Education

In this course students explore how to conduct academic integrity research, considering topical areas such as what factors cause students to cheat, and how well university interventions to the misuse of generative AI work. The course also explores using AI to support the academic research process. It provides transferable research skills that can be used in other courses. The course is taught through a mixture of in-person, online, and prepared videos and resources. It also features guest presentations and discussion-based sessions, which are held periodically during the course. At the end of the course, students present their research as part of a group at an online external conference.

This course examines the place and significance of sport in Australia as a form of social education. It looks at both historical and contemporary issues related to the growing tensions between sport’s traditional role as a form of moral education and the emergence of sport as a commercial commodity. It explores the changing definitions of sport and the purpose sport serves in contemporary society. This analysis of sport education and community sport is informed by an investigation of the growing role and responsibilities of the media in shaping sports. It will include topics such as elite sport versus sport for all, health and participation rates, social welfare, gender, violence, race and ethnicity. It will focus on current events in sport and how these issues impact on teaching and learning.

The course examines the role of tutorial guidance and student support in primary education within an inclusive educational framework. Students explore the theoretical foundations and principles of tutorial action, emphasizing collaboration among schools, families, and the broader community. Topics include the organization and planning of tutorial programs, the responsibilities of the classroom tutor, personalized guidance for students aged 6–12, psychosocial and life-skills development, classroom climate, group cohesion, coeducation, and school coexistence. The course also addresses family diversity, communication and support strategies for families, and approaches to fostering active family participation and collaboration in the educational process.

This course is the undergraduate introductory course in child development. Topics include: Major theories of child development, Research methods in the field of child development, Biological processes, physical and perceptual development, Cognitive and language development, and Socioemotional development. 

This course introduces the main concepts and theories of classroom management. It begins with an educational philosophy perspective to help prospective teachers reflect on the essential meaning of classroom management. This course helps establish a concept of classroom management, so as to benefit students when dealing with the issues arising from the interactions between teachers, students and parents that they will directly face in the teaching field. In the "Teacher Professional Development Assessment" currently implemented by the Ministry of Education in primary and secondary schools, classroom management indicators account for a significant proportion (6-1. Creating a positive and interactive classroom atmosphere, 6-2. Creating a safe and conducive learning environment, 6-3. Establishing classroom routines that facilitate student learning, etc.). Each sub-indicator emphasizes classroom vision, routines, cohesion, positive communication, learning environment, handling unexpected events, and the ability to provide respectful and differentiated guidance.

This course considers the ways in which humans grow, change and mature across various life stages. Students consider the behavioral, emotional, physical, and cognitive changes which occur during these developmental stages. This course offers students opportunities to explore core development milestones during childhood such as language, moral and gender development, and core psychological topics such as the formation of relationships and how people learn. The course also focuses on real-world application; providing opportunities to consider the environmental influences upon development and critical consideration of the extent to which theories are applicable in the educational context.

This course introduces how creative ideas can drive meaningful change in communities, organizations, and urban environments. With London as a living laboratory, the class uses neighborhoods, green spaces, cultural institutions, and social enterprises as places to observe, analyze, and experiment with new ways of thinking. It engages interactive workshops with practical methods such as design thinking, systems mapping, and co-design. The course teaches how creative and collaborative approaches can reveal insights, spark new perspectives, and support better decision-making. Course work includes collaboration in a small team on a real challenge set by an external partner from the voluntary sector, local government, or a socially-minded business. 

Educational inequalities are often explained through individual factors such as talent, effort, or motivation. This course shows instead that achievement is socially patterned and rooted in unequal resources, expectations, and institutional structures. It reviews major sociological approaches—cultural reproduction, rational-choice models, tracking and maintained inequality, and out-of-school effects. Sessions combine theory with hands-on analyses of a simplified PISA dataset in Jamovi. Students learn to read research articles, build hypotheses, and conduct basic descriptive and multivariate analyses to understand how social background shapes school outcomes.