community settings and the challenges of building relationships with community members and groups, and establish appropriate strategies and procedures within a specific practical environment. This placement is designed to build on the theoretical and practical knowledge gained in CD212 Community Development Placement I, and will provide further opportunity to engage in self-directed community development activities.

CD313 Community Development Internship

Community development work skills are learned by practice. While preceding units in the Community Development program equip students with foundational skills and theory for practice, it is not until students are immersed in community development practice contexts that they can really appreciate the utilisation of the skills, the application of the theories, the organisational dynamics of community development settings and the challenges of building relationships with clients and establishing appropriate strategies and procedures within a specific practical environment. In addition, it is essential as future practitioners that students learn to work effectively as parts of teams and to employ reflective practice skills and principles in order to effectively monitor and adapt their ongoing professional practice. In order to facilitate this capability, the internship experience is to be reflected on and analysed with the input of mentors using reflective practice skills and frameworks. The internship also provides opportunity to reflect upon and respond to authentic community development situations and challenges from the perspective of Christian faith, values and worldview.

This unit allows students to study and critically engage with primary writings of First and Two-Thirds World Christian leaders who have combined theological reflection, spirituality, and the work of justice and social transformation. As students explore the lives and spirituality of these men and women, they also reflect on their own theology and strategies for social change.

CD354 Transformation Theology

CD360 Managing Community Development Projects

Many Community Development projects and initiatives fail not because of a lack of effort or intention on the part of those involved, but because of a deficiency in skills and understanding relating to the diverse roles and responsibilities required of project managers and over-seers. To maximise the likelihood of success therefore, those with responsibility for community development initiatives require theoretical and practical capacity in project planning, management and evaluation. The skills involved in effective communication with stakeholders, regulatory bodies and various levels of government; financial planning and management; and foreseeing and addressing complex problems and barriers, are particularly important. In the case of the Christian community development professional it is also important this is accomplished in the context of core values of ethical community development that are consistent with his or her Christian worldview.

CH101 Introduction to Chaplaincy

This unit is intended to provide students with a clearer understanding of the nature of chaplaincy as a Christian ministry and the contexts in which chaplains may be operate. It will examine the nature and theological framework of chaplaincy, its scope and limitations, and compare the different contexts in which chaplaincy is commonly undertaken.

CH161 Chaplaincy Micro Skills

The unit focuses on developing practical micro-skills and an understanding of the communication process to a level where students can operate successfully in a practicum placement.

CH171 Introduction to Pastoral Care

This unit introduces models and contexts of pastoral care, with particular emphasis on the church context. It also explores foundational Christian truths and their relevance to pastoral counselling practice. Students will learn basic counselling skills and will be introduced to several approaches to pastoral counselling by recognised practitioners. Awareness will also be developed of the ethics and limitations of pastoral care, and of the need for appropriate referrals to specialist help.

CH200 Chaplaincy Contexts

This unit gives students the opportunity to gain a greater understanding of a specific chaplaincy role, complementing the more generic studies in other units.

CH212 CHAPLAINCY PLACEMENT I

Chaplaincy practice is an essential part of training in this field. In this unit, students will take part in a chaplaincy placement of 200 hours, in order to observe and to take part in a realistic chaplaincy context, under the supervision of an experienced chaplaincy practitioner.

CH213 Chaplaincy Placement I

A Chaplaincy placement is necessary for students to experience the nuances and dynamics of a chaplaincy setting, and to begin to understand what it really means to be a chaplain. Chaplaincy process skills are learned as students apply theories and concepts within practice contexts. While several units in the Chaplaincy program equip students with skills and theory, it is not until these skills are used in a real life setting that students can really appreciate the utilisation of the skills, the application of the theories, the organisational dynamics of chaplaincy settings and the challenges of building relationships with people and establishing appropriate strategies and procedures within a specific practical environment. Building on students’ previous studies, this unit provides opportunity for students to apply skills and theory to their practicum settings, thus developing their confidence as chaplaincy practitioners.

CH214 Chaplaincy Placement II

CH231 School Chaplaincy

CH260 FRAMEWORKS FOR CHAPLAINCY

This unit is intended to provide students with understandings and practical skills relevant to working as chaplains in a variety of contexts, utilising a range of approaches and models of pastoral care practice. It also explores a chaplaincy practice framework – understanding and applying models, approaches, strategies.

CH262 Group Processes

Participating within a group is unavoidable in today’s world. We live in families, work in organizations and teams, learn in class groups, socialise with groups of friends, play in sporting teams, and attend support groups, therapy groups, youth groups and churches. All of these groups, whether a natural part of life or deliberately established, involve group dynamics and processes. To utilise effectively the opportunities that such groups provide for personal growth of individuals, as well as for increasing the effectiveness of group functioning, those people in helping professions require an in-depth experiential knowledge of group processes and skills. This unit focuses on theory and practice to improve the ability of the helping professional to facilitate group functioning. This unit is conducted as a one-week (5 day) intensive in which 100% attendance is mandatory. Requests for absences are not normally granted.

CH312 CHAPLAINCY PLACEMENT II

This unit enables students to practise, in a realistic placement setting, the skills and understandings which have been gained across the unit. Students will have the opportunity to function within a chaplaincy setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of chaplaincy in the selected setting.

CH314 Chaplaincy Placement III

In their final year of study, chaplaincy students need to demonstrate their ability to operate with a high level of autonomy under the observation of a supervisor and to work cooperatively with members of an organisation to achieve specific goals. This unit constitutes the culmination of students’ learning experiences in the chaplaincy program. Building on the experiences gained in CH213 Chaplaincy Placement I and CH214 Chaplaincy Placement II, and drawing on the skills and understandings developed during the Chaplaincy program as a whole, this unit provides the opportunity for students to demonstrate their competence and abilities in a realistic chaplaincy setting.

CH360 CHAPLAINCY PROFESSIONAL PRACTICE

Building on previous studies of chaplaincy issues and on previous experience, this unit examines practice issues in chaplaincy, and enables students to undertake an analysis of a range of pastoral care issues as well as practical skills relevant to working as a chaplain in a variety of contexts. Students will also examine protocols and procedures, reflecting relevant organisational structures and functions.

CO160 Attending to the Human Story

Research indicates that effective counselling is grounded in the personal qualities of the counsellor and his or her capacity to facilitate an authentic and constructive interpersonal therapeutic relationship with clients. The focus of this unit, therefore, is on extending the student’s capacity to companion troubled people in ways that are hospitable, authentic, compassionate, non-judgemental, non-directive and helpful. Particular emphasis will be given to extending existing capacities, experiences and ways of knowing in order to connect to and walk more deeply with others.

CO161 Basic Counselling Skills

CO253 Introduction to Schools of Counselling

To effectively assist others, counsellors need a thorough understanding of both the counselling process and the broad theoretical approaches which form the foundation of effective therapeutic work. Although there exists a variety of individual counselling models, nearly all are rooted in the philosophy and theory of one (or perhaps two) of the major ‘schools’ or approaches to psychology and counselling. These schools provide coherent foundations on which to build an understanding human beings, their problems and how best to help them. Through being introduced to these schools, including Christian developments in these approaches, students will begin to be able to respond appropriately to the wide variety of issues they will face in the counselling context, as well as to develop their own personal worldview and theory base.

CO255 Psychological Disorders Assessment and Evidence Based Practice 1

CO255 Psychological Disorders, Assessment and Evidence Based Practice

CO261 Processes and Strategies in Counselling

Effective counselling requires the use of appropriate listening skills and the ability to implement a process that mobilises change factors in the life of the counsellee. This is the basis of all counselling frameworks. Counselling students must therefore possess the capacity to not only apply skills, but to do so in such a way that it facilitates on overall coherent and effective process of change. This subject will present a model of counselling that can be used in personal and welfare counselling situations, enabling students to deal more effectively with those who present for counselling. They will also focus on their own spirituality and ability to relate effectively to clients from diverse backgrounds.

CO282 Major Issues in Counselling

As well as an understanding of the underpinning theories and skills of counselling, people in the helping professions must also have some awareness of the kinds of issues faced by those who seek counselling. This unit focuses on a number of specific issues commonly presented in counselling and provides the student with a basic understanding of that issue, and interventions for effectively helping those who find themselves in these situations. This comprehensive overview of a variety of issues provides opportunity for students to not only learn theory and skills, but also creates an environment for students to reflect on these issues in terms of personal relevance and from a distinctly Christian perspective.

CO300 Counselling Practicum I

Counselling skills are learned by practice. While several units in the counselling program equip students with skills and theory for counselling practice, it is not until the student uses those skills in a real life setting that he or she can really appreciate the utilisation of the skills, the framework of the counselling theories and the importance of the relationship with the client. A counselling placement is necessary for the student to experience the dynamics of a real counselling situation and to begin to experience the responsibility of facilitating change in the client. During the practicum the student should begin counselling clients. The experience is to be reflected on and analysed with the input of the suitably qualified supervisor and mentor. Supervision during the practicum is a very important aspect of counselling development. To maximise student learning it is required that of the total of 20 hours of supervision, at least 10 hours be individual supervision. Group supervision can be used for the remaining 10 hours.

CO301 Counselling Practicum II

Counselling skills are learned by practice. Students will have begun counselling practice in CO300 Counselling Practicum I, as well as completed further units which focus on theories, issues and skills of counselling. This unit therefore extends the learning of CO300. A counselling placement is necessary for the student to experience the dynamics of a real counselling situation and to experience the responsibility of facilitating change in the client. During the Practicum the student will experience working with a number of clients across a period of time and will reflect on these experiences. Reflection will be analysed with the input of the suitably qualified supervisor/mentor. Supervision during the Practicum is a very important aspect of counselling development. To maximise student learning it is required that of the total of 20 hours of supervision at least 10 hours be individual supervision. Group supervision can be used for the remaining 10 hours. Students enrolled in CO301 also undertake the co-requisite unit CO363 Reflective Integrative Practice, which is designed to provide additional supervision and support of students while on prac. In particular, CO363 is designed to facilitate the student in becoming a critically reflective practitioner.

CO310 Theology of Counselling

Students of Counselling, in addition to a range of knowledge and skills, need to be able to reflect on theological and philosophical underpinnings of their practice. It can be claimed that all action proceeds from belief, whether known or tacit. Consequently, it is important to examine implicit beliefs in any given professional setting. While students have a knowledge of counselling theories they also need, within a Christian context, to be challenged to integrate their faith with their learning. It is important that psychological issues be integrated with theological principles, where appropriate, so that there is not a separation between espoused belief and practice. In this unit, students will be encouraged to investigate foundational themes within Christian theology especially as they apply to the counselling context. It will be important that any theological considerations be applied practically to counselling and not be abstractly attached. Appropriate examination of theology and psychology will encourage practitioners to integrate their faith and practice.

CO353 Counselling Integration

As counselling students progress through their course they are exposed, not only to the major schools of counselling, but also to the various therapies that emerge from these schools and the task to choose the theory and practise that will become the core of their practice can seem quite daunting. This subject will explore various aspects of counselling integration to provide students with models and frameworks that will enable them to build their own style of practice that is informed by the philosophies and theoretical foundations of, not only the major schools of counselling, but also contexts of counselling, culture, including Christian worldview, and relevant ethics.

CO363 Reflective Integrative practice

Running concurrently with the supervised practicum and drawing on the personal learning from other core subjects from this course, this subject opens opportunities for students to work with critical questions arising from their counselling practice and the various aspects of their development as person-practitioner. The students will become familiar with an action-reflection cycle and an awareness of “use of self” both as a personal skill and in the context of on-going supervision. An ability to critique counselling philosophies, theories and techniques will enable them to integrate various aspects of counselling to form their own “styles” as counselling practitioners and to substantiate their own theoretical frameworks. Through these processes, attention will also be given to the theory and practice of the integration of the spiritual dimensions of the counselling encounter, particularly for the Christian counsellor.

HB101 Introduction to Psychology

This unit introduces students to a broad overview of the field of psychology. Topics include the science of psychology, the nervous system, perception, motivation, intelligence, emotions, memory, psychological disorders and treatment. This study allows students to explore a number of possible future interest areas in psychology.

It is essential that counsellors should be able to differentiate their own personal issues from those of their clients, and that they have to come to some measure of wholeness before seeking to apply intervention strategies with others. This unit focuses on models of personality, the self, and issues arising from the interaction of the family of origin, as a context for students to explore personal areas of strength and weakness.

HB121 Human Development

HB161 BASIC COUNSELLING SKILLS

The unit focuses on practical counselling skills and an understanding of the counselling process. This unit focuses on practice and development of counselling skills to a level where students can transition to HB261 Processes and Strategies in Counselling, which focuses on advanced skills and skills from specific theories. (For SS12 students only, HB162 is a prerequisite for HB161.)

HB162 CONNECTING WITH THE HUMAN STORY

This unit is concerned with formation. The focus is on extending students’ capacity to companion troubled people in ways that are hospitable, authentic, compassionate, non-judgmental, non-directive and helpful. The focus will be on deepening the experience of walking with others, extending the capacity for redemptive listening, and fostering an action-prayer-reflection rhythm as basic to interpersonal encounters.

HB171 Introduction to Pastoral Care

HB220 Human Behaviour in Organisations

This unit introduces concepts that provide a framework for understanding human behaviour and examines their application to business and management. It examines relevant aspects of individual human behaviour, as well as behaviour in groups and organisations. It provides Christian perspectives on human behaviour and seeks to integrate these with psychological models and understandings.

HB225 Leadership and Change Management

This unit examines issues of leadership, organisational change and development. Topics include leadership theories, organisational culture, and change processes and strategies. Both personal and professional dimensions of leadership and organisational development are developed, and moral and ethical issues arising in change management are examined.

In order to facilitate constructive human growth and behaviour, the social science practitioner must have an understanding of the person as a social being. Through an understanding of research in social psychology, personal awareness of relationships and the application of Biblical perspectives on the functioning of relationships, this unit will enable the student to develop knowledge of the person as an individual and as a member of society. Greater awareness of the person as a social being will assist the student to more fully understand both interpersonal and intrapersonal behaviour and attitudes, to relate more fully and maturely to others, and to contribute positively in the development of society. Understanding of the behaviour and attitudes within and between groups contributes to growth within societal structures, as well as positive development of organisations and social groups. This unit builds on previous studies in the social sciences as it encourages students to evaluate social psychology research and reflect on theories and principles of social psychology in the light of important Christian theological perspectives relating to societal and communal dimensions of humanness and Christian mission.

Through an understanding of research in social psychology, personal awareness of relationships and an application of Biblical perspectives on the functioning of relationships, students develop knowledge of the person as an individual and as a member of society. Awareness of the person as a social being enables students to understand both interpersonal and intrapersonal behaviour and attitudes, to relate more fully and maturely to others, and to contribute positively to the development of organisations and society.

HB252 INTRODUCTION TO COUNSELLING THEORIES

This unit provides students with an introduction to the particular distinctives of counselling and an overview of the counselling process. The major focus of this unit is to provide an overview of leading approaches to counselling, and the psychological theories underlying them.

HB261 PROCESSES AND STRATEGIES IN COUNSELLING

This subject builds on the skills and knowledge gained in the units HB161 Basic Counselling Skills and HB162 Connecting to the Human Story to develop advanced skills and strategies for a range of counselling contexts. It includes a detailed analysis of the various stages of the counselling process and the relationship between the counsellor and the counsellee. The emphasis of this unit is on the development of practical skills necessary in counselling and awareness of spiritual aspects of the counselling process.

HB262 Group Processes

HB271 CHRISTIAN APPROACHES TO COUNSELLING

This unit aims to identify and clarify key features of Christian thinking in the domain of counselling. It includes an historical overview of the Church’s contribution to pastoral care and counselling, and examines the specific approaches of leading contemporary Christian practitioners. It also explores the distinctive theological and philosophical issues which arise for Christians in the context of counselling.

HB282 MAJOR ISSUES IN COUNSELLING

This unit gives a broad overview of issues which may be the focus of counselling for many people in the community. It provides a foundation for responding to these issues sensitively and helping others in their responses to the situations in which they find themselves. It also encourages students to identify the relevance of these issues to their own lives, and to consider their own limitations and other ethical dimensions when responding to clients presenting with these concerns.

HB300 COUNSELLING PRACTICUM I

Counselling practice is an essential part of training in this field. In this unit, students will take part in a counselling placement. They will observe as well as take part in the counselling process, and keep a reflective journal to encourage self-evaluation and personal growth. They will also be involved in a supervisory relationship as a foundation for continued supervision.

HB301 SUPERVISED COUNSELLING PRACTICUM

Counselling practice is an essential part of training in this field. In this unit, students will take part in a counselling placement. They will take part in the counselling process, and will keep a reflective journal to encourage self-evaluation and personal growth. They will also be involved in a supervisory relationship as a foundation for continued supervision.

HB325 Human Resource Management

This unit addresses the objectives and problems associated with human resource management in organizations. Topics include job analysis and design, human resource planning, recruitment and selection, training and development, performance appraisal, career planning, motivation and leadership, compensation and benefits, occupational health and safety, industrial relations, the legal environment, HRM auditing, and emerging trends.

HB351 EVALUATING APPROACHES TO COUNSELLING

This unit critically evaluates theoretical approaches to counselling and examines their practical applications. The psychological and philosophical presuppositions underpinning specific theories are specifically evaluated and compared with Biblical understanding in order to provide a high level of analytical understanding. Students are encouraged to reflect on how the models discussed in this model will contribute to their own developing practice as a counsellor.

HB363 Advocacy Mediation and Conflict Resolution

Human services workers today are required to work in broad range of contexts and situations, with diverse groups of people representing different interests and priorities. As a result human services professionals are often involved in situations that involve mediating or resolving conflict between individuals or groups with different perspectives or objectives, or advocating on behalf individuals or groups that possess relatively less influence or resources. Such situations require considerable theoretical understanding and practical skills on the part of the human services worker. This unit is designed to introduce students to the theory and practice of advocacy, mediation and conflict resolution, including through personal experience in these activities. In addition students will reflect on the strengths and weaknesses of different approaches and begin to form a framework in which to undertake these tasks for themselves.

HB366 REFLECTIVE COUNSELLING PRACTICE

This unit builds on the experiences gained in the unit HB261 Processes and Strategies in Counselling to enhance skills and strategies, as well as developing a “personal-practitioner framework” linked to theoretical frameworks and real world applications. Students will practise counselling skills and review progress with peers and a supervisor. The supervision process is emphasised with a view to continued supervisory processes and relationships in counselling practice.

HB380 Addictive Behaviours: Counselling Interventions

This unit provides a framework for counselling people who exhibit various forms of compulsive behaviours. It investigates the causes and characteristics of compulsive behaviours and explores a range of appropriate strategies for intervention, including twelve-step programs.

HB382 Child and Adolescent Issues

This unit focuses on the issues met by counsellors of children and adolescents, and provides foundations for helping this age group. Emphasis is given to the developmental issues of young people and the particular societal pressures they face, and the skills necessary for counselling this age group are addressed.

HB383 Relationship and Family Issues

Much of counselling and welfare work focuses on the person in relationship. Human service workers must be fully aware of their own attitudes to family relationships, their own family of origin and the issues which commonly confront couples and families today, as well as the wide variety of family units now functioning in society. This unit focuses on aspects of relationships including roles, expectations, conflicts, pre-marriage, divorce, remarriage, parenting and sexuality. It also provides opportunity for students to engage these issues from a distinctively Christian perspective.

HB385 Abuse Issues

HB386 Grief and Trauma: Counselling Interventions

HB388 GENDER AND SEXUALITY: COUNSELLING INTERVENTIONS

Human sexuality and gender are important aspects of humanness. Today a wide range of views on sexuality and gender are debated in society, and counsellors need to understand not only the different perspectives but also the basis of their own beliefs. This unit investigates a range of views but especially examines Christian perspectives, as well as important counselling interventions.

HB389 Sexuality, Spirituality and Counselling

Human sexuality and spirituality are important, distinct, and yet related aspects of humanness, and a critical review of Christian perspectives of human sexuality is pertinent for those interested in counselling. In counselling contexts, problems in sexuality, gender and spiritual issues are often vitiating concerns. Students thus need to gain a comprehensive understanding of sexuality and spirituality, their distinctions and interconnectedness, if they are to understand people and their problems more fully. Today, a great range of views on sexuality, spirituality and gender are debated in society, and counsellors need to understand not only these different perspectives but also the basis of their own beliefs. As a consequence, this unit will investigate and critically engage a range of perspectives but will particularly examine Christian perspectives. In addition, it is important for students of counselling to possess awareness related to their own sexuality, spirituality and gender as well as a commitment to ongoing growth and development in these areas. This unit will therefore also link theoretical knowledge, self-awareness and application to counselling practice.

HB390 Directed Study

This unit gives students the opportunity to plan and implement study in areas of personal interest. In the study of human behaviour or counselling a student may well be better equipped if he/she can develop a particular area of expertise either building on previous experience, preparing for an area of specialisation, or integrating a particular area of study to other perspectives. It is expected that most projects would consist of both a practice or personal reflection component and a theoretical component. The project will be supervised by an appropriate academic supervisor. The form of presentation of the project is at the discretion of the project supervisor.

HS101 Introduction to Human Services

Human services practitioners need to operate from a well considered framework of practice that takes into account the existential / theological assumptions of the practitioner and their broader self awareness; understanding of relevant psycho-social theories; the knowledge, skills and territory of human services; and the ability to understand and work in human services organisations. Students in the area of human services must also have a foundational understanding of the nature of the human services sector, its historical roots and the philosophical perspectives and policy debates which underpin it. This unit includes an historical introduction to welfare provision, from biblical times to the rise of the welfare state in modern western society, and the ideological factors which have shaped our notions of the need for welfare services. The student is also given an overview of the human services sector in Australia today, examining the role of both government and non-government providers of community services. Major conceptual frameworks and important philosophical debates will be highlighted in order to enable students to reflect on the issues underpinning human services provision and the formulation of public policy in this area.

HS111 The Person of the Community Worker

Understanding oneself is essential for understanding others. An effective means of gaining understanding of human behaviour, psychological and interpersonal functioning is through self-reflection and the personal development of appropriate life skills. An investigation of models of personhood and relationship patterns will aid the understanding of social and community interaction. The unit also provides students with an opportunity to decide if further studies in the human services or community development fields is personally appropriate.

HS161 Human Services Skills

Those working in human services are called upon to interact effectively with a broad range of clients, stake-holders and colleagues. As a result, it is essential they develop basic skills in the context of critical reflection and a growing self-awareness. The major focus of this unit, therefore, is to help students master the basic human services skills, by specific classroom practice. The unit is seen as a practical one, with time for development of skills, and feedback from others. The unit approaches the topic in a holistic manner, in that skills are not taught in isolation but in the context of communication purpose, ethics and group orientation.

HS201 Working in Human Services Organisations

Students in the area of human services need to have a foundational understanding of the nature of the human services sector, its historical roots and the philosophical perspectives and policy debates which underpin it. In order to assist students to locate the human services in historical perspective this unit includes an historical introduction to welfare provision, from biblical times to the rise of the welfare state in modern western society, as well the ideological factors which have shaped our notions of the need for welfare services. In addition an overview of the human services sector in Australia today, an examination of the role of government and non-government providers of community services is presented, allowing students to begin to understand the sector in which they are planning to work. Major conceptual frameworks and important philosophical debates will be highlighted in order to enable students to reflect on the issues underpinning human services provision and the formulation of public policy in this area.

HS212 Human Services Placement

Human services skills and processes are mastered by practice. While several units in the human services program equip students with skills and theory necessary for effective human services work, it is not until the student uses those skills in a real life setting that he or she can really appreciate the utilisation of the skills, the application of the theories, the organisational dynamics of human services settings and the challenges of building relationships with clients and establishing appropriate strategies and procedures within a specific practical environment. The purpose of this unit, therefore, is to provide students with opportunity to build on knowledge and skills appropriated in the classroom by applying them within an actual human services setting. In addition, the placement allows students to begin to make informed judgements concerning areas of human services practice that may (and may not) be of interest as possible fields of future employment.

HS260 Human Services Practices

Human services practitioners increasingly work within a complex array of practice contexts. It is important for such workers to be able to draw on a human services practice framework – understanding and applying models, approaches, strategies – to make sense of and guide their practice in those contexts. This unit is intended to provide the student with understandings and practical skills and relevant to working with people in a variety of contexts utilising a range of approaches and models of human services practice. Building on previous study of welfare and social issues, this unit will examine practice issues in the human services sector in Australia today. Attention will be paid to identifying important components of a framework for human service practice, client participation and engagement, strengths and needs based practice, case management, individual, group, community and advocacy strategies.

HS262 Group Processes

Participation in groups is unavoidable in today’s world. We live in families, work in organizations and teams, learn in class groups, socialise with groups of friends, play in sporting teams, and attend support groups, therapy groups, youth groups and churches. In addition support groups, educational groups, work groups and multi-disciplinary teams are significant dimensions of working in the human services. All of these groups, whether a natural part of life or deliberately established, involve group dynamics and processes. To utilise effectively the opportunities that such contexts provide for the growth of individuals, groups, teams and communities, as well as for increasing the effectiveness of group functioning, those in the helping professions require an in-depth knowledge of group processes and skills. This unit focuses, therefore, on theory and practice to improve the human service worker’s ability to understand and facilitate effective group functioning. This unit is conducted as a one-week (5 day) intensive in which 100% attendance is mandatory. Requests for absences are not normally granted.

HS301 Reflecting on Human Services

Working effectively in area of people-helping requires practitioners to be able to not only understand the theory and practice of their profession, but also to critique and reflect upon the underlying tenets and philosophy of this practice in the context of their personal and evolving personal practice framework. This unit will encourage students to consider human services theory and application from a number of viewpoints, including post-structuralist, feminist, social justice, cultural and theological perspectives. Students will also be encouraged to continue to develop, evaluate and integrate their own views on these issues and also to develop and apply skills with which to conduct ongoing critical analysis within their profession. In addition approaches to meaningful dialogue with other human services practitioners holding different perspectives and varying priorities will be introduced for the purpose of providing students with opportunity to critically consider and develop their own views and opinions as appropriate.

HS313 Human Services Internship

Effective human services practice requires students to critically apply relevant theory and skills from their discipline in a range of contexts and with a diversity of client groups and social issues. In order to thoroughly integrate knowledge and skills from earlier units into their personal philosophy and approach to practice, students must experience a real world human services setting. This internship, involving day-to-day work in human services agencies or departments over a prolonged period, is designed to provide students with the opportunity to critically apply and reflect on learning from throughout their course, in order to consolidate a well-conceptualised and coherent personal framework of practice. In addition, it is essential that, as future practitioners, students learn to work effectively as parts of teams and to employ reflective practice skills and principles in order to effectively monitor and adapt their ongoing professional practice. To facilitate this capability, the internship experience is to be reflected on and analysed with the input of mentors using reflective practice skills and frameworks. The internship also provides the Christian practitioner with opportunity to reflect upon and respond to authentic human services situations and challenges from the perspective of their Christian faith, values and worldview.

HS363 Advocacy, Mediation and Conflict Resolution

Human services workers today are required to work in broad range of contexts and situations, with diverse groups of people representing different interests and priorities. As a result human services professionals are often involved in situations that involve mediating or resolving disputes between individuals or groups with different perspectives or objectives, or advocating on behalf individuals or groups that possess relatively less influence or resources. Such situations require considerable theoretical understanding and practical skills on the part of the human services worker. This unit is designed to introduce students to the theory and practice of advocacy, mediation and dispute resolution, as well as the opportunity to gain experience in these activities. In addition students will reflect on the strengths and weaknesses of different approaches and begin to form a framework in which to undertake these tasks for themselves.

HS364 Management and Professional Skills in Human Services

In addition to a thorough grounding in the theory and practice of human services practice, graduates in this field are often required to exercise a range of complex professional and managerial skills. In particular, they may be required to function as team leaders, project managers or in other positions of responsibility. These roles require skills and knowledge in the areas of effective communication, team leading, management, compiling funding applications, report writing, policy development, and training, coaching and mentoring other staff. This unit is designed to introduce students to foundational theory and skills in these areas that they may require once they gain employment or seek promotion within the human services profession.

LA110 Academic Communication

This unit is designed to offer students an overview of communication specifically related to the academic sphere. It focuses on the development of skills required for academic success at the tertiary level, including researching for an essay, referencing and writing. Oral communication is also included.

SO101 Australian Society: Introduction to Sociology

This foundational unit in Sociology provides students with the content knowledge and theoretical understandings needed to investigate, analyse and reflect upon Australian society from a sociological perspective. The unit explores key sociological theories and perspectives that students will apply to critique and investigate the social processes, institutions and cultural symbols and norms that contribute to the sociological heart of this nation. These sociological frameworks will all be filtered through a distinctively Christian perspective and a biblical rationale for this field of study will be personally shaped and moulded throughout this unit.

This unit introduces students to research methodologies which are commonly used in the social sciences. It provides a foundational understanding of both quantitative and qualitative methods of research, and equips students to evaluate and critique the reliability of statistical data. In this way, students are equipped to be informed consumers of social science research and active participants in research activities.

SO251 Ethics, Policy and Professional ssues

The applied social sciences represent fields in which there are many inherent ethical issues. It is essential, therefore, for social science students to possess frameworks with which to engage key ethical decisions and dilemmas. This unit is designed to help students understand current policy relating to applied social science practice as well as principles and processes used to influence the formation and implementation of policy in the future. In addition professional issues including membership of professional organisations, industry standards, professional networking, professional development and self care for the practitioner will be discussed.

SO252 Culturally Sensitive and Inclusive Practice

An awareness and understanding of cultural issues is essential for effective social science practice. Community practitioners from across the spectrum often work with diverse groups of people both within Australia and overseas and effective practice requires them to understand and respond to those who differ from them in numerous ways including language, tradition, religion, ethnicity, socio-economic status, gender, sexual orientation, and disability. As such this unit will expose students to the skills and approaches required for practice which is sensitive and inclusive of a broad range of individuals and community groups. In addition it will focus on skills of reflective practice required to engage in ongoing critique and development of one’s interaction with culturally diverse peoples.

SO302 Understanding Humanness

This unit explores what it means to be human. It recognises that the nature of the human being has been thought about from many differing perspectives: philosophical, anthropological and sociological, psychological, cultural, biological and religious. Using a theological starting point, the unit seeks to evaluate differing perspectives on being human and to explore the nature of the human being in spiritual, social, ethical and economic relationships.

This unit gives students the opportunity to plan and implement study in areas of personal interest. It is expected that most projects will consist of both a practice or personal reflection component and a theoretical component. The Directed Study enables students to focus on approved topics in some depth and to present research in a comprehensive report or essay.

WE101 INTRODUCTION TO HUMAN SERVICES

This unit provides an overview of the welfare sector in Australia. It begins with an historical overview of the provision of community services, and continues with a broad survey of the scope of human services practice in contemporary Australia, including an examination of important conceptual frameworks and philosophical debates. The unit concludes with a detailed examination of key areas of human services provision, including employment, families and children, and youth.

WE161 HUMAN SERVICES SKILLS

The unit focuses on developing practical micro-skills and an understanding of the communication process to a level where students can operate successfully in a practicum placement.

WE201 WORKING IN HUMAN SERVICES ORGANISATIONS

This unit focuses on issues of practice within the human services sector. Students will be equipped to meet the day-to-day demands of working in a human services organisation, investigate relevant legislative and ethical issues, and explore the personal and professional dimensions of human services practice.

WE212 SUPERVISED WELFARE PRACTICUM

This unit involves a 200 hour supervised placement within a human services context that allows students to develop and enhance relevant skills, apply theoretical perspectives studied in the classroom, appreciate the organisational dynamics of human service settings and the challenges of building relationships with clients, and establish appropriate strategies and procedures within a specific practical environment.

WE251 ETHICS, POLICY AND PROFESSIONAL ISSUES

Human service workers today are required to work in a range of contexts and circumstances which require a solid understanding of relevant policy, legal and ethical issues. This unit introduces students to these issues and assists them to begin to develop their own frameworks for working ethically and professionally within the field of human services.

WE260 HUMAN SERVICES PRACTICE

It is important for human services workers to be able to draw on a human services practice framework – understanding and applying models, approaches, strategies – to make sense of their practice in the wide variety of human services contexts that exist today. This unit is intended to provide students with understandings and practical skills relevant to working with people in a variety of settings utilising a range of approaches and models of human services practice.

WE281 HUMAN SERVICES PRACTICE FIELDS

This unit gives a broad overview of a variety of practice fields which may by the focus of human services work for contemporary practitioners. It provides a foundation for understanding the issues involved in each of these areas and assists students to begin to develop understanding as to how to work effectively in these contexts.

WE301 REFLECTING ON HUMAN SERVICES

This unit encourages students to consider human services theory and application from a number of viewpoints, including post-structuralist, feminist, social justice, cultural and theological perspectives. Students are also encouraged to develop their own views on these issues and to develop skills with which to conduct ongoing critical analysis within their profession.

WE312 HUMAN SERVICES PLACEMENT II

This unit involves a 200-hour supervised placement within a human services context that allows students to develop and enhance relevant skills, apply theoretical perspectives studied in the classroom, appreciate the organisational dynamics of human service settings and the challenges of building relationships with clients, and establish appropriate strategies and procedures within a specific practical environment. This placement is designed to build on the theoretical and practical knowledge gained in WE212 Supervised Welfare Practicum, and will provide further opportunity to engage in self-directed human services activities.

WE363 ADVOCACY, MEDIATION AND CONFLICT RESOLUTION

YO100 Introduction to Youth Work

YO101 INTRODUCTION TO YOUTH STUDIES

This unit is intended to provide students with an understanding of the nature of youth work as a Christian ministry and the contexts in which youth work may be undertaken. It examines the aims and objectives of ministry to youth, its scope and limitations, and compares different contexts in which youth work is commonly undertaken.

YO121 Understanding Young People

YO202 The Socio-Cultural Worlds of Young People

YO209 Youth Ministry Placement I

Youth work placements are necessary for students to appreciate the dynamics of a real youth work situation and to begin to experience the responsibility of working within a youth ministry setting. While several units in the youth work program equip students with skills and theory for youth work, it is not until students use those skills in real life settings that they can really appreciate the utilisation of the skills, the application of the theories, the organisational dynamics of youth ministry settings and the challenges of building relationships with clients and establishing appropriate strategies and procedures within a specific practical environment. Building on previous studies in Youth Work, this unit provides an opportunity for students to apply skills and theory to their practicum settings, thus developing their confidence as youth workers.

YO211 YOUTH MINISTRY PLACEMENT I

Youth ministry practice is an essential part of training in this field. In this unit, students will take part in a youth ministry placement in order to observe and to take part in a realistic youth ministry context, under the supervision of an experienced youth ministry practitioner.

YO212 YOUTH WELFARE PLACEMENT I

Youth welfare practice is an essential part of training in this field. In this unit, students will take part in a youth welfare placement equivalent to 200 hours, in order to observe and to take part in a realistic youth welfare context, under the supervision of an experienced youth welfare practitioner.

YO213 Youth Ministry Placement II

YO214 Youth Welfare Placement II

YO220 Pastoral Care of Young People

YO231 School Chaplaincy

YO260 YOUTH WORK PRACTICE

This unit is designed to run parallel with YO212 Youth Welfare Placement I or YO312 Youth Welfare Placement II to give students an opportunity to critically engage with philosophical, theological, ethical, legal and practical issues in the conduct of youth work. Students critique a variety of models of working with young people and consider their relevance to their practicum experience. An action-reflection process will allow students to develop important practical skills necessary for effective youth work.

YO262 Group Processes

YO311 YOUTH MINISTRY PLACEMENT II

This unit enables students to put into practice in a realistic placement setting the skills and understandings which have been gained across the course as a whole. Students will have the opportunity to function within a youth ministry setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of youth ministry in the specific setting.

YO312 YOUTH WELFARE PLACEMENT II

This unit enables students to implement in a realistic placement setting the skills and understandings that have been gained across the course. Students will have the opportunity to function within a youth welfare setting under the observation of a supervisor, working independently wherever possible in the performance of designated tasks and processes typical of youth welfare practice in the specific setting.

YO313 Youth Ministry Placement I

In their final year of study, youth work students need to demonstrate their ability to operate with a high level of autonomy under the observation of a supervisor and to work cooperatively with members of an organisation to achieve specific goals. This unit constitutes the culmination of students’ learning experiences in the youth work program. Building on the experiences gained in YO209 Youth Ministry Placement I and YO213 Youth Ministry Placement II, and drawing on the skills and understandings developed during the youth work program as a whole, this unit provides the opportunity for students to demonstrate their competence and abilities in realistic youth work settings.

YO314 Youth Welfare Placement III

In their final year of study, youth work students need to demonstrate their ability to operate with a high level of autonomy under the observation of a supervisor and to work cooperatively with members of an organisation to achieve specific goals. This unit constitutes the culmination of students’ learning experiences in the youth work program. Building on the experiences gained in YO210 Youth Welfare Placement I and YO214 Youth Welfare Placement II, and drawing on the skills and understandings developed during the youth work program as a whole, this unit provides the opportunity for students to demonstrate their competence and abilities in a realistic chaplaincy setting.

YO361 YOUTH WORK POLICY AND PROCEDURES

This unit utilises a range of approaches and models of youth work to provide students with understandings of and practical skills relevant to youth work in a variety of contexts. Building on previous study of youth work practice, this unit examines practical issues in chaplaincy today, and enables students to undertake an analysis of a range of youth work issues.

YO381 Religious Education for School Chaplains

Christian Studies Units

CS100 Christian Discipleship

This unit is designed to provide a context for students to further their understanding of issues related to discipleship, to reflect on their walk with God and to explore and confront issues which hinder personal, spiritual and relational growth.

CS120 INTRODUCTION TO THE BIBLE

This unit provides students with a broad overview of the themes, genres and content of the Scriptures, through undertaking an overview of the Old Testament and a survey of the New Testament. Students will also gain foundational skills in the application of the Scriptures by introducing approaches and aids to Bible study and principles of Biblical interpretation.

CS125 Contours of a Biblical Christian Worldview

This unit commences with creating a raison d‟être for the relevance of the Bible as a foundation for Christian living and enactment into the world, and introduces students to its broad themes and genres as well as introducing basic skills in using the Scriptures. It then maps the contours of a biblical Christian worldview and its importance in shaping thinking and action.

CS130 INTRODUCTORY THEOLOGY

Prerequisite: CS100 Christian Discipleship. Of central importance to Christians is their understanding of biblical doctrine. An awareness of foundational truths is significant in itself from a personal growth perspective, and undergirds the development of an appreciation of the Christian worldview. This unit introduces the biblical doctrines of the Bible, the Godhead, the Father, Jesus Christ, and the Holy Spirit. It examines the nature of sin, the reality of angels and demons, the purpose and effect of Christ’s death, and the importance of salvation. It seeks to develop an understanding of the character and purpose of the church, and the teaching of things to come.

CS140 An Introduction to Christian Spirituality

This unit explores the concept of Christian spirituality and traces some of its rich traditions. Certain key themes of relating with God are explored, as are some of the spiritual disciplines. In keeping with the concept that spirituality is a lived experience, opportunity is provided to engage in spiritual friendships and to experience various ways of being in God’s presence.

CS160 COMPANIONING IN THE WAY OF JESUS

Prerequisites: Nil This unit is concerned with the relational and ontological foundations of interpersonal communication. The focus is on extending the student‟s capacity to companion people in ways that are hospitable, authentic, compassionate, non- judgmental, non-directive and helpful. Particular emphasis will be given to extending existing capacities, experiences and ways of knowing in order to walk more deeply with others.

CS162 CONNECTING TO THE HUMAN STORY

Prerequisites: Nil This unit is concerned with formation. The focus is on extending the student‟s capacity to companion troubled people in ways that are hospitable, authentic, compassionate, non-judgmental, non-directive and helpful. The focus will be on deepening the experience of walking with others; extending the capacity for redemptive listening; and fostering an action-prayer-reflection rhythm as basic to interpersonal encounters.

CS200 Christianity and Worldviews

Prerequisite: CS125 Contours of a Biblical Christian Worldview This unit develops in detail the Christian philosophical foundations underlying the courses offered by Christian Heritage College. It introduces students to critical appraisal of worldviews and to consideration of the major components both of a Christian worldview and of other worldviews present in Western culture and in contemporary Australian society.

CS211 Servant Leadership (Incompatible with CD211)

Christians are called to be world changers, to make disciples of all nations, to impact our society with kingdom principles and relationship with the King. Many times Christians have followed worldly ideas of leadership – hierarchy, power, direction. This unit seeks to explore leadership through the concept of servanthood both through a reflective process and actual practice.

CS213 BUILDING CHRISTIAN COMMUNITY

Prerequisites: CS100 Christian Discipleship or CS125 Contours of a Biblical Christian Worldview or CS140 Introduction to Christian Spirituality or CS211 Servant Leadership. This unit surveys a range of models of Christian community, from the early church to the present. Various sociological perspectives on the nature of communities are introduced, and students participate in some form of Christian community or small group during the unit as a basis for reflection and contextualization. In this way, students are challenged to reflect on the strengths and weaknesses of various approaches to Christian community and to develop a theoretical framework for building Christian community.

CS231 THEOLOGY THROUGH HISTORY

Prerequisites: CS130 Introductory Theology and CS200 Christianity and Worldviews. This unit will explore factors and processes which shape theology and will address theology not as a set of doctrines to be learned, but as a dynamic process of growing understanding which arises from the experience of personal and communal faith. It will also explore the nature of factors (historical, political, social, cultural, intellectual in theological movements and will provide for a consideration in light of current evangelical charismatic understandings of key doctrinal positions and the relevance for the student's own life and faith.

CS232 THEOLOGY IN CONTEMPORARY UNDERSTANDING

Prerequisites: CS231 Theology Through History. Theology is best understood as a dynamic and developing discipline which attempts to apply the key doctrines of the Christian faith to the ever changing cultural and historical setting in which the Church and individual believers live and minister. This unit examines major trends and developments that have occurred in Christian theology during the past 100 years over differenct movements and streams and will critique current theological discourse, and theological discussion evoked by current issues facing the Church and broader society will be examined.

CS241 HISTORY OF CHRISTIAN SPIRITUALITY

Prerequisites: CS140 Introduction to Christian Spirituality and CS200 Christianity and Worldviews. This unit explores various traditions of Christian spirituality which have developed over the ages from particular theological and contextual influences. It also provides opportunities to engage with and reflect upon devotional practices which have arisen within different Christian traditions.

CS251 Christianity and Other Religions

Prerequisites: CS200 Christianity and Worldviews This unit provides an overview of the major world religions. It compares and contrasts points of similarity and difference, and highlights the historical factors that have contributed to the expansion and location of the world’s most significant religions. Special emphasis is placed on seeking constructive avenues for engagement as Christians with believers of other faiths, and on understanding the nature of the religious impulse in its many different manifestations. In this way, students gain a greater appreciation of the religious needs and aspirations of human beings from a wide range of societies and cultures.

CS253 CROSS CULTURAL EXPERIENCE

Prerequisites: CS200 Christianity and Worldviews This unit aims to challenge students with an exposure to and analysis of cross-cultural contexts and experiences. Students visit at least one other culture and experience the lived outcome of different social, cultural, economic and religious beliefs and traditions. They use worldview and missional understandings to examine that culture and compare it with personal beliefs and experiences. This unit facilitates constructive engagement with people of other backgrounds, as well as greater sensitivity to people who come to Australia and experience cultural change.

CS261 SPIRITUAL FORMATION

Prerequisites: CS160 Companioning in the Way of Jesus and Approval of the Course Coordinator. Spiritual formation is a holistic process involving both intellectual understanding and lived experience as well as spiritual insight. This unit provides a space for the student to learn of some of these fathers and mothers in the faith, as well as to experience a process of spiritual formation through retreat experiences and that of spiritual accompaniment/direction.

CS300 CHRISTIAN SPIRITUALITY AND PHILOSOPHY

Building on CS200 Christianity and Worldviews, this unit involves the student in a deeper level of spiritual and theoretical reflection and, at the same time, involves the student in practical group discussion focussed on the big questions of life and culture at the beginning of the new millennium. Having gained a philosophical perspective, students will be well able to engage the culture and, through their lives and professions, be significant catalysts for transformation.

Prerequisites: 40 credit points of 200-level CS units This unit provides students with the opportunity to study and critically engage with primary writings of First and Two-Thirds World Christian leaders who have combined theological reflection, spirituality, and the work of justice and social transformation. As students explore the lives and spirituality of these men and women, they also reflect on their own theology and strategies for social change.

CS354 TRANSFORMATION THEOLOGY

Prerequisites: 40 credit points of 200-level CS units This unit forms a biblical, theological and practical reflection on the role and task of Christians in society, and especially changes in society, which community development seeks to engender. The unit gives an understanding of historical, theological and sociological perspectives which form a foundation for societal change and community development.

CS400 Christianity Worldviews

This unit develops in detail the Christian philosophical foundations underlying the courses offered by Christian Heritage College. It introduces students to critical appraisal of worldviews and to consideration of the major components both of a Christian worldview and of other worldviews present in Western culture and in contemporary Australian society.

CS413 BUILDING CHRISTIAN COMMUNITY

This unit surveys a range of models of Christian community, from the early church to the present. Various sociological perspectives on the nature of communities are introduced, and students participate in some form of Christian community or small group during the unit as a basis for reflection and contextualization. In this way, students are challenged to reflect on the strengths and weaknesses of various approaches to Christian community and to develop a theoretical framework for building Christian community.

Unit List

Christian Heritage College

Undergraduate Business Units

BS110 Business Communication

BS120 Introduction to Business and Management

BS130 Information Systems for Business

BS140 Introduction to Marketing

BS150 Accounting Principles

BS170 Economics

BS220 Human Behaviour in Organisations (Incompatible with HB220)

BS222 A CHRISTIAN PHILOSOPHY OF BUSINESS AND MANAGEMENT

BS225 Leadership and Change Management (Incompatible with HB225)

BS241 CONSUMER BEHAVIOUR AND ADVERTISING

BS242 Market Research

BS250 MANAGEMENT ACCOUNTING

BS251 Accounting for Managers

BS260 PERSONAL INVESTMENT PRINCIPLES

BS270 Business Law

BS275 Data Analysis

BS280 SMALL BUSINESS MANAGEMENT IN HUMAN SERVICES

BS300 Christian Spirituality and Philosophy of Business and Management

BS321 Strategic Management and Planning

BS322 Strategic Marketing (Incompatible with BS321)

BS325 Human Resource Management (Incompatible with HB325)

BS327 Industrial Relations

BS328 Workplace Training and Assessment

BS363 Business Planning

BS365 International Business

BS380 PROJECT AND EVENT MANAGEMENT

BS381 Creativity in Entrepreneurship

BS395 Management Internship/Project

BS396 Marketing Internship/Project

BS397 Human Resource Management Internship/Project

BS398 Accounting Internship/Project

UNI110 - Some Test Unit Name

Postgraduate Business Units

BS400 Christian Thinking on Management

BS410 Information Systems Management

BS420 Leadership and Change Management

BS440 Marketing Management and Fundraising

BS450 Financial Management

BS460 Human Resource Management

BS470 Corporate Governance and the Legal Environment

BS474 Business Planning

BS480 Project and Event Management

BS490 Strategic Management

Curriculum Studies Units

CE104 FOUNDATIONS IN THE TEACHING OF CHRISTIAN STUDIES

CE204 CHRISTIAN STUDIES AND THE CREATIVE ARTS

CR308 CURRICULUM AND PEDAGOGY: TEACHING AREA #1

CR309 CURRICULUM AND PEDAGOGY: TEACHING AREA #2

CR332 EARLY YEARS: CURRICULUM FRAMEWORKS, FOUNDATIONS AND ELEMENTS

CR401 Curriculum and Pedagogy: Teaching Area A

CR402 Curriculum and Pedagogy: Teaching Area B

CR403 Curriculum Philosophy and Pedagogy for the Senior Years

CR404 Curriculum and Planning in the Middle Phase

CR405 Curriculum and Pedagogy: Literacy, Numeracy and Digital Technologies

CR414 Curriculum and Pedagogy: Arts and HPE

CR430 Curriculum and Pedagogy: English and Literacy

CR460 Curriculum and Pedagogy: Mathematics and Numeracy

CR470 Curriculum and Pedagogy: Science

CR489 Curriculum and Pedagogy: SOSE and Technology

CR490 INDEPENDENT CURRICULUM STUDIES

ED451 Group Processes in Educational Contexts

EL104 INTRODUCTION TO TEACHING ENGLISH

EL131 LINGUISTIC FOUNDATIONS

EL204 PEDAGOGIES FOR TEACHING ENGLISH

EL205 MULTIMODALITY AND DIVERSITY IN THE CLASSROOM

EL232 LISTENING AND READING IN THE PRIMARY CLASSROOM

EL233 WRITING AND SPEAKING IN THE PRIMARY CLASSROOM

ES244 CURRICULUM, ASSESSMENT AND REPORTING (P-7)

ES245 CURRICULUM, ASSESSMENT AND REPORTING (4-9)

ES246 CURRICULUM, ASSESSMENT AND REPORTING (7-12)

HP104 HEALTH AND PHYSICAL EDUCATION ELECTIVE

HP105 GAMES & FITNESS FOR HPE

HP231 HEALTH AND PHYSICAL EDUCATION

LT104 ISSUES IN TEACHING LOTE

MA104 TEACHING PATTERNS, NUMBER AND OPERATIONS

MA131 TEACHING NUMBER & OPERATIONS

MA132 TEACHING SPACE AND MEASUREMENT