Leader(s): Dr G Auld (Peninsula); Dr R Haworth (Gippsland)

Offered

Gippsland First semester (Open Learning) 2009 (Open Learning)
Peninsula First semester 2009 (Day)

Synopsis

This unit addresses the range of linguistic and literate demands on young children in contemporary Australia. Within a framework of multiliteracies, students will reconceptualise literacy to encompass systems of symbolic representation such as oral, written, disciplinary, artistic, technological, environmental, emotional and social literacies. Students will explore ways of analysing and extending children's representational capacities

Objectives

Upon completion of this unit, students should be able to:

1. identify how children make meaning through their participation and use of semiotic systems in a variety of social contexts;
2. describe and critique key curriculum principles for supporting the development of children's multi-literacy skills;
3. plan and implement ways to enhance children's use of a range of modes of communication, and
4. implement teaching strategies to extend children's access to technological literacies.

Assessment

Assessment task 1: Annotated bibliography and concept map (2,000 words or equivalent. 50%)
Assessment task 2: Planning assignment (2,000 words or equivalent. 50%)

Contact hours

3 contact hours per week, 9 hours private study including readings, completion of set tasks and self-directed learning.

Offered

Not offered in 2009

Synopsis

This unit extends students' knowledge, skills and dispositions relating to early years numeracy, to the exploration of different pedagogical approaches and strategies in the teaching of mathematics and numeracy to primary school children, including those in the middle years. It provides students with opportunities to engage in critical readings, hands-on exercises and discussions of teaching and learning different mathematical topics. There will be an emphasis on students interrogating their understanding and honing their skills in facilitating children learning in a variety of sociocultural and educational contexts, such as learning technologies, mixed abilities, learning disabilities, and creative assessment. Particular emphasis will be placed on topics related to chance and data, and measurement. These activities will be informed by current educational research and policy, both locally and internationally.

Objectives

Upon successful completion of this unit students should be able to.

1. identify key concepts in primary mathematics and numeracy pedagogy;
2. understand how sociocultural, political and educational contexts underlie, facilitate and impede children learning of primary mathematics and numeracy;
3. evaluate personal professional assumptions about teaching and learning primary mathematics and numeracy;
4. plan for the effective deployment of appropriate pedagogical strategies to support children's learning against current-day, multiple contexts; and
5. assess authentically, efficiently and effectively the extent of children's mathematics and numeracy learning.

Assessment

Assessment task 1: A critical analysis of a selected pedagogical context or issue in numeracy education, informed by relevant research and guided by personal professional experience.(2,000 words, 50%)
Assessment task 2: A reflective examination of the ways in which relevant sociocultural, political and educational contexts have been negotiated in the development of a chosen numeracy unit. (2,000 words, 50%)

Prohibitions

EDF1204, EDF5116, EDF4104

Offered

Gippsland Second semester 2009 (Day)

Synopsis

In this unit students will construct, implement and evaluate integrated learning experiences through engaging with different forms of knowledge, including science, technology and studies of society and environment. This unit considers the ways in which scientific, technological, social, cultural, historical, environmental, and political meanings are constructed and transmitted within our society and the ways in which these key areas can be integrated and implemented in diverse educational settings and places. Students will continue to examine, critique and design interdisciplinary and integrated curriculum.

Objectives

Upon successful completion of this unit students should be able to:

1. show an understanding of the connections between the science, technology and studies of society and environment;
2. further develop their knowledge of integrated curriculum as a pedagogy;
3. design, plan and evaluate integrated learning experiences for a range of learners and places using science, SOSE and technology; and
4. critique their prior experiences in science, technology and studies of society and environment and consider the implications for their practice.

Assessment

Assessment Task 1: Multimodal Report (2,000 words equiv, 50%)
Assessment Task 2: Integrated Unit of Work and Resource (2,000 words equivalent, 50%)

Prerequisites

EDF3303

Leader(s): Dr S Keast (On-campus, Clayton), Dr A Ryan (On-campus, Gippsland), Dr R Haworth (Off-campus, Gippsland)

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Evening)
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit, students explore the interactions between the learning process and assessment. Drawing on their learning in related units and their experience in fieldwork settings, students consider how different learning theories and models lend themselves to different assessment purposes, types, modes, uses and interpretations. Students investigate the paradigm shifts characterised by assessment OF learning and assessment FOR learning and develop design skills for a range of productive assessment tasks; including self/peer assessment; rubrics, and formative and summative tests.

Objectives

Upon successful completion of this unit students should be able to:

1. examine their beliefs about learning and assessment and compare these with research findings;
2. explain how assessment practices, including feedback, interact with learning processes;
3. interpret and utilise key assessment concepts;
4. design a range of ways of generating evidence of student learning; and
5. critique reporting processes in terms of clarity for their audience and usefulness for future learning.

Assessment

Assessment Task 1 - critical inquiry essay (2000 words, 50%).
Assessment Task 2 - design and analysis task (equivalent to 2000 words, 50%).

Contact hours

3 hrs per week

Prerequisites

Undergraduate degree; enrolment in Grad. Dip. Ed; or by special permission

Prohibitions

{EDF3001, EDF5422}

Leader(s): Professor P Sullivan (On-campus, Clayton); Dr A Ryan (On-campus, Gippsland) & Ms C Charles (Off-campus, Gippsland)

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Evening)
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

This core education unit is an introductory unit for graduate teacher education secondary students. Drawing on their learning in related units and their experience in fieldwork settings, students will develop an understanding of key elements of learning, specifically: teaching and learning; effective communication; use of ICT ; literacy and numeracy; establishing effective learning environments; student motivation; and processes of classroom management. The emphasis is on exploring the rich interconnections between theory and practice, and illustrating the power of effective theories in guiding complex practice.

Objectives

Upon successful completion of this unit, students should be able to:

1. critically examine their personal beliefs, values and experiences about teaching and learning, classroom management, communication and motivation;
2. articulate their emerging professional learning, identifying significant change moments;
3. describe, evaluate and apply a variety of classroom management and communication strategies in educational contexts;
4. recognise literacy and numeracy needs of students;
5. identify and apply processes for drawing on a range of theories and principles to create effective learning opportunities for students in a range of contexts; and
6. outline and apply processes for engaging students in their learning, especially disengaged students.

Assessment

Assessment task 1: Reflective journal (2,000 words, 50%)
Assessment task 2: Research task (2,000 words, 50%)

Contact hours

3 hrs per week

Prerequisites

Successful completion of 3 years of an undergraduate Education degree; OR enrolment in Grad Dip Ed (Secondary); Or by special permission

Prohibitions

EDF5421

Leader(s): Assoc Prof D Corrigan (On-campus, Clayton); Dr A Ryan (On-campus, Gippsland) & Dr R Haworth (Off-campus, Gippsland)

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Evening)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is designed to provide a transition for students as they move from teacher education into the professional practice of teaching and as such views teacher education as an important part of the induction process for engaging with the teaching profession. Students will be inducted into the notion of what it means to be engaged in the teaching profession through consideration of the nature of teachers' work. This includes the ethical, professional, industrial, legal, emotional, intellectual and physical frames of teachers' work. Students will be required to develop a sense of their personal identity; identify and develop personal literacy, numeracy and ICT skills appropriate for professional practice; as a teacher that builds in theoretical perspectives they have encountered.

Objectives

Upon successful completion of this unit students should be able to:

1. recognise the range and depth of teachers' work (the ethical, professional, industrial, legal, emotional, intellectual and physical frames of this work;
2. articulate their personal identities as teachers;
3. further develop the personal literacy, numeracy and ICT skills appropriate for professional practice;
4. demonstrate their knowledge and skills as a professional learner and as a member of a professional learning community; and
5. develop and document evidence of the impact of their professional practice on learning, teaching and organizational structures

Assessment

Assessment Task 1 - Professional Teaching Portfolio (2000 words or equivalent; 50%)
Assessment Task 2 - An investigation of professional learning by individuals within educational systems and settings. (2000 words; 50%)

Contact hours

3 hrs per week

Prerequisites

Undergraduate degree; enrolment in Grad. Dip. Ed; or by special permission

Prohibitions

EDF5424

Leader(s): Dr Jane Southcott (Clayton), Ms C Charles (Off-campus & Open-Learn, Gippsland)

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Evening)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is designed to introduce students to the societal and cultural diversity that surrounds and informs teaching in a wide range of educational settings. This unit focuses on ways in which teachers and learners self-identify: class and social background, gender, sexuality, race, indigeneity, and special learning needs including literacy and numeracy. Educational issues implicit the creation of an inclusive curriculum are considered such as combating homophobia and bullying. Students will consider education at the local, national and international level.

Objectives

Upon successful completion of this unit students should be able to:

1. develop an understanding of the societal diversity that surrounds and embeds teaching and learning in educational institutions;
2. critique educational policies related to the issues discussed in this unit;
3. understand the social and cultural contexts that influence education at the local, national and international level; and
4. recognise and articulate the principles of an inclusive approach to teaching and learning.

Assessment

Assessment task 1: Analysis and critique of an educational policy (2,000 words; 50%).
Assessment task 2: Essay (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

Undergraduate degree; enrolment in Grad. Dip. Ed; or by special permission

Prohibitions

EDF5423

Leader(s): Dr L Tudball (Clayton); Dr M Plunkett (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

Objectives

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

1. link their theoretical understandings of pedagogy and curriculum to teaching practice;
2. reflect on how resources can help to create rich and engaging learning environments;
3. reflect on and respond to advice from their peers, supervising teachers and University mentor on their development as effective teachers;
4. develop a range of teaching approaches to encourage effective student engagement and learning.

Fieldwork

EDF4070 and EDF4071 together require 25 days of placement

Assessment

1. Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4070 Professional experience 1A and EDF4071 Professional experience 1B.
2. Practicum Experience Portfolio Part 1A (equivalent to 1000 words) for EDF4070
Professional experience 1A.
All assessment is Pass Grade Only

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions either through face-to-face or online forums.

Prerequisites

Only available to students who enrolled prior to 2009

Leader(s): Dr L Tudball (Clayton); Dr M Plunkett (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)

Synopsis

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

Objectives

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical nderstandings of the learning/teaching context in order to:

1. develop and reflect on strategies that demonstrate empathy, positive regard for, and

2. regard all students as capable of learning and demonstrate an understanding of and

3. identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning;
4. develop and reflect on strategies that acknowledge and cater for diverse cultural, religious and socio-economic factors influencing students.

Fieldwork

EDF4070 and EDF4071 together require 25 days of placement

Assessment

1. Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4070 Professional experience 1A and EDF4071 Professional experience 1B.
2. Practicum Experience Portfolio Part 1B (equivalent to 1000 words) for EDF4071 Professional experience 1B.
All assessment is Pass Grade Only

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions either through face-to-face or online forums.

Prerequisites

Only available to students who enrolled prior to 2009

Leader(s): Dr F Sanjakdar (Clayton); Dr W Sutherland-Smith (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)

Synopsis

In this unit,students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher
within a school.

Objectives

Upon successful completion of this unit, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:
a. link their theoretical understandings of pedagogy and curriculum to teaching practice;
b. become familiar with a variety of resources to create rich and engaging learning
environments;
c. be aware of assessment processes and procedures to support students' learning;
d. reflect on and respond to advice from their supervisor teacher and University staff
e. develop critical awareness of relevant curriculum documents;
f. utilise a range of teaching approaches in diverse learning environments;
g. undertake a range of teacher responsibilities; and
h. develop and sustain professional working relationships with colleagues.

Fieldwork

EDF4072 and EDF4073 together require 25 days of placement.

Assessment

(1) Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4072 Professional experience 2A and EDF4073 Professional experience 2B.
(2) Practicum Experience Portfolio Part 2A (equivalent to 2000 words) for EDF4072
Professional experience 2A.
All assessment is Pass Grade Only.

Prerequisites

Only available to students who enrolled prior to 2009.

Leader(s): Dr Jane Southcott

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton First semester (Open Learning) 2009 (Open Learning)

Synopsis

This is a 6 point unit for students in a Graduate Diploma of Education (Secondary Education) and a Bachelor of Education.
It provides an introduction to teaching in the arts and focuses on issues facing classroom practitioners. Issues such as curriculum, assessment and the development and management of effective learning episodes in the arts including literacy,
numeracy and ICT needs will be discussed. The aesthetic and creative development of the student will be discussed.
Performance, display and advocacy for the arts in schools and communities will be considered. There will be a focus on the preparation and compilation of resources for current and future teaching.

Objectives

Upon successful completion of this unit students should be able to:

• develop, prepare and evaluate effective learning episodes in school arts education;
• explore and develop instructional strategies applicable in the arts classroom such as management and occupational health and safety issues;
• understand curriculum concepts and documentation in arts education;
• explore and develop strategies for engendering creative and aesthetic experiences in arts education;
• show an awareness of approaches to inclusive arts education; and
• understand the role of arts education in school communities.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Analysis of a learning context (2,000 words or equivalent; 50%); Assessment task 2: Unit of work (2,000 words or equivalent; 50%)

Contact hours

3 hrs per week

Prerequisites

Undergraduate degree; enrolment in Grad. Dip. Ed; or by special permission. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

Any one of EDF4404, OR EDF4417, OR EDF4418, OR EDF4425 & EDF4426. Students must be enroled simultaneiously in a professional experience unit(s).

Prohibitions

EDF5478, EDF5480

Leader(s): Ms A Forsyth

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton First semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit consists of three modules. Module 1 will focus on what it means to be a Business educator and explore the rationale for Business Education locally, nationally and internationally. A range of Business Studies curriculum models and syllabi will be examined. Module 2 will assist pre-service teachers to develop their knowledge, skills and behaviours related to the teaching, learning and resourcing of Business Studies education programs. Module 3 will develop pre-service teachers' understandings about how to employ accountable and theoretically grounded processes to monitor and assess student learning and progress, including the use of assessment criteria.

Objectives

On successful completion of this unit, students should be able to:

1. understand the role and importance of Business education curriculum (including reference to Accounting, Business Management, Economics, Industry and Enterprise and Legal Studies) in the secondary school context with particular emphasis on Years 7 - 10;
2. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions;
3. develop competence in planning and implementing lessons and units of work
4. design innovative teaching and learning procedures to engage and motivate students which respond to the diverse

5. employ accountable and theoretically grounded processes to monitor and assess student learning and progress; and
6. select and evaluate appropriate teaching and learning resources.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Portfolio (2,000 words, 50%); Assessment task 2: Selecting appropriate resources, teaching, learning and assessment approaches (2,000 words, 50%)

Contact hours

3 hours per week

Prerequisites

Level 3, undergraduate degree, or by special permission. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

EDF4401, EDF4405, EDF4413, OR EDF4427. Students must be enrolled simulataneously in a professional experience unit(s).

Leader(s): Dr G Parr (Clayton); Ms C Charles (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

Students will develop their understanding of, and capacity for, developing appropriate curriculum and pedagogy across a range of subject areas, appreciating the importance of language and literacy in schooling and students' learning. Through grounded inquiry into aspects of recent international, national, state-based curricula, and awareness of the way language and context mediate teaching and learning, students are familiarised with current practices in English language and literacy in Australia and other countries. Focus is upon language and literacy with respect to curriculum and pedagogy in Yrs 7-10 of secondary schooling, while the principles and practices are relevant to years P-12.

Objectives

Upon successful completion of this unit, students should be able to:

1. critically reflect upon their beliefs, ethical approaches and experiences with respect to language and literacy learning in secondary schools;
2. develop, and critically evaluate, a variety of teaching practices and communication strategies in different modes and in different teaching and learning contexts;
3. develop competence in planning and implementing lessons and units of work;
4. actively participate in professional conversations about a range of issues in relation to the nature and possibilities of English language and literacy learning across different subject areas; the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas; and professional identity of teachers who teach language and literacy in different curriculum settings.

Assessment

This unit is graded Pass Grade Only (PGO);Assessment Task 1: A reflective autobiographical narrative (2,000 words); Assessment Task 2: A unit of work for secondary school students (equivalent of 2,000 words)

Contact hours

3 hours per week

Prerequisites

Level 3 undergraduate degree, or by special permission. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

EDF4406, or EDF4416. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5436

Leader(s): Mr. S Keast (Clayton), Ms H Ma (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit introduces students to the language, methods and major ideas useful in contemporary science teaching. Although the main focus is on the Victorian post secondary science curriculum, students will also explore science curricula from national and international perspectives. The unit will draw on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection. Emphasis will be placed on students building their understanding of science teaching through collaborative participation in a range of contexts and experiences.

Objectives

Upon successful completion of this unit students should be able to:

1. critically reflect on their experiences as learners of science and identify implications for their professional identity;
2. develop an understanding of a constructivist perspective on learning and its implications for science teaching;
3. become familiar with curriculum documents related to teaching science;
4. build pedagogical content knowledge through a focus on developing understanding of the relationships between content, context and pedagogical approach;
5. develop competence in planning and implementing lessons and units of work;
6. become sensitized to the "real world" of the learners in their classrooms and develop an appreciation for providing learning experiences that will be meaningful to students; and
7. develop technical competence in planning and implementing units of work and lessons.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Written assignment (2,000 words, 50%); Assessment task 2: Written assignment (2,000 words, 50%)

Contact hours

3 hours per week

Prerequisites

Level 3, undergraduate degree, 4 units of tertiary science or by special permission. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

EDF4402, OR EDF4403, OR EDF4419, OR EDF4420. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5458

Leader(s): Ms Terri-Anne Philpott (Clayton), Dr Z Pawlaczek (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit investigates teaching approaches of Health, Outdoor and Physical Education for wellbeing outcomes. This unit intends to take an integrated approach of the three distinct areas and demonstrate how they can be implemented in 7 - 10 school curriculums. This approach emphasizes a shift to a socio-ecological perspective. The unit highlights pedagogical practices, in particular those within the Health, Outdoor and Physical Education areas.

Objectives

On successful completion of this unit, students should be able to:

1. Identify how Health Education, Outdoor Education and Physical Education contribute to a socio- ecological understanding of education;
2. Critically analyse the theories of Health and Outdoor Education and Physical Education curriculum construction, interpretations of wellbeing, and elements of integration;
3. Identify and apply effective and innovative approaches to teaching within an integrated 7-10 curriculum,

4. develop competence in planning and implementing lessons and units of work
5. Identify and utilize child development theories, classroom materials, and the wider learning environment to create opportunities for diversity in teaching and learning where wellbeing is the intended aim; and
6. Develop their ability to identify and apply ethical reasoning in the teaching of health, outdoor or physical education from examination of issues facing teachers.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Written assignment (2,000 words, 50%); Assessment task 2: Written assignment (2,000 words, 50%)

Contact hours

3 hrs pw

Prerequisites

Level 3, undergraduate degree with a minor sequence in Health, Physical Education or Outdoor Education. [Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.]

Co-requisites

EDF4409, OR EDF4422, OR EDF4423. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5482, EDF5485, EDF5490

Leader(s): Dr Bernard Holkner

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton First semester (Open Learning) 2009 (Open Learning)

Synopsis

The unit provides students with the opportunity to apply and assess appropriate educational applications of technology across the secondary school curriculum. A particular focal point addresses the use of technologies in order to represent understandings, conceptualise and manage ideas. A second focus of the unit is to engage critically with the impacts of technology in society and education in ways that can impact the broader school curriculum. Students will gain familiarity with the information resources and facilities available to teachers, and gain experience with the different ways in which information technology can be structured in schools.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand and appreciate the various applications of technology in learning and teaching;
2. critically evaluate the impacts of information and communication technologies in education and society;
3. apply their skills in using suitable technologies to manage teaching and learning;
4. understand and appreciate practical issues in implementing information technology programs into school settings;
5. develop competence in planning and implementing lessons and units of work
6. recognise the centrality of literacy and numeracy for effective use of ICT;and
7. explore and develop strategies for collegial cross-curriculum teaching using information and communication technologies.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: A resources database (3,000 words, 70%); Assessment task 2: Written assignment (1,000 words, 30%)

Contact hours

3 hours per week

Prerequisites

Level 3, an undergraduate degree. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

EDF4410. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5456

Leader(s): Dr W T Seah (On-campus); Dr T Barkatsas (Off-campus)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit students will be introduced to a range of issues associated with being a secondary mathematics and numeracy teacher. Issues examined include: how children learn mathematics; contemporary mathematics curricula; theories informing the approaches to mathematics teaching advocated; planning to teach mathematics; and locating resources. These issues are examined through a consideration of a range of content areas within the years 7 -10 curriculum.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand and appreciate the role of mathematics and numeracy in secondary schooling;
2. develop and apply knowledge of teaching styles, resources and assessment methods for mathematics;
3. explore the needs of diverse groups of students and consider the range of factors that can influence learning outcomes, including literacy and ICT needs;
4. develop competence in planning and implementing lessons and units of work
5. investigate and evaluate a variety of aspects of school mathematics pedagogy; and
6. examine and evaluate mathematics curriculum documents and their underpinning principles.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Analysis of learning (2,000 words, 50%); Assessment task 2: Reflection and analysis from fieldwork placement (2,000 words, 50%)

Contact hours

3 hours per week

Prerequisites

2 units of first year tertiary level mathematics or by special permission. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

EDF4116. Students must be enrolled simultaneously in a profesional experience unit(s).

Prohibitions

EDF5454

Leader(s): Dr Margaret Gearon

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit introduces students to the theoretical bases and principles of second language teaching and learning and the development of bilingualism in current multicultural and multilingual contexts, while also addressing remaining monolingual ones such as those in rural areas. It encourages students to reflect on their own second language learning and to use this to analyse and report on current second language programmes in contexts in which they may teach.

Objectives

Upon successful completion of this unit, students should be able to:

1. develop their understanding of principles of second language acquisition and apply these to planning for teaching and learning in multilingual and multicultural contexts;
2. reflect on the ways in which second language and literacy teaching and learning in schools can develop additive bilingualism;
3. apply communicative language teaching approaches in diverse classroom contexts;
4. develop sociocultural awareness of and sensitivity to classroom contexts;
5. develop an understanding of intercultural competence and its importance in a global world;
6. undertake planning for second language learning;
7. acquire a metalanguage for talking about second language pedagogy; and
8. develop and apply their knowledge and skills for using ICT in second language programs.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Written evaluation of second language program (2,000 words, 50%); Assessment task 2: Case study of learner, or, an inquiry into primary language learning activities and outcomes. (2,000 words, 50%)

Contact hours

3 hours per week

Prerequisites

Level 3, undergraduate degree. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5486

Leader(s): Dr Libby Tudball (Clayton), Ms H Haworth (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit provides an introduction to theory and practice in the broad field of Social and Environmental Education. This is an introductory unit for students who will study Geography, History and Social education specialisms in the second semester. The unit prepares students to become effective and knowledgeable Social and Environmental educators. The unit focuses on developing understanding of recent developments in the curriculum area of Social and Environmental Education, since varied models and approaches to this field are found in school. The main focus in the unit is on curriculum and teaching in the lower and middle levels of secondary school.

Objectives

Upon successful completion of this unit students should be able to:

1. develop appropriate strategies for teaching Social and Environmental Education in secondary school settings;
2. interpret and translate current curriculum documents into classroom practice that will engage school learners in active and inquiry-based learning;
3. and use a variety of resources and approaches to develop school students' literacy, numeracy and ICT skills;
4. devise, adapt, interpret and use courses, units, and varied learning resources to enhance classroom practice and student learning;
5. demonstrate an understanding of contemporary trends in Social and Environmental Education locally and internationally; and
6. reflect critically on the development of students' own learning and teaching skills.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Annotated review of Social and Environmental Education resources (2,000 words, 50%); Assessment task 2: Critical review of curriculum models in Social and Environmental Education (2,000 words, 50%)

Contact hours

3 hours per week

Prerequisites

Minor sequence in Social Science. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Leader(s): Mr Paul Forgasz

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides students with an introduction to theory and practice covering various disciplines which comprise Jewish Studies. The unit introduces students to a number of issues and themes that can help them to locate Jewish Studies in its broader global context and to appreciate the dynamics of Jewish schools and Jewish schooling. The unit also focuses on developing an understanding of various models of and approaches to the teaching of Jewish Studies. This is an introductory unit for students who wish to specialise in Jewish Studies Education in the second semester.

Objectives

Upon successful completion of this unit, students should be able to:

1. demonstrate an understanding of some key issues and themes relating to the theory and practice of Jewish education;
2. critically evaluate the appropriateness of different approaches to teaching Jewish Studies in particular educational contexts;
3. develop a range of techniques and strategies appropriate to the teaching of particular areas of Jewish Studies;
4. implement techniques and strategies and use a variety of resources to develop students' literacy, numeracy and ICT skills;
5. make appropriate judgments about the suitability and use of various teaching and learning materials and resources; and
6. plan and teach sequences of Jewish Studies lessons from a selection of topics and areas.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Annotated review of Jewish educational resources [2000 words, 50%]; Assessment task 2: Analysis of curriculum models in Bible education [2000 words, 50%]

Contact hours

3 hours per week

Prerequisites

Recognised three-year degree or equivalent. Preferred candidates should have undertaken studies in one or both of (1) Hebrew literature and (2) Language and Jewish studies/history. (Note: Students undertaking this unit as a middle school option through the Bachelor of Education (Primary) will meet different requirements. Specific advice should be sought.)

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5472

Leader(s): Ms A Forsyth

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

Accounting Education builds on the knowledge, skills and behaviours learned in the first semester Business Education unit and explores relevant issues, pedagogy and professional requirements essential for teachers of Accounting and related studies in the twenty first century classroom. Students will explore the Victorian Certificate of Education (VCE) Accounting Study Design as an exemplar of course requirements associated with the teaching and learning of Accounting and related studies at the post compulsory level.

Objectives

Upon successful completion of this unit students should be able to:

1. demonstrate sound knowledge of relevant discipline areas associated with the teaching and learning of Accounting and related subjects;
2. select and evaluate appropriate Accounting teaching and learning resources;
3. motivate and engage students in their learning of Accounting and associated studies;
4. set clear, challenging and achievable goals for students in their learning of accounting and associated studies;
5. use a range of teaching styles, procedures and technologies appropriate to best practice teaching and learning of Accounting and associated studies;
6. use assessment tasks that are purposeful and relevant to the teaching and learning Accounting program and the learning needs of students; and
7. use a variety of assessment and reporting methods to regularly monitor student learning progress.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment Task 1: Assessment folio (1,000 words; 25%); Assessment Task 2: Learning and Teaching Plan (unit of work) including reflection (3,000 words; 75%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in accounting, Level 3, undergraduate degree, or by special permission, EDF4111 Business education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5493 Accounting education B

Leader(s): Dr A Berry

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

The unit is designed to prepare students to teach Biology in secondary settings both as a specialist senior (Years 11 & 12) subject and within the general science curriculum (Years 7-10). The unit provides an introduction to Biology education as a specialist field that is based on the knowledge and ideas important for learners to know in order to equip them to become biologically literate citizens and to inspire an interest in, and enjoyment of, the natural world.

Objectives

Upon successful completion of this unit students should be able to:

1. understand and interpret the language, methods and major ideas useful in contemporary Biology teaching in post primary settings;
2. access and develop a range of effective teaching approaches in Biology education that may be suitable for the diverse social and cultural backgrounds of students;
3. access and build pedagogical content knowledge through a focus on developing understanding of the relationships between content, context and pedagogical approach;
4. interpret, critique and implement curriculum documents related to teaching Biology in secondary contexts; and
5. develop technical competence in planning and implementing lessons and units of work.

Assessment

Assessment task 1: Report: (2,000 words; 50%); and Assessment task 2: Written report (2,000 words; 50%). This unit is graded Pass Grade Only (PGO).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in biological sciences (anatomy, physiology, microbiology, botany, zoology not biochemistry or pharmacology, EDF4113 General science education or EDF5462

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5463 Biology education B

Leader(s): Associate Professor D Corrigan

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is an introduction to the relationships between learning and teaching in chemistry. Teaching strategies and contexts for use in chemistry classes in Years 7 to 12 will be explored. Methods for assessing and monitoring student learning in chemistry will be introduced. The relationship between science, technology and society, the cultural context for chemistry and the relevance of chemistry to students' lives will be a focus of this unit.

Objectives

Upon successful completion of this unit students should be able to:

1. set appropriate Chemistry content for Years 7 - 12 that takes into account the intelligibility, plausibility and fruitfulness of this content;
2. use appropriate contexts for the teaching of Chemistry content that accounts for the experiences, social and cultural backgrounds of their students;
3. demonstrate appropriate teaching strategies and support resources (human and material) for teaching Chemistry;
4. select and use a range of teaching procedures that will foster motivation and purposeful, independent learning in their students;
5. show critical understanding of the curriculum and pedagogy of Chemistry;
6. develop a philosophy for what Chemistry teaching means;
7. develop an appreciation for the relationship between science, technology and society and the cultural context for Chemistry;
8. be aware of the barriers raised by traditional science and Chemistry curricula;
9. value the practice of real world Chemistry; and
10. develop as professionals who are knowledgeable, skillful, flexible, and compassionate in their practice and who are guided by a sense of social and ethical responsibility.

Assessment

Assessment task 1: Chemistry Reflective Teaching Portfolio (2,000 words, 50%); and Assessment task 2: Chemistry Curriculum Research Project (2,000 words, 50%). This unit is graded Pass Grade Only (PGO).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in either Chemistry or Biochemistry and EDF4113 General Science Education or EDF5464

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5465 Chemistry education B

Leader(s): Miss F Kamevaar

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will address the theory and practice of secondary school Drama Education. Students will participate in workshops that explore classroom theatre making, utilising a variety of educational approaches students will choose from a range of modules including dance and theatre studies. They will extend their evaluative and teaching skills and develop an understanding of teaching the Arts in Secondary Schools. Guidance and workshops about Secondary level Drama creation will be provided. Activities suitable for use in Secondary Drama classes will be offered.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand and develop a critical position with respect to fundamental drama concepts;
2. access and develop approaches to theatre classroom activities;
3. create collaborative theatre works and reflect on the value this experience;
4. understand and critically interpret curriculum documents;
5. plan drama activities which will foster young people's abilities to communicate through acting and movement;
6. understand how drama may be integrated with other curriculum areas and contexts;
7. acccess and understand a variety of assessment techniques to evaluate student learning and development in drama that cater for the needs of students in mixed ability classrooms; and
8. adopt a reflective approach to teaching drama.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Research Task (2,000 words; 50%); Assessment task 2: Performance Task.(2,000 words or equivalent; 50%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in Drama or Theatre Studies including practical drama, and EDF4110 Arts education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5475 Drama education B

Leader(s): Ms A Forsyth

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit builds on the knowledge, skills and behaviours learned in the first semester Business Education unit and explores relevant issues, pedagogy and professional requirements essential for teachers of Economics in the twenty-first century classroom. Pre-service teachers will explore the Victorian Certificate of Education (VCE) Economics Study Design as an exemplar of course requirements associated with the teaching and learning of Economics at the post compulsory level.

Objectives

Upon successful completion of this unit, students should be able to;

1. demonstrate sound knowledge of relevant discipline areas associated with the teaching and learning of economics and related units;
2. select and evaluate appropriate economics teaching and learning resources;
3. motivate and engage students in their learning of economics;
4. set clear, challenging and achievable goals for students;
5. use a range of teaching styles, procedures and technologies appropriate to best practice teaching and learning of economics;
6. use assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students; and
7. use a variety of assessment and reporting methods to regularly monitor student learning progress.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Assessment folio (1,000 words; 25%) Assessment task 2: Learning and Teaching Plan (unit of work) including reflection (3,000 words; 75%.

Contact hours

3 (max) contact hours per week, 9 hours private study

Off-campus attendance requirements

12 hours per week, including interaction with materials provided in the Study Guide,
readings and completion of set tasks. As students will preferably be completing some teaching practicum during the semester this unit is studied, workload is reduced during the weeks of placement.

Prerequisites

A minor sequence (two years of study) in Economics, and EDF 4111

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5435 Economics education B

Leader(s): Dr G Parr

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester (Open Learning) 2009 (Open Learning)
Gippsland Second semester 2009 (Off-campus)

Synopsis

EDF4406 English Education is a six point curriculum specialism unit, which enables preservice education students to build a strong foundation for their professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7-12). Students develop their capabilities in developing appropriate curriculum and pedagogy in these curriculum areas. Through an examination of the national policy and various State-based curricula, students are familiarised with current developments in English literacy education.

Objectives

Upon successful completion of this unit students should be able to:

1. critically reflect on their beliefs, ethical practices and experiences in regard to subject English and in regard to their teaching of this subject;
2. competently use a variety of communication strategies in different modes and in different teaching and learning contexts;
3. actively participate in professional conversations about issues pertinent to English education;
4. evaluate their own experiences of teaching English in schools and/or other settings; and
5. design and publish text-related tasks and artefacts for students in schools and plan accompanying professional learning activities that could be used with peers and/or professional colleagues in schools.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: An evaluative piece focusing on the teaching of writing (2,000 words; 50%); Assessment task 2: Development of curriculum materials (and professional learning activities) related to the teaching of text (2,000 words equivalent; 50%.

Contact hours

3 hrs per week

Prerequisites

Level 3, undergraduate degree, or by special permission, and at least a minor sequence in 'English literature' or 'Literary studies', or a minor sequence in 'Writing' together with a part in 'English literature' or 'Literary studies' , and must have passed in EDF4112 English language and literacy education or EDF5436

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5437 English Education B

Leader(s): Dr S North

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is designed to prepare specialist Geography teachers. It builds on the concepts introduced in EDF4118. It will develop students' understanding of current trends in geographical education and how these impact on school-based and post-compulsory curriculum in Geography. Studies will include further approaches to teaching and learning in geography and ways of assessing students' understanding of geographical knowledge and skills. Studies will also include the use and development of information and communication technologies.

Objectives

As a result of studying this unit students are expected to:

1. understand the scope and purpose of school Geography;
2. plan, resource, teach and assess Geography lessons and field activities;
3. develop units of work which meet the requirements of curriculum documents for Years 7-10 and the post compulsory Years 11 and 12;
4. access, use and evaluate the role of Information and Communication Technologies in Geographic education;
5. respond to current ideas about how students learn and apply them in their Geography classes;
6. understand the role of Geography both as a separate discipline and as part of an integrated curriculum; and
7. understand the role of Geographic education in Civics and Citizenship Education.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment Task 1: Design of fieldwork activity, linked to appropriate curriculum documents (1,500 words or equivalent; 35%); Assessment Task 2: A unit of work, linked to appropriate curriculum documents, devised for students in Years 7-10 (2,500 words or equivalent; 65%); Hurdle requirements: . For on-campus students satisfactory attendance is 80%, for off-campus students this is replaced by completion of a learning log.

Contact hours

3 hours per week

Prerequisites

Minor sequence in Geography, and EDF4118 Social and environmental education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5441 Geography Education B

Leader(s): Dr R Triolo

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

EDF4408 History education introduces the teaching and learning of History as a stand-alone discipline and as a rigorous component of either an integrated secondary school Humanities, Social Education or whole-school curriculum program or within the programs of historio-cultural wider education settings. Whilst History education remains mindful of the Victorian Essential Learning Standards as an exemplar of a senior History curriculum, the unit assumes responsibility for developing competent 'specialist' History educators in diverse education settings and global locations who will work with equally diverse History curriculum and educational program documents.

Objectives

Upon successful completion of this unit students should be able to:

1. develop their historical knowledge;
2. identify links, similarities and differences between the past and the present;
3. identify links, similarities and differences between different histories;
4. identify links, similarities and differences between the local and the global;
5. predict possible futures on the basis of the above knowledge and determine how best to achieve the preferred future for the greater good;
6. develop life, career and wider study skills and an interest in lifelong learning by accessing the knowledge and developing the skills associated specifically with the study of History;
7. demonstrate problem-solving capabilities and be able to articulate them in a variety of ways, including creatively; and
8. develop values, attitudes and behaviours consistent with informed and positive global citizenship.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: A History Resource Guide (2,000 words or equivalent; 50%); Assessment task 2:. A History Unit Outline (2,000 words or equivalent; 50%).

Contact hours

3 hrs per week

Prerequisites

Minor sequence in History, EDF4118 Social and environmental education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5443 History Education B

Leader(s): Dr Z Pawlaczek

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

The aim of this unit is to provide a secondary teacher education specialism in health that has two foci: 1) on health education in the school context: and 2) developing teaching and learning in health for years 11 and 12. Study in this unit is underscored by the need to develop an understanding of the complex nature of health as part of a social model and the methods for teaching related fields in science, education, society and politics in terms of the interrelationship of individuals and groups throughout the lifespan.

Objectives

Upon successful completion of this unit students should be able to:

1. develop a study plan in Health and Health education that elicits a deep and detailed knowledge pool for the purpose of teaching;
2. critically analyse the importance of literacy, numeracy and oracy in the development of curriculum and pedagogy in Health education;
3. distinguish between knowledge acquisition and knowledge facilitation in Health education;
4. develop a critical position with respect to personal and cultural values as a construct of health;
5. design units of study pertaining to Health education for students in Year 11 or 12; and
6. explore the use of health informatics through multi-media.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Curriculum and pedagogy task (2,000 words; 50%); Assessment task 2: Oral exam (2,000 words or equivalent; 50%).

Contact hours

3 hours per week

Prerequisites

A minor sequence in health studies covering Health, Human Development, Family and Nutrition; and EDF4114 Health, outdoor and physical education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5491 Health education B

Leader(s): Dr M Henderson

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

The unit will be based on a number of broad objectives which will enable successful students to understand the scope of Information Technology education at the senior secondary levels including the issues of technology facilitated learning. It will further develop students' knowledge of the methods and teaching styles appropriate for information technology learning at all levels of secondary education. Students will gain familiarity with the resources and facilities available to the information technology teacher, and gain experience with the different ways in which information technology can be structured in schools.

Objectives

Upon successful completion of this unit students should be able to:

1. develop knowledge and understandings about appropriate teaching strategies for teaching and assessing technology at the senior levels in secondary schools;
2. develop skills of teaching and class management appropriate to the area of technology;
3. design and present projects as the major teaching and learning strategy for technology;
4. devise, organise and implement suitable programs of technology for each level of secondary schooling;
5. devise and implement procedures for assessing pupils' work in technology;
6. develop attitudes in valuing technology as an important new area of learning;
7. develop a commitment to the continued development and improvement of technology; and
8. develop both an instrumental and critical appreciation of technology.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Teaching Portfolio (1,000 words; 20%); Assessment task 2: Documentation and Report (3,000 words; 80%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in computer studies of information technology, and EDF4115 Information, communication technologies and new media.

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5457 Information technology/computing education B

Leader(s): Dr J Windle

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit builds on the basic underlying principles of foreign/second language education studied in Second Language Pedagogy. It incorporates a theoretical framework which underpins ways of approaching the teaching and learning of languages in monolingual and multilingual educational settings and focuses on a variety of techniques and strategies to trial with a range of language learners. The unit introduces pre-service teachers to current local and international curriculum documents and assessment requirements for languages.

Objectives

Upon successful completion of this unit students should be able to:

1. enable pre-service teachers in second/foreign languages to plan for and implement lessons in their language which engage learners and develop their cognitive, creative and linguistic skills;
2. evaluate existing commercial materials for their language;
3. demonstrate basic understanding of current curriculum frameworks and assessment requirements for languages;
4. plan interdisciplinary units of work which reflect their understanding of how communication and intercultural knowledge develop through classroom teaching and learning activities;
5. make effective use of ICT in language programs;
6. plan effective assessment tasks, both formative and summative, for secondary school language learners; and
7. use a range of learning materials, including games, songs, multimedia, to develop lexical and grammatical knowledge of secondary school language learners.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: A written critical evaluation (2,000 words; 50%); Assessment task 2: Development of an integrated unit of work (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

A major sequence (Post Year 12) in Chinese, French, German, Greek, Italian, Indonesian, Hebrew, Japanese or Korean plus proficiency in spoken and written language, and EDF4117 Second language pedagogy. Native speakers of the language may seek a statement of equivalence from a Victorian University, to verify that they meet the standard of a post year 12 major study.

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5487

Leader(s): Ms M Morgan

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit provides pre-service languages teachers with an overview of and general rationale for the teaching of a LOTE in primary schools. Students will consider a range of factors that impact on the establishment of a P-6 LOTE program and the integration of such a program within the larger school curriculum. The focus is mostly practical, emphasising the importance of planning and sequencing lessons. It builds skills in the development of integrated units of work and emphasises the importance of cross curricular planning involving classroom teachers. The course covers strategies for teaching in a range of primary school settings and primary language programs.

Objectives

Upon successful completion of this unit students should be able to:
1. Familiarize themselves with current language curriculum developments and their primary school pedagogical implications; 2. Develop awareness of the needs and interests of different student groupings in the primary school setting; 3. Develop lesson plans with clearly expressed objectives and appropriate sequencing of exercises and activities; 4.Design a variety of ways of developing the 4 macro-skills for communication individually and in combination; 5. Explore various strategies for monitoring and reporting on students' progress in language learning; 6. Develop a unit of work which encompasses strategies for a multi-level class and incorporates intercultural knowledge; and 7. Use their understandings about second language acquisition to reflect critically on their fieldwork experience.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Develop an integrated unit of work (2,000 words, 50%); Assessment task 2: An oral and written annotated bibliography of language classroom materials and resources, and of alternative approaches to teaching and learning in primary school language programs (2,000 words or equivalent; 50%).

Contact hours

3 hrs per week

Prerequisites

EDF4117 or EDF 5486 or EDF5488, A post-year 12 major in a language or its equivalent.

Co-requisites

EDF4411. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5489 Languages other than English (LOTE) education 2B

Leader(s): Ms S Venneri

Offered

Clayton Second semester 2009 (Day)

Synopsis

This is curriculum specialism unit is designed for students in the Graduate Diploma of Education and Bachelor of Education courses. It provides an introduction to the relationships between the teaching and learning of law-related education at secondary school level. Teaching strategies for VCE Legal Studies and Years 7 to 10 law-related topics will be explored. A number of practical activities will be undertaken during this unit.

Objectives

Upon successful completion of this unit students should be able to:

1. plan lessons to engage and motivate students with a range of abilities and interests;
2. employ and develop a range of teaching and learning strategies in an effective manner;
3. develop units of work and appropriate strategies to deliver these units;
4. select, draw on and evaluate a range of major text, non-text and electronic resources available to teachers and students;
5. design and employ accountable, flexible processes to monitor and assess student learning and progress; and
6. reflect on issues and trends in law-related education.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Report. (1000 words; 25%); Assessment task 2: Teaching Package (3000 words or equivalent; 75%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in legal studies, and EDF4111 Business education or EDF5432

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5433 Legal studies education B

Leader(s): Dr Tasos Barkatsas (Clayton)

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester (Open Learning) 2009 (Open Learning)
Gippsland Second semester 2009 (Off-campus)

Synopsis

In this unit students will be introduced to a range of issues associated with being a secondary Mathematics teacher. Issues examined include: the use of Information and Communication Technologies (ICT) in Mathematics, the learning and teaching of calculus and statistics and probability for senior students, how to assess student learning of mathematics, gender issues in the Mathematics classroom, how to cater for individual differences, and language and cultural dimensions in the learning of Mathematics.

Objectives

Upon successful completion of this unit students should be able to:

1. examine the Mathematics curriculum at all levels and its underpinning principles;
2. broaden their awareness of Mathematics as a subject to be learnt and to teach;
3. develop knowledge of appropriate teaching approaches and assessment methods for Mathematics;
4. explore the needs of various groups of students and consider the range of factors that can influence learning outcomes;
5. develop knowledge of the resources available to a teacher of Mathematics with an emphasis on the use of ICT;
6. further develop skills in planning Mathematics lessons; and
7. learn about aspects of school Mathematics that they may not previously have encountered.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Computer/calculator task (20%); Teaching round portfolio (20%) (1600 words; 40%); Assessment task 2: Contexts and Issues in Secondary Mathematics (2,400 words; 60%: Presentation - 40%; Report - 20%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in mathematics (Statistics is acceptable provided it is taken within a Mathematics Department), and (EDF4116 Mathematics & numeracy education OR EDF5454).

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5455 Mathematics Education B

Leader(s): Mr B Trbic

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is designed to prepare specialist teachers of Media Studies. It will develop students' understanding of current trends in Media education and investigate representation, narrative and ideologies in television, film, radio, print, the Internet and other media. Studies will include approaches to media production, children's media culture, media issues and critical readings within and outside the Media Studies curriculum. Students will draw upon their knowledge of these issues to design and implement sequential programs of lessons in Media Studies suitable for a range of levels and in accordance with the study design.

Objectives

Upon successful completion of this unit students should be able to:

1. understand the scope and purpose of Media Studies;
2. understand the role of Media Studies as a separate discipline and an integrated part of the curriculum;
3. understand how new media and technologies have impacted on education and the teaching of Media Studies;
4. develop the confidence and expertise to plan, resource, teach and assess Media Studies lessons;
5. develop units of work that meet the requirements of curriculum documents for years 7-10 and the post-compulsory years 11 and 12;
6. understand and implement the fundamental concepts of critical media literacy and its pedagogy; and
7. understand and teach the critical vocabularies and analytical tools of Media Studies.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Conference Workshop on Teaching Media Studies (2,000 words; 50%); Assessment task 2: Teaching Portfolio (2,000 words; 50%); Hurdle requirements: For on-campus students satisfactory attendance is 80%, for off-campus students this is replaced by completion of study questions and other on-line material.

Contact hours

3 hrs per week

Prerequisites

A minor sequence in media studies, drama, film, journalism or advertising; and EDF4112 English language and literature education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5477 Media studies B

Leader(s): Dr J Southcott

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This 6 point unit in the Graduate Diploma of Education (Secondary Education) or a Bachelor of Education. It builds on the EDF4110 Arts Education. Music education 1 extends the consideration of curriculum design and implementation. This will encompass current curriculum frameworks and syllabi taught in Victorian educational settings, informed by important music education curricular approaches, such as Kodly and Orff. There will be a focus on developing curricula for middle school elective music programs, such as music technology, film music, popular music, and multicultural music. Underpinning these will be the basic tenets of music education: audition, composition and performance.

Objectives

Upon successful completion of this unit, students should be able to:

1. develop, prepare and evaluate effective learning episodes in school music education;
2. interpret, critique and implement curricula in which school music education is embedded; and
3. understand the principles of composition, audition and performance as underpinning all effective school music education.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Analysis of learning context (2,000 words or equivalent; 50%). Assessment task 2: Unit of work (2,000 words or equivalent; 50%).

Contact hours

3 hrs per week

Prerequisites

A major sequence in music and appropriate practical skills (equivalent to AMEB Grade VI); and EDF4110 Arts education.

Co-requisites

EDF4418 Music education 2. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5451 Music education 1B

Leader(s): Dr Jane Southcott

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

Music education 2 introduces the most common musical instruments taught in class music education: the recorder, guitar and the keyboard laboratory. This will be informed by a consideration of influential music education curricular approaches, such as the Dalcroze and Suzuki methodologies and Alexander Technique and performance tension. There will also be a focus on school music ensembles and instrumental programs. Students will also undertake the development and presentation of a school musical or equivalent project.

Objectives

Upon successful completion of this unit, students should be able to:

1. explore classroom instrumental techniques and their effective use in classroom teaching practices;
2. understand how school music ensembles and performances are successfully undertaken; and
3. consider music educational approaches that support the school music program.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Analysis of learning context (2,000 words or equivalent; 50%). Assessment task 2: Unit of work (2,000 words or equivalent; 50%).

Contact hours

3 hrs per week

Prerequisites

A major sequence in music and appropriate practical skills (equivalent to AMEB Grade VI). EDF4418 Music 2 can only be taken in conjunction with EDF4417 Music 1.

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5453 Music education 2B

Leader(s): Mr G Lancaster

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit aims to prepare students to teach Physics in secondary schools and colleges both as a specialist unit in senior years (Year 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is to introduce beginning teachers to a wide variety of teaching strategies, skills and techniques useful in the secondary classroom designed to assist and enhance student conceptual development and understanding of the subject.

Objectives

Upon successful completion of this unit students should be able to:

1. interpret, critique and implement the language, content and assessment methods in the senior Physics curriculum documents useful in contemporary physics teaching in post primary schools;
2. develop a capacity and confidence to effectively communicate their Physics knowledge using a range of appropriate methods, while encouraging purposeful and critical thinking in their students; 3, access and develop a diverse range of effective teaching strategies useful in Physics and General Science education, and design engaging authentic tasks suitable for the diverse social and cultural backgrounds of their prospective students;
3. research for and design a unit of work suitable for teaching a topic from their local senior Physics curriculum and critically reflect on their own professional practice and its importance for effecting improvement; and
4. access and employ a variety of suitable assessment and monitoring procedures aimed at evaluating the effectiveness of students to meet the intended learning outcomes of the Physics curriculum framework.

Assessment

This unit is graded Pass Grade Only (PGO);
Assessment task 1A: Reflective journal and Discussion problems (1,200 words; 30%). Assessment task 1B: Multimedia task (800 words; 20%). Assessment task 2: Written assignment: (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in physics, EDF4113 General science education

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5467 Physics education B

Leader(s): Mr S Keast

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This is a 6 point unit for students undertaking the fourth year of Bachelor of Education/Graduate Diploma in Education (Secondary). This unit focuses on content, pedagogy and the interrelationships between them. It provides students with opportunities to develop their science knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on their past, as well as providing new experiences. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Objectives

Upon successful completion of this unit students should be able to:

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science;
2. translate conceptual ideas and processes about science into classroom learning activities for students;
3. develop an understanding of the variety of assessment techniques available for use in science education classrooms;
4. explore ways of facilitating student's in their explorations of their own questions and investigations;
5. evaluate and reflect on their past and present science education experiences; and
6. develop, through the exploration and experience of a variety of learning and teaching strategies, a personal approach to teaching science.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Case study Evaluation: (2,000 words or equivalent; 50%). Assessment task 2: Assignment: (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in General Science, which includes at least two of Biology, Chemistry, Earth Science/Geology and Physics OR a minor sequence in Biology, Chemistry, Earth Science/Geology and Physics together with a part in another of these areas., and EDF4113 General science education or EDF 5458

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5459 Science education B

Leader(s): Dr E Tudball (Clayton), Assoc. Prof. T Taylor (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit aims to continue to prepare students to become effective and knowledgeable Social Education teachers through the development of understanding of further strategies and pedagogy appropriate for teaching Social Education studies in years 7 to 12. The major focus will be on Social Education subjects in the senior years of schooling and how the curriculum areas of Civics and Citizenship, Politics, International studies, Studies of Asia and Values Education are being developed in Australia and internationally.

Objectives

Upon successful completion of this unit students should be able to:

1. further develop appropriate strategies and techniques for teaching Social Education studies in any school setting;
2. devise, adapt, interpret and use curricula, units, and learning materials to enhance your classroom strategies in schools;
3. develop an understanding of teaching and learning in Social Education studies at the senior school level;
4. demonstrate an understanding of contemporary trends in Social Education teaching in Australia and internationally; and
5. explore and develop effective ways of teaching and professional learning after pre-service teacher education.

Assessment

This unit is graded Pass Grade Only (PGO); This unit will require students to complete two assignments closely connected to the objectives: Assessment task1: Reflective analysis of teaching and learning experiences (2.000 words; 50%). Assessment task 2: Development of a unit of work (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

Minor sequence in Social Science (e.g. Anthropogy, Cultural Studies, Economics, Environmental Studies, Geographyl History, Legal Studies, Philosophy, Politics, Sociology together with a part in another of these areas of study); and EDF4118 Social and environmental education or EDF5444

Prohibitions

EDF 5445 Studies of society and environment (SOSE) education B

Leader(s): TBA

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester (Open Learning) 2009 (Open Learning)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This curriculum specialism unit aims to prepare students to teach outdoor education both in the field and in the classroom. The historical, philosophical and pedagogical foundations of outdoor education will be examined with a focus on teaching and curriculum unit development. A range of curriculum and pedagogical issues relevant to the delivery of outdoor education in schools via VCE Outdoor and Environmental Studies and outdoor education within VELS (Victorian Essential Learning Standards) will be examined. Students are expected to be able to demonstrate the ability to critically reflect upon their teaching practice.

Objectives

Upon successful completion of this unit students should be able to:

1. to plan curriculum units of study within a school setting;
2. implement effective strategies for classroom and field based teaching;
3. demonstrate knowledge of issues relating to the management and resourcing of the subject within a school setting;
4. demonstrate knowledge of the philosophical and historical development of Outdoor Education;
5. demonstrate knowledge of the VCE Outdoor and Environmental Studies and outdoor education within VELS (Victorian Essential Learning Standards);
6. develop an appreciation of the curriculum issues unique to Outdoor Education; and
7. demonstrate the ability to critically reflect upon their teaching practices in Outdoor Education in a school environment.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Essay (2,000 words; 50%).Assessment task 2: Portfolio (2,000 words: 50%). Hurdle requirements: A minimum attendance requirement for classes of 80% for On-campus students.

Contact hours

3 hrs per week

Prerequisites

One year of study in Outdoor Education, which includes environmental studies and outdoor recreational activities, and (EDF4114 Health, outdoor and physical education or EDF5482)

Prohibitions

EDF5483

Leader(s): Dr T Brown

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester (Open Learning) 2009 (Open Learning)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This curriculum specialism unit prepares students to teach school physical education from Years 7-12. The unit will provide historical, philosophical and pedagogical foundations of physical education which will be examined through critically reflective inquiry of contemporary perspectives and paradigms of practice. Issues relevant to physical education such as embodied learning, teachers and teaching (e.g. fieldwork practice) and local and global curriculum (e.g. VELS, VCE) will be examined. This unit requires students to undertake a supervised teaching fieldwork placement.

Objectives

Upon successful completion of this unit students should be able to:

1. demonstrate knowledge of the philosophy, history and contemporary status of school physical education;
2. demonstrate knowledge of the VCE Physical Education and physical education within VELS (Victorian Essential Learning Standards);
3. develop, design and plan curricula, units and lesson plans developmentally appropriate for Years 7-10 (VELS)/Years 11-12 (VCE);
4. examine and critically reflect on local and global physical education curriculum documents, eg Victorian Essential Learning Standards, New Zealand HPE, British NCPE;
5. appreciate the complex interrelationships between school physical education, school/community sport, physical activity and movement and how these contribute to the development of healthy/educated lifestyles;
6. examine the range of unique contemporary issues facing physical education and teachers of physical education;
7. develop an insight into the importance of professional development in a changing society;
8. critically reflect upon their teaching practices in Physical Education in a school environment.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: essay (2,000 words; 50%). Assessment task 2: Negotiated critical reflection (2,000 words; 50%). Hurdle requirement: A minimum attendance requirement for classes of 80% for On-campus students

Contact hours

3 hrs per week

Prerequisites

One and a half years of study in appropriate Physical Education discipline and skill areas, EDF4114 Health, outdoor and physical education or EDF5484

Prohibitions

EDF5485 Physical education B

Leader(s): TBA

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

The aim of this unit is to prepare students to teach Psychology in secondary schools. This will include both Middle School Psychology and VCE Units 1-4. Students will design, implement and evaluate effective curriculum and teaching programs. Various teaching and learning strategies will be modeled and explored throughout the semester and students will be required to complete practical assessment tasks.

Objectives

Upon successful completion of this unit students should be able to:

1. understand the nature and scope of Psychology as it is taught in secondary schools and the diverse range of students who study it;
2. demonstrate skills in teaching various components of both Middle School and VCE Psychology courses (including developing appropriate curriculum units; planning and organising classroom lessons; using a variety of teaching strategies; selecting and utilising appropriate resources; and assessing and reporting student learning);
3. foster an interest in, and positive attitude toward, the understanding of human development and behaviour; and
4. appreciate the importance of ethical issues in teaching and research involving human and animal subjects.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: A unit of work including lesson plans, lesson observation task, use of learning technologies, classroom activities and assessment items (2,000 words; 50%); Assessment task 2: A compilation of curriculum resources to support one area of a senior Psychology curriculum (such as Unit 1,2, 3 or 4 in VCE Psychology) (2,000 words or equivalent; 50%) Hurdle requirements: The subject requires attendance and participation in class sessions (lectures, seminars, workshops, excursions etc.); and Student participation in the unit is vital and an 80% attendance requirement for on-campus students and 80% on-line participation for off-campus students is required.

Contact hours

3 hrs per week

Prerequisites

Minor sequence in psychology or behaviour studies

Prohibitions

EDF5469 Psychology education B

Leader(s): Dr C Peers (Clayton)

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit is designed to enable pre-service teachers to develop an understanding of the ways in which visual art pedagogy can be approached, and the corresponding nature of professional identity for the specialist art teacher. The emphasis is on exploring the concepts that have traditionally underpinned classroom practice in the visual arts, and on offering students opportunities to identify with the professional responsibilities specific to learning and teaching in the disciplines that inform visual art curriculum practice.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand the structural issues relevant to lessons and units-of-work in the visual arts;
2. critically determine and select appropriate content for units of work in the visual arts;
3. devise relevant tasks and activities for teaching and learning in the visual arts;
4. identify important pedagogical issues in visual arts educational theory; and
5. apply critical theoretical and conceptual issues to specific examples of visual arts curriculum practice.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment Task 1: Research Task: Structural issues in visual arts curriculum (2,000 words; 50%). Assessment Task 2: Research Presentation (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

A major study in relevant area(s) of Visual Arts (eg photography, sculpture, drawing, ceramics, multimedia) which includes at least one quarter of a year of practical Arts content. And EDF4110 Arts education

Co-requisites

EDF4426 Visual Arts 2 can only be taken in conjunction with EDF4425 Visual Arts 1

Prohibitions

EDF5479 Visual art education 1B

Leader(s): Dr C Peers (Clayton)

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit builds on coursework undertaken in Visual Art Education 1, and is a specialist education unit in the Graduate Diploma of Education (Secondary). It offers a specific focus on methods of curriculum evaluation in visual arts, for those seeking to specialize as secondary Visual Arts teachers. In addition, it explores a range of issues with respect to curriculum theory and design that are specific to aesthetic education, including a discussion of the inter-disciplinary relationships between artists and art teachers, and their impact for the ways in which the curriculum operates, and for concepts of the art student.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand the structural issues relevant to curriculum evaluation in the visual arts;
2. critically determine and select appropriate evaluation mechanisms in the visual arts;
3. devise relevant tasks and activities for teaching and learning in the visual arts;
4. identify important pedagogical and aesthetic issues in visual arts educational theory; and
5. apply critical theoretical and conceptual issues to specific examples of visual arts curriculum practice.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment Task 1: Research Task (2,000 words; 50%). Assessment Task 2: Research Presentation (2,000 words; 50%).

Contact hours

3 hrs per week

Prerequisites

A major study in relevant area(s) of Visual Arts (eg photography, sculpture, drawing, ceramics, multimedia) which includes at least one quarter of a year of practical Arts content. EDF4110 Arts education or EDF5480

Co-requisites

Visual Arts 2 can only be taken in conjunction with EDF4425 Visual Arts 1

Prohibitions

EDF5481 Visual art education 2B

Leader(s): Ms A Forsyth

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester (Open Learning) 2009 (Open Learning)

Synopsis

EDF4427 Business Management builds on the knowledge, skills and behaviours learned in the first semester unit EDF4111 Business Education and explores relevant issues, pedagogy and professional requirements essential for teachers of Business Management and related studies in the twenty-first century classroom. Students will explore the Victorian Certificate of Education (VCE) Business Management Study Design as an exemplar of course requirements associated with the teaching and learning of Business Management and related studies at the post compulsory level.

Objectives

Upon successful completion of this unit students should be able to:

1. demonstrate sound knowledge of relevant discipline areas associated with the teaching and learning of Business Management and related subjects (such as Enterprise Education);
2. select and evaluate appropriate Business Management teaching and learning resources;
3. motivate and engage students in their learning of Business Management and associated studies;
4. set clear, challenging and achievable goals for students in their learning of Business Management and associated studies;
5. use a range of teaching styles, procedures and technologies appropriate to best practice teaching and learning of Business Management and associated studies;
6. use assessment tasks that are purposeful and relevant to the teaching and learning Business Management program and the learning needs of students;
7. use a variety of assessment and reporting methods to regularly monitor student learning progress.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment Task 1: Assessment folio (1,000 words; 25%). Assessment Task 2: Learning and Teaching Plan (unit of work) including reflection, (3,000 words; 75%).

Contact hours

3 hrs per week

Prerequisites

A minor sequence in management (generally as part of a business degree), EDF4111 Business education or EDF5494

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5495 Business management education B

Leader(s): Mr P Forgasz

Offered

Clayton Second semester 2009 (Day)

Synopsis

EDF4428 Jewish studies education in Semester 2 builds on the study in Semester 1 of EDF4119 The world of Jewish education. The primary purpose of this unit is to introduce students to the knowledge, skills, values and attitudes that underpin the teaching and learning of the various subject areas which fall under the generic heading of Jewish Studies. This unit deals with various topics, themes and issues related to the teaching of Jewish Studies in the secondary school. In addition to various pedagogical "hands-on" aspects of teaching Jewish Studies, the unit will also deal with issues and themes of a more philosophical or theoretical nature.

Objectives

Upon successful completion of this unit students should be able to:

1. plan and teach sequences of Jewish Studies lessons;
2. develop a range of techniques and strategies appropriate to the teaching of particular Jewish Studies subjects;
3. apply information and communication technologies (ICT) to the teaching of Jewish Studies subjects;
4. make appropriate judgments about the suitability and use of various teaching and learning materials and resources;
5. appreciate the relevance of Jewish educational research to the teaching of Jewish Studies; and
6. apply knowledge from other units dealing with more general aspects of educational practice to the teaching of Jewish Studies.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: A unit of work for the classroom (2500 words - 60%). Assessment task 2: A review essay (1500 words - 40%);

Contact hours

3 hrs per week

Prerequisites

A minor sequence in Jewish Studies within a tertiary degree or equivalent; and (EDF4119 The world of Jewish education or EDF5472)

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5473 Jewish studies education B

Leader(s): Dr J Miller (Clayton)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit builds on the concepts and practices introduced in EDF4117 Second language pedagogy, including discussion and application of current theories of second language acquisition. There is a recognition that ESL teaching takes place in different contexts, settings and programs, ranging from intensive on-arrival language centres to similar needs mainstream classes. Students learn to assess the language needs of English-as-a-second-language (ESL) and non-English speaking background (NESB) learners. Students also use a variety of different approaches to develop their own materials and teaching activities to meet the diverse language, cultural and educational needs of these learners.

Objectives

Upon successful completion of this unit students should be able to:

1. access and develop materials and teaching activities which meet the diverse needs of ESL and NESB learners;
2. plan engaging lessons and units of work using language-related goals and objectives;
3. assess the language needs of ESL and NESB learners;
4. generate optimal conditions for language learning;
5. evaluate the effectiveness of various ESL programs;
6. appreciate the diverse cultural and language backgrounds of ESL learners and demonstrate sensitivity to differences between learners' cultures and that of the wider Australian community; and
7. demonstrate an awareness of the need to collaborate with colleagues to promote a whole-school approach to the language needs of ESL and NESB learners.

Assessment

This unit is graded Pass Grade Only (PGO); Assessment task 1: Part 1: An annotated bibliography (1,000 words; 25%) (Objectives 1, 2, 7); Part 2: An evaluation of curriculum documents and/or ESL programs (1,000 words; 25%) (Objectives 1, 5); Assessment task 2: A unit of work (2,000 words; 50%) (Objectives 1, 2, 3, 4).

Contact hours

3 hrs per week

Prerequisites

Applicants must have a high level of proficiency in both spoken and written English (Some English and/or Linguistics at tertiary level is desirable), and (EDF4117 English language and literacy education or EDF 5448)

Co-requisites

Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5449 English as a second language (ESL) education B

Leader(s): Dr S Webster (Clayton); Ms H Haworth (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

The emphasis in the unit is on the nature of the curriculum as it is enacted in the classroom and its connection to whole-school, community practices and global concerns including philosophical, moral and political dimensions. The implications of connecting the curriculum in order to address a variety of concerns relate to the professionalism of the educator, her pedagogy and assessment practices. In
association with the practicum, students are required to critically evaluate, apply and imagine curriculum ideas that enable teachers to teach in educative settings. The unit will draw on contemporary curriculum developments internationally and in Australia including: nationalising the curriculum, who actually controls the curriculum, making the curriculum educative, curriculum integration, and community-based curriculum.

Objectives

Upon successful completion of this unit, pre-service students should be able to:

1. develop a critical perspective on historical and contemporary curriculum ideas;
2. understand the notion of an educative curriculum and be able to critique the notion of the disciplines and inter-disciplinary studies;
3. understand the implications of the philosophical and political dimensions of the curriculum and how these impact pedagogical and assessment practices; and
4. apply these understandings by constructing a robust critique of a current curriculum practice.

Assessment

Two written assignments 2 x 50% (equivalent to 2000 words each).

Contact hours

3 (max) contact hours per week

Prerequisites

Enrolment in pre-service teacher education qualification Bachelor of Education or Graduate Diploma of Education.

Leader(s): Dr M-T Jensen

Offered

Clayton First semester 2009 (Day)

Synopsis

One in four learners in Australian schools comes from a home where the main language is other than English. If these learners are to experience equal educational opportunities and achieve equal educational outcomes, they need support in their language and literacy development and an environment that is conducive to their learning across all subject areas. This unit aims to provide mainstream subject teachers with the appropriate skills to meet the needs of non-English speaking background learners through developing an understanding of the language related-needs of these learners and of ways of meeting these needs.

Objectives

Upon successful completion of this unit, pre-service students should be able to:

1. enhance understandings of the language-related needs of learners from non-English speaking backgrounds and of ways of meeting those needs
2. develop awareness of approaches to learning materials and teaching practices which take account of the diversity in cultural backgrounds and experiences of learners in all classes across the school curriculum
3. develop collaborative working relationships between learners in different subject areas
4. increase awareness among subject teachers of the needs of ESL learners and the ways in which subject teachers and ESL specialists can work together to meet these needs.

Assessment

Assessment Task 1: Reading log (3000 words; 70%) and Assessment Task 2: Practical application - development of materials and pedagogical approaches (1000 words equivalent; 30%)

Contact hours

3 (max.) contact hours per week

Prerequisites

Enrolment in pre-service teacher education qualification Bachelor of Education or Graduate Diploma of Education

Prohibitions

EDF5448

Leader(s): Dr L Kronborg (Clayton), Dr M Plunkett (Gippsland)

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

This unit provides a framework for students to understand giftedness and the practices associated with gifted education from a theoretical perspective, and through the assessment tasks provides opportunities for both critically reflective appraisal and practical application of new understandings. It requires students to critically examine current understandings and practices relating to teaching highly able students from a national and international perspective. A focus of the unit is on development of differentiated curricula to engage all ability levels and gifted students in particular.

Objectives

Upon successful completion of this unit, students should be able to:

1. examine their beliefs about giftedness and gifted behaviour and critique these in relation to research findings;
2. identify issues and practices associated with identification of and provision for gifted students;
3. reflect on and evaluate the theory and practice relating to pedagogical and organisational strategies associated with the field of gifted education;
4. interpret and utilise models used in a range of national and international settings to cater for gifted student; and
5. explore and develop differentiated instructional strategies and curricula which challenge a range of abilities and are suitable for mainstream classrooms

Assessment

Assessment task 1: Reflective journal (3,000 words, 70%) and Assessment task 2: Practical application - a differentiated curriculum unit (1,000 words, 30%)

Contact hours

3 (max) contact hours per week

Prerequisites

Enrolment in pre-service teacher education qualification Bachelor of Education or Graduate Diploma of Education

Prohibitions

EDF4241

Leader(s): Dr Z Ma Rhea

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)

Synopsis

This unit studies the provision of formal schooling for Indigenous and traditional peoples. Students will examine education policies and practices which focus on strategies for achieving high quality teaching and learning outcomes. Students will investigate the role of education internationally in the preservation and maintenance of Indigenous and traditional societies, the potential for Indigenous and traditional education systems to partner with formal schooling provided by the nation state, issues pertaining to the retention and maintenance of Indigenous and traditional knowledge in schools, and strategies to improve education outcomes for Indigenous students in mainstream schooling.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand the terms 'Indigenous' and 'Traditional' as they pertain to education and schooling;
2. explore the role of education in nation building and the place of Indigenous and local non-Western traditional education claims within nation building;
3. identify issues pertaining to the retention and maintenance of indigenous and non-Western traditional knowledge through education;
4. understand current thinking on intellectual property rights as these rights pertain to indigenous peoples and local communities;
5. identify the role of international organisations in protecting, preserving and maintaining Indigenous and non-Western traditional education systems;
6. describe the ways in which these concepts are related to each other and to contemporary forces of globalization and technologisation; and
7. apply this knowledge when developing educational content in their area of expertise.

Assessment

Assessment task 1: Written project (2,000 words, 50%); Assessment task 2: Photographic and reflective journal (2,000 words, 50%)

Contact hours

3 (max) contact hours per week

Prerequisites

Enrolment in pre-service teacher education qualification, Bachelor of Education or Graduate Diploma of Education, BAL & D or by special permission.

Leader(s): Mr J Pardy

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)

Synopsis

The unit explores the growing emphasis on developing capacity in the workplace as a key platform of vocational education and training policy reform in Australia and overseas in recent decades. The unit will draw on workplace learning as it manifests within school curriculum as well as the ways in which teachers experience this in the school as workplace. Students will be introduced to the rationale for the introduction of vocational curriculums in schools and their connection to curriculum programs within them.

Objectives

Upon successful completion of this unit, students should be able to:

1. understand the social and economic rationale for the emphasis on vocational learning curriculums in schools;
2. critically evaluate the implications of vocational learning and competency-based curriculum on teaching and learning in schools;
3. identify the implications of such curriculums for developing workplace learning in schools and other settings; and
4. locate the school as a site of workplace change and workplace learning and explore the role of schools with respect that change and that learning.

Assessment

Assessment task 1: Critical evaluation of a vocational curriculum in schools (2000 words, 50%); and Assessment task 2: Reflection and analysis on workplace learning (equivalent 2000 words, 50%)

Contact hours

3 (max) contact hours per week

Prerequisites

Enrolment in pre-service teacher education qualification Bachelor of Education or Graduate Diploma of Education

Leader(s): Dr M Plunkett (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

Objectives

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

1. link their theoretical understandings of pedagogy and curriculum to teaching practice;
2. reflect on how resources can help to create rich and engaging learning environments;
3. reflect on and respond to advice from their peers, supervising teachers and University mentor on their development as effective teachers;
4. develop a range of teaching approaches to encourage effective student engagement and learning.

Fieldwork

EDF4730 Professional experience 1A and EDF4731 Professional experience 1B together require 25 days of placement

Assessment

1. Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4730 Professional experience 1A and EDF4731 Professional experience 1B.
2. Practicum Experience Portfolio Part 1A (equivalent to 1000 words) for EDF4730 Professional experience 1A.
All assessment is Pass Grade Only

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions either through face-to-face or online forums.

Leader(s): Dr M Plunkett (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland First semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit, students are encouraged to reflect on their learning experiences in the secondary school context, with a focus on developing their professional knowledge, practice and engagement in line with expected professional standards. This includes knowledge of and demonstration of a professional code of ethics in their relations with students, colleagues, family members and the community. During and after the practicum, students will think about their professional learning and discuss their progressive development with their peers, school supervisors and university mentor in either face to face or online forums. They will develop a practicum folder to document their reflections and to form a record of their developing ability to reach the standards expected of graduating teachers.

Objectives

Upon successful completion of this unit, which includes professional experience in schools, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:

1. develop and reflect on strategies that demonstrate empathy, positive regard for, and

2. regard all students as capable of learning and demonstrate an understanding of and

3. identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning;
4. develop and reflect on strategies that acknowledge and cater for diverse cultural, religious and socio-economic factors influencing students.

Fieldwork

EDF4730 Professional experience 1A and EDF4731 Professional experience 1B together require 25 days of placement

Assessment

(1) Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4730 Professional experience 1A and EDF4731 Professional experience 1B.
(2) Practicum Experience Portfolio Part 1B (equivalent to 1000 words) for EDF4731 Professional experience 1B.
All assessment is Pass Grade Only.

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions either through face-to-face or online forums.

Leader(s): Dr W Sutherland-Smith (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

Objectives

Upon successful completion of this unit, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:
a. link their theoretical understandings of pedagogy and curriculum to teaching practice;
b. become familiar with a variety of resources to create rich and engaging learning environments;
c. be aware of assessment processes and procedures to support students' learning;
d. reflect on and respond to advice from their supervisor teacher and University staff
e. develop critical awareness of relevant curriculum documents;
f. utilise a range of teaching approaches in diverse learning environments;
g. undertake a range of teacher responsibilities; and
h. develop and sustain professional working relationships with colleagues.

Fieldwork

EDF4733 Professional experience 2A and EDF4734 Professional experience 2B together require 25 days of placement.

Assessment

(1) Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4733 Professional experience 2A and EDF4734 Professional experience 2B.
(2) Practicum Experience Portfolio Part 2A (equivalent to 2000 words) for EDF4733 Professional experience 2A.
All assessment is Pass Grade Only.

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions

Leader(s): Dr W Sutherland-Smith (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Gippsland Second semester (Open Learning) 2009 (Open Learning)

Synopsis

In this unit, students extend their experience in the secondary school context with a focus on the practice of teaching in their curriculum specialism areas. A range of specific teaching approaches are developed within the teaching and learning relationship, including lesson planning, observation, assessment and reflection and evaluation of practice. Within the context of this unit, pre-service teachers will be supported to apply their developing pedagogy, their understandings, knowledge and skills of teaching in a safe and inclusive learning environment under the guidance of a supervising teacher within a school.

Objectives

Upon successful completion of this unit, students will draw on their developing theoretical and practical understandings of the learning/teaching context in order to:
a. link their theoretical understandings of pedagogy and curriculum to teaching practice;
b. become familiar with a variety of resources to create rich and engaging learning environments;
c. be aware of assessment processes and procedures to support students' learning;
d. reflect on and respond to advice from their supervisor teacher and University staff
e. develop critical awareness of relevant curriculum documents;
f. utilise a range of teaching approaches in diverse learning environments;
g. undertake a range of teacher responsibilities; and
h. develop and sustain professional working relationships with colleagues.

Fieldwork

EDF4733 Professional experience 2A and EDF4734 Professional experience 2B together require 25 days of placement.

Assessment

(1) Satisfactory completion of supervised Practicum Program of between 10 and 15 days to a total of up to 25 days between EDF4733 Professional experience 2A and EDF4734 Professional experience 2B.
(2) Practicum Experience Portfolio Part 2B (equivalent to 2000 words) for EDF4734 Professional experience 2B.
All assessment is Pass Grade Only.

Contact hours

Students will be expected to participate in introductory sessions, practicum and debriefing sessions

Leader(s): Dr Z Ma Rhea

Offered

Not offered in 2009

Synopsis

Unit introduces the field of professional development and leadership at work, examining societal trends that have drawn attention to the importance and value of ongoing professional learning and theories of Leadership in relation to career development. It introduces the core body of theories and practices traditionally associated with needs and requirements of adult learning, and Leadership. Concepts, principles and styles of leadership, high performance and career development of adult learners will be explored. Professional development will be theorised with reference to changing responsibilities and values and their relationship to organisational leadership and personal career development

Objectives

Upon successful completion of this unit students should be able to:

1. demonstrate an understanding of the broad traditions and philosophical approaches in ongoing professional development;

2. situate key terms and theories utilized in professional development;

3. develop insight into career development goals and the main organisational drivers associated with ongoing adult learning at work; and,

4. gain confidence and ability in using literature and theory to reflect on professional practice.

5. have developed knowledge and understanding of the concepts of leadership, the theories and practice of leadership.

6. be able to apply these theoretical concepts and demonstrate skills by having developed their own philosophy of leadership;

7. be able to show the ability to lead a range of different activities utilising various styles as appropriate in selected work situations with strong links to career development.

Assessment

A set negotiated workshop presentation activities (including a poster presentation (1,500 word equivalent), based on the workplace issues of the participants (5,000 word equivalent)
A Reading Report (1,000 word equivalent)
One essay of 2,000 words

Contact hours

4 hours face to face (and 20 hours study time)

Prohibitions

EDF2801, EDF2604

Leader(s): Associate Professor J Gray

Offered

Not offered in 2009

Synopsis

This unit introduces the student to both project management and resource management in organisational settings. The unit will focus on a broad range of aspects of resource management but will pay particular attention to human capital investment examining the theories and practices of recruitment, role objectives, the work environment, conflict resolution, performance review, and employee learning and development. The unit will further explore the organisational tensions between delivery of product to market, sustainable resource management and the growing of human capital, examining the implications of triple bottom line reporting for viable long-term financial success of an organisation.

Objectives

Upon successful completion of this unit students should:

1 have an understanding of the concepts of resource management, both human and non-human;

2 be able to demonstrate their philosophy of resource management taking into account triple bottom line reporting;

3 be able to demonstrate their approach to both human and non-human resource management linking their understanding to the previous units of work;

4 be able to show evidence of their developing understanding of the importance of human resource learning and development in their organization

5 have an understanding of the nature and origins of project management, and its application in contemporary contexts;

6 acquired an understanding of the main principles, strategies, tools and processes for planning, implementing, and controlling projects; and

7 developed the basic practical skills necessary for planning and managing projects.

Assessment

Assignment 1: Class workshop activities and presentations (4000 word equivalence): 50%
Assignment 2: A Project Report (2,000 word equivalence): 25%
Assignment 3: An essay on Learning and HR Development (2,000 words): 25%

Contact hours

4 hours face to face (and 20 hours study time)

Prohibitions

EDF3805

Leader(s): Dr A Cutter-MacKenzie (Peninsula) + Dr M Dyson (Gippsland)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit introduces the practice of teaching in primary schools. Specific teaching techniques, such as making observations, asking questions and providing explanations are introduced and refined in contexts of practice. The appropriateness of these for different children and learning environments is critiqued. Utilising information and communication technologies, in planning for and delivering sessions form part of this unit. The fieldwork component provides opportunity for students to put these techniques into practice.

Objectives

Upon successful completion of the unit, the students should have acquired an appreciation of themselves as learners and how classrooms can be places where teachers as well as children can learn [professional issues]; techniques in making observations, giving directions, asking questions and providing explanations, developed and refined in contexts of practice [techniques and skills]; skills in planning and managing small group learning sessions, including ICTs utilized for these purposes [planning and management].

Assessment

1) Satisfactory completion of Practicum Program of up to 25 days
2) Professional Portfolio Part 1 (equivalent to 1500 words
3) ICT in Education Folio of Practical Activities (1500 words). All assessment is Pass Grade Only

Contact hours

3 hours per week

Leader(s): Ms V Graeme (Peninsula) + Dr Michael Dyson (Gippsland)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit continues to focus upon the practice of teaching in primary schools. Specific teaching techniques, such as lesson planning, making observations, incorporating assessment and evaluating (reflecting upon) practice are refined in contexts of practice. The fieldwork component provides further opportunities for students to put these techniques into practice.

Objectives

Upon successful completion of the unit, the students should have refined: an appreciation of themselves as learners and how classrooms can be places where teachers as well as children can learn; techniques in lesson planning, making observations, incorporating assessment and evaluating practice [techniques and skills]; skills in planning, managing and creating structured learning environments, including ICTs utilised for these purposes [planning and management].

Assessment

1) Satisfactory completion of Practicum Program of up to 25 days 2) Professional Portfolio Part 2 (equivalent to 2000 words)). All assessment is Pass Grade Only.

Contact hours

3 hours per week

Leader(s): Dr David Zyngier (Peninsula) + TBA (Gippsland)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit will consider the issues of how teachers can best recognize and engage with difference of learners 5 -12 years. A range of theories of development and learning and the implications for teaching practice in the primary school setting will be explored. The unit prepares pre-service teachers to critically reflect on their understanding and knowledge of learner development in the context of cultural knowledges as a basis for identifying and responding to group and individual difference and development in socially just ways.

Objectives

Upon successful completion of this unit, students should have acquired an understanding of learning theories and frameworks within the context of recognition and engagement with student difference and diversity; principles and strategies for effective learning and teaching with specific reference to child development, values, beliefs and group identity; skills in planning and managing individual, small group and sequential learning sessions, including means of assessing and reporting what students learn.

Assessment

Case Study (Equivalent to 2400 words): 60%
Seminar Paper (Equivalent to 1600 words): 40%

Contact hours

3 hours per week

Leader(s): Dr David Zyngier (Peninsula) + Dr Michael Dyson (Gippsland)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit introduces the importance of building connections between the learner, the school and community in which the learner is situated whether within Australia or elsewhere. The unit particularly takes a cross-curriculum perspective through exploring the nature and language of school content knowledge. Specifically, student teachers will make connections between different ways of knowing, thinking and engagement with the social world. A variety of pedagogies will be critiqued in the context of evaluation, assessment and reporting but also in relation to the contributions of specific pedagogy to knowledge integration (across the curriculum) and to making connections beyond the classroom.

Objectives

Upon successful completion of this unit, students should have acquired a variety of pedagogical approaches aimed at making connections between different ways of knowing, thinking about and engaging with the world; an understanding of learning theories and frameworks within the context of the connections between the family, the child, the community and schooling in a range of cross-cultural contexts; skills in planning and managing whole group sessions, including critical knowledge of pedagogical approaches, curriculum design and assessment and evaluation issues specific to the 5 - 12 year old learner.

Assessment

Case Study (Equivalent to 1800 words): 45%
Teaching Plan (Equivalent to 2200 words): 55%

Contact hours

3 hours per week

Leader(s): Ms J Williams (Peninsula) + Dr J Rennie (Gippsland)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit provides students with an understanding of the role and nature of literacy in the primary school. Students will explore the interface between home and school literacy practices, within the context of culturally and linguistically diverse children, socially and economically disadvantaged families and the gendered nature of language and literacy. The multiple literacies which are embedded within these sociocultural and linguistic communities will be critiqued. Students will examine their own experiences and beliefs in relation to the theories of others. A range of appropriate pedagogical strategies will be used to develop students understanding of ways to enhance children's learning.

Objectives

On completion of this unit students should:

• be able to critically examine personal assumptions about language and literacy learning;
• be able to provide a rationale for the inclusion of literacy in the primary school curriculum;
• have a deepened appreciation of the similarities and differences between home and educational settings on children's learning;
• be able to take a more informed position on the various roles others play in children's language and literacy development and learning;
• become more familiar with the different views on and theories about, children's language and literacy development and learning.
• be able to use a range of learning and teaching strategies to develop children's literacy understandings.
• be familiar with the use of pedagogical documentation as a tool for learning and teaching.

Assessment

Literacy Folio (2000 words) (50%)
Reflective Essay (2000 words) (50%)

Contact hours

3hrs per week

Leader(s): Dr G Auld (Peninsula) + Dr T Barkatsas (Gippsland)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

The fostering of numeracy understandings in children will be developed through a focus on the teaching of problem solving and further content development (including chance and data) as students explore a range of classroom teaching and planning models and assessment strategies. Aspects of language and literacy learning and teaching including planning, teaching strategies, monitoring techniques and evaluation, and ways of integrating these aspects across the various modes of language and literacy will be explored

Objectives

On completion of this unit students should:

• be confident in planning for and engaging in, a range of experiences to foster children's language and literacy capabilities and mathematics learning within different socio-cultural contexts;
• appreciate the need for and be able to engage in inclusive practices that respect the rights of all children (e.g. Culturally and Linguistically Diverse children, Indigenous children, 'at risk' children);
• be able to identify the role of literacy and numeracy in other curriculum areas and contexts;
• be confident to use a range of teaching and learning strategies;
• be able to use a variety of assessment techniques;
• be able to identify key aspects in children's development of concepts and skills;
• be able to identify the roles played by literacy and numeracy in contextualising multiple literacies in the classroom and in society;
• be increasingly reflective of their own practice in literacy and numeracy teaching;
• be able to adopt a critical approach to the literacy and numeracy in relation to the primary curriculum.

Assessment

Assignment 1: Planning, implementing and evaluating an intervention focusing on an identified group of diverse learners. (2000 words) 50%
Assignment 2: Justification and development of a contextualised unit of work. (2000 words) 50%

Contact hours

3 hrs per week

Leader(s): Dr T Barkatsas (Gippsland) + Assoc. Prof. B Clarke (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit is focused on children's development of mathematical concepts and strategies to facilitate their learning and teaching of numeracy. It develops students' knowledge about children's learning in primary mathematics, including development in early number concepts, written and mental computation, estimation, fractions and decimals, measurement, space, while providing opportunity for them to develop confidence and competence in mathematics. Children's development will also be contextualised in the values portrayed through mathematics teaching. A range of appropriate pedagogical strategies will be used to develop students' understanding of ways to enhance children's learning.

Objectives

On completion of this unit students should:

1. be able to critically examine personal assumptions about mathematical development and learning;

2. Be able to provide a rationale for the inclusion of numeracy in the primary school curriculum;

3. Be able to identify key aspects in children's development of concepts and skills related to number (including fractions and decimals), measurement, and space;

4. Have developed a range of appropriate teaching strategies to assist children's development of number sense, particularly in the early years of schooling;

5. Have developed techniques that link mathematics to practical applications, particularly in relation to measurement and space.

Assessment

A written report on observational mathematics tasks undertaken with children. (2000 words) 50%
A class test (2000 words) 50%

Contact hours

3 hrs per week

Leader(s): Ms V Graeme (Peninsula) + Dr M Dyson (Gippsland)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit introduces students to key theoretical and pedagogical perspectives and issues in the teaching and learning of science, technology and studies of society. This unit considers the ways in which social, cultural and political meanings are constructed and transmitted within our society and in the ways in which learning technologies have impacted and shaped these meanings. An emphasis will be placed on students identifying ways in which children use a variety of resources to effectively explore our technological society and assist them in explaining its origins, diversity and dynamic nature.

Objectives

In this unit students should:

1. Acquire an understanding of key theoretical and pedagogical perspectives and issues in the teaching and learning of science, technology and studies of society.

Assessment

Assignment 1: (2000 words): 50%
Assignment 2: (2000 words): 50%

Contact hours

3 hrs per week

Leader(s): Dr R Bennett (Peninsula) + Ms M Green (Gippsland)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This 6 point unit investigates approaches to integrating the primary school curriculum, emphasizing a shift away from individual representations of the curriculum to a socio-environmental perspective. The unit highlights subject specific pedagogical practices, in particular those within Health and Physical Education, Science and Technology, and the Expressive Arts. The process of curriculum construction and design is examined through a variety of lenses, with an emphasis on the teaching and learning opportunities created by classroom materials and environments.

Objectives

On completion of this unit, students should be able to:

• Use critical and reflective thinking skills in the analysis of the primary school curriculum across a variety of contexts, including theories of curriculum construction
• Identify and apply unique approaches to teaching, within an integrated primary school curriculum, drawn from topics within Health and Physical Education, Science and Technology, and the Expressive Arts
• Identify and utilize the ways in which children's development, classroom materials, and the wider learning environment create opportunities for diversity in teaching and learning.

Assessment

Assignment 1: Tutorial presentation (1000 word equivalent) 25%
Assignment 2: Students will report on an integrated primary school unit of work (3000 word equivalent) 75%

Contact hours

3 hrs per week

Leader(s): Dr P De Vries (Peninsula): TBA (Gippsland)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit will address issues in Primary School Art and Music. Students will participate in workshops that explore classroom music making, utilising a variety of educational approaches. Students will extend their evaluative and teaching skills and develop an understanding of the teaching of Arts in Primary School. Guidance and workshops about children's art and music creation will be provided. Activities suitable for use in both Art and Music classes will be offered

Objectives

On completion of this unit students should have:

• an understanding of basic art and music concepts;
• basic skills in playing classroom instruments;
• experience in creating musical and visual art works;
• an understanding of and a critical approach towards current curriculum documents;
• confidence in planning music and art activities which will foster children's abilities to communicate through music and art;
• an understanding of how music and art may be integrated with other curriculum areas and contexts;
• knowledge and understanding in using a variety of assessment techniques to evaluate student learning and development in music and art;
• begun to adopt a reflective approach to teaching music and art.

Assessment

Assignment 1: Primary Art Portfolio: 2000 words equivalent: 50%
Assignment 2: Music test: 2000 words equivalent: 50%

Contact hours

3 hrs per week

Leader(s): Dr K Power

Offered

Peninsula First semester 2009 (Day)

Synopsis

Play has been traditionally viewed as an important pedagogical approach for early childhood education. In this unit an analysis of the contemporary theories of play will be undertaken, noting the research upon which particular theories are based, examining cross-cultural variations, popular culture, gendered interactions and critiquing the range of play contexts that children find themselves today.

Objectives

The broad aims of this unit are for you to demonstrate evidence of: i. understanding the importance of play as a pedagogical construct; ii. critically analysing the assumptions and research base underpinning the range of theoretical perspectives of play enacted locally, nationally and internationally; iii. investigating the social construction of play in a range of cross-cultural contexts; iv. analysing the use of observations of children as a mechanism to evaluate children's play; and v. creatively exploring the principles of play as a construct for learning in schools, centres and homes.

Assessment

Researching play and pedagogy - data gathering and poster presentation (40%; equivalent to 1600 words)
The pedagogy of play - final report (60%; 2400 words).

Contact hours

2 hours per week

Leader(s): Ms S Butler

Offered

Peninsula First semester 2009 (Day)

Synopsis

The unit will provide an overview of early childhood curriculum across settings and across the 0 - 5 years age range in the context of wider curriculum theory. Ways of engaging in planning and on-going evaluation, and the importance of doing so, will assist students to become effective teachers. Several examples of specific curricula will be included for study and five days of visits and observations of early childhood services will be included.

Objectives

Upon successful completion of this unit, students should be able to plan effectively for children aged 3-5 years in a variety of early childhood settings; identify key elements of appropriate curriculum; be familiar with a number of ways of planning and be able to match those to particular children's needs and /or contexts; appreciate the implications of culture, community, family and individual issues for curriculum; summarise key points on contemporary thinking about curriculum theory.

Assessment

Task 1: 2000 word essay (40%). Task 2: A 3000 word written report (60%).

Contact hours

2 hours per week

Leader(s): Ms M Hammer

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit will focus on the broader environments in which early childhood teachers work, and the ways that these environments affect their work. It will include an examination of policies and legislation including education policies, family policies, and industrial policies. Also included will be the dimensions of the roles including leadership, management and administration, advocacy and lifelong professional development. Ethical and professional issues will be considered. Five days of observation will be integral to this unit.

Objectives

Upon successful completion of this unit, students should be able to summarise the history of the development of the early childhood profession in Australia; describe major policies affecting the operation of early childhood services in Australia and the ways they impact on the work of early childhood teachers; identify key issues facing the profession currently; discuss the Australian Early Childhood Association's Code of Ethics and use it to inform resolution of ethical dilemmas; operate as effective, managers and/or team members in early childhood settings; including effective communication with colleagues, parents, professionals from other disciplines, and people in the broader community about children and early childhood services; advocate effectively in a variety of ways for children, the profession and children's services while appreciating the dimensions of operating as an effective early childhood professional; understand the role of quality assurance systems and characteristics of effective systems.

Assessment

Task 1: Service Mapping (2000 words): 50%

Task 2: Research Paper (2000 words): 50%

Contact hours

2 hours per week

Leader(s): Ms S Butler

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit is intended to provide the opportunity for early childhood education students to consolidate the knowledge and skills acquired in the course Students will implement an early childhood program that is developmentally appropriate to the child users of the service, and relevant to the service community in general. Practical experience will be acquired in at least two placements chosen from a range of early childhood settings for children aged 0 - 5 years. Placement must be in a long day care service environment in which students work with children aged 0 - 3 years, and at least one placement must be in a setting with children aged 3 - 5 years.

Objectives

Upon successful completion of this field placement unit, students should have developed and have been able to demonstrate effective early childhood teaching practice; knowledge of suitable curriculum content for young children; a wide repertoire of teaching strategies suitable for working with young children; appropriate child behavior guidance skills; an ability to work effectively with colleagues, parents and employing bodies; overall professional responsibility as a teacher; ethical practice.

Assessment

On-campus component: A folio of written practical tasks and class attendance of 80% (1500 words): 30%
Field placement component Written reports (3500 words): 70%
a standard pro-forma report

Contact hours

2 hours per week

Prerequisites

EDF5410 Curriculum studies: early childhood, and EDF5414 Child development principles.

Leader(s): Ms C Rivalland

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will examine the social, political and economic contexts in which families exist using current theoretical perspectives. The understanding of family diversity will be emphasised as well as ways to include diverse families' perspectives in planning. Students will broaden their perspective of professional involvement with families through research into a community service which supports families. Five observation days will be undertaken in order to complete this research.

Objectives

Upon successful completion of this unit students should be able to demonstrate knowledge of research relating to family formation and functions; demonstrate knowledge of relevant theoretical approaches and their relevance to understanding children and their families; demonstrate an ability to critically relate that research to the role of early childhood teachers; demonstrate knowledge about specific political and societal factors and the impact of these on families; demonstrate knowledge of relevant family legislation and its implications for early childhood teachers; ability to survey, analyse and evaluate current services for families with children.

Assessment

Task 1: Written Report (2400 words): 60%; and Research Project (1600 words): 40%

Contact hours

2 hours per week

Leader(s): Dr K Power

Offered

Peninsula First semester 2009 (Day)

Synopsis

In this unit the focus is on the overall development of children aged 0 - 5 years, and the implications of development for learning, teaching and other aspects of practice in early childhood services. Emphasis on the inter-relation of areas or domains of development and sociocultural explanations for learning that students gain a comprehensive picture of children's developmental progress. We will emphasise the need for students to critically reflect on their understanding and knowledge of child development as a basis for responding to individuals and groups of children and in designing, utilising and undertaking valid and reliable assessment.

Objectives

Upon successful completion of this unit students should have knowledge and understanding of a range of issues relating to child development. The learning objectives of this unit are for students to learn and understand the diversity of human growth; the likely impact of factors such as culture, family, genetic inheritance and life experiences on child development and growth; a range of early learning theories, particularly related to the education and care of young children; an understanding regarding their own abilities, attitudes and values as professionals and how these underpin inclusive early childhood practice.

Assessment

A Case Study (2000 words): 50%; and an Essay (2000 words): 50%

Contact hours

2 hours per week

Leader(s): Dr J Agbenyega

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will consider a range of current issues and provide an overview of theories of the growth and development of children. The unit will emphasise the need for students to consider themselves as both learners and researchers examining ways in which these factors assist their own professional development, skills, backgrounds, values and attitudes, as well as the developmental needs of individual children within the early childhood years.

Objectives

Upon successful completion of this unit students should have knowledge and understanding of a range of issues relating to child development. The learning objectives of this unit are for students to learn and understand the diversity of human growth; the likely impact of factors such as culture, family, genetic inheritance and life experiences on child development and growth; a range of early learning theories, particularly related to the education and care of young children; an understanding regarding their own abilities, attitudes and values as professionals and how these underpin inclusive early childhood practice.

Assessment

Task 1: A seminar presentation: 15%
A written report: (1800 words) 30%
Task 2: A written analysis (2200 words): 55%

Contact hours

2 hours per week

Prerequisites

EDF5414 Child development principles

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will examine the ideas of a number of different early childhood educational theorists, including Froebel, Steiner, Montessori, McMillan, Vygotsky, Malaguzzi and others and considers how their philosophies reflected or reacted against the existing historical, social and cultural contexts. In addition it will look at how these theorists have influenced, directly and indirectly, early childhood education today - particularly within Australia.

Objectives

As a result of studying this unit students are expected to demonstrate knowledge of a range of different ideas and theories that have, across time, contributed to current early childhood educational philosophy and pedagogy; understanding of how these theories reflect or react against their prevailing historical, social and/or cultural contexts; ability to reflect on the existing social, cultural, historical and economic conditions existing in Australia today (and/or in their own international/cultural setting) that influence the provision of early childhood services with this context; ability to draw upon knowledge of various theories to discuss appropriate early childhood practices that support and extend young children's growth, development and learning within this context.

Assessment

Task 1: Students will be required to undertake research and class seminar with an accompanying report (2200) words: 45%. Task 2: An essay (2800 words): 55%.

Contact hours

2 hours per week

Leader(s): DrJoel Windle; and Dr C Joseph (For Module 1 - Semester 1): Dr M-L Rasmussen (For Module 1 - Semester 2)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The unit consists of two modules. Module 1 provides an overview of significant debates about the nature of knowledge and different research approaches in the fields of social science and education, including ethical issues in research. Module 2 is designed to develop students' ability to identify and interpret research literature across a range of academic genres, including the processes of locating and retrieving research literature.

Objectives

Upon completion of this unit students should be able to:

• understand different research perspectives and methodologies in the field of education and social sciences;
• have an awareness of their ethical responsibilities when undertaking research;
• reflect on the meanings and motivations they bring to the research endeavour;
• perceive the interconnections between research questions, data forums, research methodologies and methods
• formulate research questions and link these to designs;
• systematically identify and locate a range of research literature on a topic of interest to them;
• interpret and critically evaluate this literature with respect to its usefulness in a specific setting (typically the students' own work setting or focus of study);
• engage with a range of conventions and stylistic features of academic writing; prepare a summary of the implications of this literature in a selected academic genre.

Assessment

Two research papers tailored to the needs of the student group, together comprising 8000 words.

Contact hours

3 hours per week

Leader(s): Dr H Watt; and Dr C Joseph (For Module 1 - Semester 1): Dr M-L Rasmussen (For Module 1 - Semester 2)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)

Synopsis

The unit consists of two modules. Module 1 provides an overview of significant debates about the nature of knowledge and different research approaches in the fields of social science and education, including ethical issues in research. Module 2 introduces quantitative research approaches. It will enable students to develop skills in formulating research questions, using survey and other quantitative research designs, and in collecting, analysing and interpreting quantitative data. Students will be invited to consider validity and reliability issues, as well as the assumptions and knowledge claims in quantitative research.

Objectives

Upon completion of this unit students should be able to:

• understand different research perspectives and methodologies in the field of education and social sciences;
• have an awareness of their ethical responsibilities when undertaking research;
• reflect on the meanings and motivations they bring to the research endeavour;
• perceive the interconnections between research questions, data forums, research methodologies and methods
• formulate research questions, hypotheses and accompanying study designs
• understand assumptions and issues of validity and reliability underpinning quantitative research
• understand the uses of basic descriptive and inferential statistics
• adopt conventions for reporting statistical findings
• interpret and critically evaluate reports of quantitative research.

Assessment

Two research papers together comprising 8000 words

Contact hours

3 hours per week

Leader(s): Dr P Richardson; and Dr C Joseph (For Module 1 - Semester 1): Dr M-L Rasmussen (For Module 1 - Semester 2)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The unit consists of two modules. Module 1 provides an overview of significant debates about the nature of knowledge and different research approaches in the fields of social science and education, including ethical issues in research. Module 2 examines qualitative research approaches (e.g. case study, narrative inquiry, new ethnography, action research), focusing on key epistemological and methodological debates. Students will be introduced to ways of using different research methods within qualitative research, such as interviewing, observations, visual data, and textual analysis.

Objectives

Upon completion of this unit students should be able to:

• understand different research perspectives and methodologies in the field of education and social sciences;
• have an awareness of their ethical responsibilities when undertaking research;
• reflect on the meanings and motivations they bring to the research endeavour;
• perceive the interconnections between research questions, data forums, research methodologies and methods
• formulate research questions and link these to designs;
• engage with the epistemological and methodological underpinnings of qualitative research approaches (eg case study, narrative inquiry, new ethnography, action research);
• understand the particular uses of a range of research methods within these approaches (eg interviewing, observations, visual data, text analysis)
• design ways to generate and analyse qualitative data;
• interpret and critically evaluate examples of qualitative research.

Assessment

Two research papers together comprising 8000 words

Contact hours

3 hours per week

Leader(s): Dr M-L Rasmussen

Offered

Not offered in 2009

Synopsis

The unit consists of two modules. Module 1 provides an overview of significant debates about the nature of knowledge and different research approaches in the fields of social science and education, including ethical issues in research. Module 2 is designed to give students an opportunity to develop perspectives on the work of major theorists. It is organised around case studies of individual theorists, examining the foundations, antecedents and implications of their work. Students will consider the explicit use of theory in qualitative, quantitative and mixed methods.

Objectives

Upon completion of this unit students should be able to:

• understand different research perspectives and methodologies in the field of education and social sciences;
• have an awareness of their ethical responsibilities when undertaking research;
• reflect on the meanings and motivations they bring to the research endeavour;
• perceive the interconnections between research questions, data forums, research methodologies and methods
• formulate research questions and link these to designs;
• provide students with the opportunity to situate individual theorists within theoretical traditions and within current debates and conversations
• enable students to engage with diverse applications of individual theorists work
• enable students to understand the implications of locating their work within specific theoretical traditions
• enable students to better understand how to actively deploy theory in their own research.

Assessment

Two research papers tailored to the needs of the student group, together comprising 8000 words.

Contact hours

3 hours per week

Leader(s): Dr P Richardson (Singapore); Prof. I Snyder (Honours-module 2 only); Dr A Devos (Holmesglen-Gordon students)

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton First semester 2009 (Off-campus Evening)
Clayton Second semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus Evening)
Hong Kong Term 1 2009 (Off-campus)
Hong Kong Term 4 2009 (Off-campus)

Synopsis

This 12 point unit is primarily designed for postgraduate / higher degree by research students. The unit consists of any combination of modules of existing units (i.e. modules 1 and 2 of EDF 6005, 6006, 6007, and 6008) or other approved content.

Objectives

Staff using EDF 6009 should be able to specify outcomes that are equivalent to outcomes achieved in existing units of methodology suite. These are likely to include outcomes or module 1 (i.e. core unit), outcomes from other modules, or other approved outcomes.

Assessment

Work requirements which explore research issues and problems comprising 8000 words that meet specified objectives.

Contact hours

3 hours per week

Leader(s): Dr J Harrington (Semester 1 - Clayton); Dr A Berry (Singapore T1 - Leadership program); Dr J Robbins (Singapore T1 - Early Childhood program)

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Hong Kong Summer semester A to Semester one 2009 (Off-campus)
Singapore Summer semester A to Semester one 2009 (Off-campus)

Synopsis

This is a self-directed project focusing on issues, challenges, concerns, dilemmas or problems derived from a professional workplace context. Students will need to discuss their professional projects with the appropriate Unit Leader to select and pursue a research project appropriate to their workplace context and unit requirements. Even though the professional project will be self-directed, students will be offered guidance, support and feedback over the course of the project. As there can clearly be no prescribed curriculum, students may be required to participate in small group meetings that may be conducted on or off-campus, or a combination of both.

Objectives

By the completion of this unit students should be able to identify how to apprehend and examine a particular work place issue or concern; use a range of skills in critically examining how to address their issue or concern; access research that is relevant to their professional lives and that impacts on their work place issue or concern; identify implications for professional thinking and practice that impact on their specific work place situation; write about their professional practice for specific purposes and audiences.

Assessment

The Professional Project is the formal assessment task for this unit (6000 words): 100%. Hurdle tasks will include a written project plan and a personal reflection on the process of carrying out the research (2,000 words). Students will work with the unit leader to select, research and report an issue related to their professional context. The unit leader will be responsible for supervision and assessment of each Professional Project.

Contact hours

Students will work through their project in relation to readings and prompts designed to stimulate their thinking and actions about their professional project.

Leader(s): TBA

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore Term 4 2009 (Off-campus)

Synopsis

The unit consists of the second modules of EDF6005, 6006, 6007, and 6008 or other approved content.

Objectives

Staff using EDF6012 should be able to specify outcomes that are equivalent to outcomes achieved in existing units of methodology suite. These are likely to include outcomes from the other modules of the research methodology suite, or other approved outcomes.

Assessment

Work requirements which explore research issues and problems comprising 4000 words that meet specified objectives

Contact hours

3 hrs per week

Leader(s): TBA

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore Term 4 2009 (Off-campus)

Synopsis

The unit consists of the second modules of EDF6005, EDF6006, EDF6007, and EDF6008 or other approved content.

Objectives

Staff using EDF6013 should be able to specify outcomes that are equivalent to outcomes achieved in existing units of methodology suite. These are likely to include outcomes from the other modules of the research methodology suite, or other approved outcomes.

Assessment

Work requirements which explore research issues and problems comprising 4000 words that meet specified objectives.

Contact hours

3 hours per week

Leader(s): Dr J Harrington (Clayton on & off-campus), Dr J Deppeler (Inclusive & Special Ed); Dr W T Seah (Singapore T3))

Offered

Clayton Second semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Term 3 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)

Synopsis

This is a self-directed project focusing on issues, challenges, concerns, dilemmas or problems derived from a professional workplace context. Students will need to discuss their professional projects with the appropriate Unit Leader to select and pursue a research project appropriate to their workplace context and unit requirements. Even though the professional project will be self-directed, students will be offered guidance, support and feedback over the course of the project. As there can clearly be no prescribed curriculum, students may be required to participate in small group meetings that may be conducted on or off-campus, or a combination of both.

Objectives

By the completion of this unit students should be able to identify how to apprehend and examine a particular work place issue or concern; use a range of skills in critically examining how to address their issue or concern; access research that is relevant to their professional lives and that impacts on their work place issue or concern; identify implications for professional thinking and practice that impact on their specific work place situation; write about their professional practice for specific purposes and audiences.

Assessment

The Professional Project is the formal assessment task for this unit (6000 words): 100%. Hurdle tasks will include a written project plan and a personal reflection on the process of carrying out the research (2,000 words). Students will work with the unit leader to select, research and report an issue related to their professional context. The unit leader will be responsible for supervision and assessment of each Professional Project.

Contact hours

Students will work through their project in relation to readings and prompts designed to stimulate their thinking and actions about their professional project.

Leader(s): Associate Dean Teaching (Postgraduate)

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore Summer semester A to Semester one 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)

Synopsis

The MEd thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of education, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research.

The MEd thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the MEd Thesis (both Part 1 and Part 2) will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6032 MEd thesis part 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.
Specifically, they should be able to:

• Devise a research topic to investigate that is feasible within the two-unit time frame
• identify key research questions that are not too general and ambitious
• Select and review relevant theory and literature
• Design a study and choose appropriate methods to investigate research questions
• Select appropriate modes of analysis
• Consider ethical issues involved in research
• Implement, critically appraise or apply research in a particular field
• Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

The Masters of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF6032).

Contact hours

24 hours per week

Prerequisites

Successful completion of one of the compulsory research units (EDF6001, or EDF6005 or EDF6006 or EDF6007 or EDF6008 or EDF6009), plus three other masters units

Leader(s): Associate Dean Teaching (Postgraduate)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore Term 4 2009 (Off-campus)

Synopsis

The Masters thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of education, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The Masters thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Masters thesis (both Part 1 and Part 2) will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6031 Masters thesis Part 1), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.
Specifically, they should be able to:

• Devise a research topic to investigate that is feasible within the two-unit time frame
• identify key research questions that are not too general and ambitious
• Select and review relevant theory and literature
• Design a study and choose appropriate methods to investigate research questions
• Select appropriate modes of analysis
• Consider ethical issues involved in research
• Implement, critically appraise or apply research in a particular field
• Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

The Masters of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF6031)

Contact hours

24 hours per week

Prerequisites

Students must successfully complete EDF6031 Masters thesis part 1.

Leader(s): Associate Dean Teaching (Postgraduate)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore Term 4 2009 (Off-campus)

Synopsis

The Masters thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of education, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The Masters thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Masters thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6031 Masters thesis Part 1 and EDF6032 Masters thesis Part 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.
Specifically, they should be able to:

• Devise a research topic to investigate that is feasible within the two-unit time frame
• identify key research questions that are not too general and ambitious
• Select and review relevant theory and literature
• Design a study and choose appropriate methods to investigate research questions
• Select appropriate modes of analysis
• Consider ethical issues involved in research
• Implement, critically appraise or apply research in a particular field
• Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

The Masters of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF6031 and EDF6032)

Contact hours

24 hours per week

Prerequisites

EDF6031 and EDF6032. Students may, under extenuating circumstances, require more time to complete their thesis. A case needs to be made and with support of their supervisors.

Leader(s): Associate Dean Teaching (Postgraduate)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Masters thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of education, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The Masters thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Masters thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6031 Masters thesis Part 1, EDF6032 Masters thesis Part 2 and EDF6033 Masters thesis extension 1), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

The Masters of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF6031, EDF6032 and EDF6033)

Contact hours

Workload: 24 hours per week

Prerequisites

EDF6033. Students may, under extenuating circumstances, require more time to complete their thesis. A case needs to be made and with support of their supervisors

Leader(s): Associate Dean Teaching (Postgraduate)

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Masters thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of education, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The Masters thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Masters thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6031 Masters thesis Part 1, EDF6032 Masters thesis Part 2, EDF6033 Masters thesis Extension 1 and EDF6034 Masters thesis Extension 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

The Masters of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF6031, EDF6032, EDF6033 and EDF6034).

Contact hours

Workload requirement: 24 hrs per week

Prerequisites

Enrolment in the Masters thesis extension 3 will usually occur when, after examination, students require time to make substantial revisions to their theses. A case needs to be made, and with the support of their supervisors, students may enrol in EDF6035 Masters thesis extension 3.

Leader(s): Dr. S Webster

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

This Unit builds skills in the systematic analysis and critique of current curriculum policy, theory and practice. Students investigate curriculum culture drivers - philosophy, values and orientation - and relate these to the multiple perspectives of key stakeholders. Alternative models for curriculum design, construction, implementation and evaluation are explored along with practical models of curriculum change in real learning contexts. Students negotiate the setting in which they locate their curriculum inquiry in order that it becomes a worthwhile and practical task. The Unit is useful for people in a curriculum leadership role in a range of contexts, including schools.

Objectives

At the completion of this Unit, students will be able to:

1. identify and discriminate between the intended, enacted and realised curriculum;

2. use key concepts in curriculum theory to develop criteria for critically analysing curriculum policy, principles and practices, as evidenced in materials and documentation;

3. systematically inquire into and critique a curriculum - including its philosophy, values, culture, orientation and constituent elements;

4. propose feasible investigative processes to evaluate the appropriateness and efficacy of a curriculum-in-action from the multiple perspectives of various stakeholders;

5. design appropriate curriculum for specific groups of students, incorporating key features of quality curriculum;

6. construct practical curriculum change initiatives that take into account both the complexities of change and the interests of the stakeholders.

Assessment

1. A Reaction Paper on a curriculum design challenge (2000 words, 25%) with an accompanying oral or powerpoint presentation (10%, equivalent to 1000 words); 2. A Curriculum Critique and Change Paper (5000 words, 65%).

Contact hours

18 hours per week including 3 hours in class (evenings)

Leader(s): Professor Ilana Snyder

Offered

Not offered in 2009

Synopsis

This unit investigates the changes to communication practices associated with the use of new media which affect all areas and levels of education: P-12, post-secondary, workplace and community settings. By dealing with both conceptual-theoretical and practical issues, the unit considers the range and scope of research in literacy, communication and new media studies in a range of educational contexts. The unit provides opportunities for students to examine critically different approaches to research in literacy, communication and new media studies. Students will also consider how to use the research to inform professional thinking and practice

Objectives

The main objectives of the unit are to:

• appreciate a range of issues, dilemmas and debates central to research in the area of communication practices and the use of new media
• identify the ways in which the new media environment, shaped by the Internet, change communication practices
• read the research literature critically
• use the research in the area of communication practices and the use of new media to inform professional thinking and practice

• appreciate a range of issues, dilemmas and debates central to research in the area of communication practices and the use of new media
• understand how the new media environment, shaped by the Internet, changes communication practices
• learn how to read the research critically
• consider the implications of the research for professional thinking and practice.

Assessment

Assessment in this unit is based on two pieces of work: 2,000 words (33%); and 6,000 words (66%).

In the first task, students are required to identify a significant debate central to research in the area of communication practices and the use of new media and to prepare a commentary indicating why it is of significance. In the second task, students are required to identify an issue related to communication practices and the use of new media, review the associated literature, then consider the implications for further research and for professional practice. It should be different in focus to the debate identified in Task 1

Contact hours

3 hrs per week

Leader(s): Dr H Watt

Offered

Clayton Second semester 2009 (Evening)

Synopsis

Recent research emphasises the interrelatedness of motivational, emotional and cognitive aspects in learning situations. In this unit, we focus on different theories and models of motivation and emotion; and how learner characteristics and the environment shape learning outcomes: including performance, participation, engagement and persistence. We examine how learner characteristics such as age, gender, social class, and ethnicity might produce individual variations in motivation over time. We also examine how different contextual factors (e.g., teacher / educator behaviour, class and school characteristics / workplace characteristics) facilitate or constrain motivation.

Objectives

1. Describe and critically discuss major motivation-related theories introduced in the unit, and relate these to learning outcomes.

2. Read relevant theoretical and empirical studies with discernment, and evaluate the utility of relevant research given the internal and external validity of the research design.

3. Understand and critically assess the contextual influences of learning environment, family and peer contexts, task features, gender, ethnicity and developmental stage on learner motivations and emotions.

4. Demonstrate understanding of the pedagogical relevance and benefits of the psychological theories by applying key concepts to develop facilitative learning settings.

Assessment

The sum of 8000 words written work or the equivalent will be required across the assignments listed below:

1. Class presentations and summaries

2. Final Paper

Contact hours

3 hours per week

Leader(s): Professor J Loughran

Offered

Not offered in 2009

Synopsis

The program helps teachers reflect on teaching episodes and experiences and enhance their professional knowledge about teaching. It assists experienced teachers to consider different conceptions of reflection and the relationship between reflective practice and constructivism.

Objectives

Upon successful completion of this unit, students should have developed a working knowledge of theories of reflection; an understanding of the relationship between theory and practice; an ability to recognise and develop constructivist approaches to teaching; the skills to analyse teaching episodes for reflective practice; their own skills of reflection on action; the skills of reflection in action; the attitudes and values of a commitment to reflection on practice, a willingness to pursue one's own professional development and an awareness of professional and ethical issues associated with researching reflective practice.

Assessment

Two papers (totalling 3000 words): 30%
Presentation: 25%
Major paper (6000 words): 45%

Contact hours

3 hours per week

Leader(s): Dr M-T Jensen

Offered

Clayton Second semester 2009 (Day)

Synopsis

Theories and principles of bilingual/immersion education. Linguistic, psycho-linguistic, sociolinguistic, political and educational contexts of bilingual/immersion education programs in Australia and overseas.

Objectives

Upon successful completion of this unit, students should be able to identify sound principles for the introduction of bilingual/immersion programs in a range of educational settings; demonstrate an understanding of the influence of bilingual/immersion education on language acquisition; analyse critically the political and educational contexts in Australia or their country which support and/or deter the introduction of a bilingual program in their educational setting.

Assessment

Essay (4000 words): 50%
Exam (2000 words):20%
Annotated bibliography (2500 words): 30%

Contact hours

3 hours per week

Leader(s): Dr M Gearon

Offered

Clayton First semester 2009 (Evening)

Synopsis

The Unit explores current theories in language testing and assessment, new approaches to language test design and validation, advances in language testing technology, the impact of various language assessment practices on language teaching and learning, and the ethics of language test use. The various purposes of language assessment are outlined and students are introduced to a set of principles whereby language tests, standards-based frameworks and a range of other assessment policies and practices can be critically evaluated. They are also given opportunities to develop skills in designing, trialling and analysing assessment tools for use in their own professional contexts.

Objectives

The learning objectives of this unit are:

• to familiarize students with a range of purposes and uses of language assessment;
• to acquaint them with the basic testing terminology required to read and understand key literature on language assessment;
• to review recent debates and developments in language testing research and practice (including dynamic assessment, performance assessment and critical language testing, new approaches to language test validation and advances in language assessment technology):
• to provide a conceptual framework for evaluating the validity and usefulness of a number of widely used tests and assessment frameworks in English and other languages;
• to develop skills in test design and analysis; to make students aware of the links between language curriculum and assessment;
• to raise awareness of issues of fairness and impact in language testing.

Assessment

Three assessment tasks: essay/report (3,000 words): 30%; Project (3,500 words): 40%; Test (1,500 words): 30%.

Co-requisites

EDF6233 (for TESOL students) or EDF6223 (for LOTE)

Leader(s): Dr M M Gearon

Offered

Not offered in 2009

Synopsis

Knowledge and skills required to function as an effective LOTE teacher in a range of educational settings. Planning and implementing a variety of lesson types in a communicative/interactive approach to LOTE teaching and learning. Critical reflection about best practice in LOTE classrooms. Application of theoretical principles underlying SLA in the curriculum framework of P-12 LOTE programs in Victorian schools. A sequenced placement of 22 days teaching with a minimum of 3 days per week and observation.

Objectives

Upon successful completion of this unit, students should have a basic understanding of the SLA principles which influence current classroom teaching approaches in LOTE; have developed a reflective approach to the teaching-learning of a LOTE in Victorian primary and secondary schools; have developed a critical analysis of classroom practices of second-language teachers of languages other than English; be able to develop, implement and evaluate a sequence of lessons for a range of learners and learning skills in a specific educational setting; and be able to monitor and document their students' progress and development in the LOTE.

Assessment

Practicum Folio for 44 lessons (3000 words equiv.): 65%
Written responses to tasks (3000 words equiv.): 35%

Contact hours

Classes only in first semester + all year practicum

Prerequisites

Successful completion of EDF6223 or its equivalent. A major, post-Year 12 or its recognised equivalent, in a language other than Enlish and a recognised initial teaching qualification.

Leader(s): Dr M M Gearon

Offered

Not offered in 2009

Synopsis

This unit focuses on how content can be taught through a foreign or second language. Examples of successful models of content-based teaching will be presented.

Objectives

Upon successful completion of this unit, students should be able to understand the process of language acquisition through content-based teaching; examine and reflect upon the implementation of a content-based approach in their particular education setting; devise language strategies (verbal and non-verbal) for teaching subject matter content in their particular language; design and trial at least one content-based series of lessons for one of their classes.

Assessment

Reflective journal 25%
Designing content-based materials 40%
Critical review or Annoted bibliography 35%

Contact hours

3-hour seminar and 12 hours individual study and library time per week

Leader(s): Dr D Boa (Clayton)

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The unit uses applied principles of second language acquisition (SLA), with specific reference to practical classroom strategies in the learning and teaching English as a Foreign Language (EFL). It provides a metalanguage for discussing SLA, and focuses on pedagogical strategies which EFL teachers can use in a range of educational settings. The pedagogy of language teaching is approached via a socio-cultural perspective on the development of communicative competence. Throughout this unit, the emphasis is on hands-on activities, microteaching and discussion about the strategies involved. Students should take away from this course ideas that work in EFL classrooms.

Objectives

The learning objectives of this unit are to develop language awareness in general and an awareness of the role of English as an international language in particular; to develop awareness of students' role in the teaching of English as an international language; to become familiar with major developments in the theory and practice of teaching EFL; to develop a range of teaching strategies based on the sound understanding of how students learn languages.

Assessment

Reflective journal (3000 words): 20 %
Mini-lesson (2000-3000 words): 20%
Unit of work (3000-5000): 60%

Contact hours

3 hours per week

Leader(s): Dr D Bao (Clayton - Semester 1); Dr J Brown (Clayton - Semester 2); Dr J Miller (Singapore)

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Evening)
Singapore Term 3 2009 (Off-campus)

Synopsis

This unit addresses second language proficiency and the teaching of English to speakers of other languages. It also examines current research into the nature of speaking, writing, reading and listening and its implications for teaching in second-language classrooms. Other topics include vocabulary, grammar and integration of language and content; the role of the ESOL teacher in primary, post-primary and adult teaching contexts, and methodological approaches in second languages.

Objectives

The learning objectives of this unit are to understand the notion of communicative competence in a second or foreign language; understand the implications of this notion for formal language instruction in listening, speaking, reading and writing skills; recognise the differing language learning needs of adult and of child learners in a range of contexts; become familiar with techniques and strategies which can be adapted to meet those different needs.

Assessment

Reports (4000 words) 50%
Research paper (4000 words) 50%

Contact hours

3 hours per week

Leader(s): Dr D Bao

Offered

Clayton Second semester 2009 (Evening)

Synopsis

The unit examines recent trends in language teaching curriculum design and program evaluation in second and foreign language education. Students explore in detail a range of syllabus types. Procedures for analysing the needs of learners of foreign and second languages in the students' context are discussed, and relevant curriculum documents from their context are viewed critically.

Objectives

The learning objectives of this unit are to enable participants to revise the implications of first and second language acquisition research for language teaching and learning and their impact on curriculum in their school/teaching institution; familiarize themselves with current language policy and curriculum developments at state, national and international levels; familiarize themselves with models and processes involved in designing a curriculum document; experience a reflective model of teaching and learning by reflecting alone, or in discussion with others, on the theories and issues related to curriculum issues.

Assessment

Two assignments: (2 x 4000 words each): 80%
In-class task (1000 words equivalent): 20%

Contact hours

3 hours per week

Leader(s): Dr H Phan

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Evening)
Singapore Term 4 2009 (Off-campus)

Synopsis

This unit aims to explore the ways that language, society and cultural difference relate to each other and why it matters to educators working in schools, universities, technical colleges, other relevant workplaces and having policy roles around the world. It covers concepts of language, culture, identity, and difference; English language education in global contexts and the political and social implications of the globalisation of English; policies and practices relating to immigration and cultural difference in multiple contexts; the ways historical, political and policy contexts shape and are shaped by language and literacy practices; literacy and social and cultural difference in school, higher education and workplace education; the role of language in formal and informal assessment and in curriculum development processes.

Objectives

Upon successful completion of this unit, students should have developed an understanding of language as social, cultural and political practice; the social, historical and political contexts in which language is shaped in contemporary Australian society and the implications for education and training in a range of learning environments including primary, secondary and higher education, workplaces and community settings.

Assessment

Essay (literature review) (3,000 words): 30%
Research essay (5,000 words): 70%.

Contact hours

3 hours per week

Leader(s): Dr M-T Jensen

Offered

Clayton First semester 2009 (Evening)

Synopsis

Knowledge and skills required to function as an effective TESOL teacher. Links between second language education theory and classroom practice. It includes a classroom component of 13 weekly sessions, including the micro-teaching and focussed observation, and two placements of 22 days in a language centre or other institutional setting. The placement will consist of a sequence of at least 3 days per week.

Objectives

The principal learning objective of this unit is to develop the knowledge and skills of teachers of English to speakers of other languages. This may include the explicit knowledge about the way the English language works as a linguistic system; knowledge of meta-language to describe this system when required to do so; knowledge of current curriculum, methodology and assessment models in English language teaching; skill in presenting language in context so that learners can use the language system in socially appropriate ways; skill in designing practice opportunities for learners that encourage language use which matches real life needs; skill in adapting and developing learning materials as required.

Assessment

Professional development project (3000 words): 50%
successful completion of 22 day placement (including 5000 word-practicum folio): 50%

Contact hours

3 hours per week

Prerequisites

Local accreditation only for students enrolled in PostgradDip (TESOL), MEd (TESOL) specialism programs, and NOT available to students enrolling in postgraduate TESOL (International) programs.

Co-requisites

EDF6233 and at least 22 days teaching practice

Leader(s): Dr P Richardson

Offered

Not offered in 2009

Synopsis

In this unit, 'literacy' is the focus of study. But 'literacy' is defined here as more than just reading and writing; it is reconceptualized as a social practice. New Literacy Studies (NLS) examines new kinds of 'literacies' and 'texts' in a variety of 'contexts'. From in-school literacy to out-of-school literacies, print texts to multimodal texts, school texts to popular culture/media texts, NLS explores and challenges teachers to re-think and re-design new pedagogies in schools of the 21st century

Objectives

Upon successful completion of the unit, students should have developed a critical perspective of the literacy crisis debate and the variable sociohistorical, political and cultural contexts that determine how literacy as a concept is defined and understood. Students should have become more critically informed of how to bridge in-school and out-of-school literacies and re-design literacy pedagogies that will engage the students they teach. Finally, students should have the knowledge to conduct literacy related classroom research.

Assessment

Essay (2000 words) 20%; Research Proposal (1000 words) 15%; Literacy Research Paper (5000 words) 65%

Contact hours

3 hours per week

Leader(s): Dr G Parr (Clayton); Dr J Deppeler (CEO Group)

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit focuses on children and young people's language and learning in school and community settings. National and state language and literacy curriculum and policy documents are used to help educators develop coherent curriculum programs suitable for a range of school and community settings, based on critical understandings of language, literacy and learning practices. The unit takes into account various historical, institutional and cultural factors which impact upon, and are affected by, curriculum and policy change in school and community settings.

Objectives

Upon successful completion of this unit, students should:

1. have developed an understanding of children's and young people's language and learning development in school and community settings;
2. be able to compare and reflect critically on relevant curriculum documents and policies in the area of language and literacy;
3. be able to engage in curriculum development and policy formation in school and community settings to enhance students' language and learning;
4. be able to devise and evaluate teaching strategies for improving students' language and learning abilities;
5. be able to identify, reflect on and propose solutions to difficulties associated with implementing new curricula and policies;
6. have developed ways of communicating the findings of their research to others, both to other educators and to the wider community.

Assessment

One minor assignment (3,000 words): 37.5%
One major assignment (5,000 words): 62.5%

Contact hours

3 hours per week

Leader(s): Dr Zane Ma Rhea

Offered

Not offered in 2009

Synopsis

This unit will focus on Indigenous Issues in Education. Focusing predominantly on Australia, it will provide scope for students to pursue issues of interest to them in their area of professional work. Providing effective, high standard mainstream education services to Indigenous students is one of the enduring challenges facing education bureaucracies, whether they are providing early childhood, primary, secondary or adult education services. This unit will engage with systems level issues in Indigenous
education drawing on both education and organisational development literatures to provide students with a robust critical analysis of current practices and opportunity to develop a strategic change plan of relevance to their work.

Objectives

1. To extend students' knowledge of the federal and state education policy frameworks shaping Indigenous education in Australia
2. To extend students' critical understanding of pedagogical issues in Indigenous
3. To extend students' critical understanding of pedagogical issues in Indigenous Education
4. To extend students' critical understanding of curriculum issues in Indigenous Education
5. To extend students' critical understanding of assessment and measurement issues in Indigenous Education

Assessment

Essay - 4,000 words (50%); Strategic Change Plan (SCP) - 4,000 words (50%)

Contact hours

39 hours of 6 X 4 hour lecture seminar workshops, on line discussions and individual meetings with teaching staff

Leader(s): Dr J Southcott

Offered

Not offered in 2009

Synopsis

This unit deals with the research that informs the formulation of policy and practice in music education. Module 1 examines the historical development and philosophical bases of school music education and current trends in arts and music education policy. In Module 2 students will consider the implications of sociological understandings of music education policy and practice.

Objectives

Upon completion of this unit, students should be able to demonstrate an understanding of current arts education policy and the position of music education in Australian schools; appreciate the historical and philosophical influences that have shaped music education policy and practice in Australia; compare and evaluate alternative approaches to school music education from systems outside Australia.

Assessment

Module 1: Essay 4,000 words 50%. Module 2: Essay 4,000 words 50%.

Off-campus attendance requirements

24 hours per week, covering reading of distance materials, undertaking web-based research, completion of exercises, and preparation of assessment tasks.

Leader(s): Dr J Southcott

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

In this unit there will be an investigation of selected topics from recent research relating to learning music. Students may consider : learning theories and their application to music education; the nature of creativity in music and its educational implications; issues of giftedness and talent in music education; critiques of recent arguments for transfer effects between music learning and other fields; and other current research issues.

Objectives

Upon completion of this unit students should be able to demonstrate an understanding of selected issues in recent research in music education; evaluate different theories of learning and their application to music education; review current writings on the issues studied.

Assessment

Two essays (2 x 4000 words = 8000 words): 50% each

Off-campus attendance requirements

Distance education workload requirement. 24 hours per week for reading distance education materials, web-based research, completion of exercises and assessment tasks.

Leader(s): Dr J Southcott

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit focuses on investigation of principles and practices of music education in selected European countries, focusing on traditions and methodologies that have had international influence. The role of music in society and the institutions involved in music education will be considered, as well as curriculum issues and methodologies in countries such as Germany, Austria and Hungary, focusing on Kodaly, Orff and Dalcroze approaches to music education. An optional field trip is offered of approx 2-3 weeks to Europe, visiting schools and music education institutes for classes and observation (generally including: Dalcroze Inst., Geneva; Kodaly Inst., Kecskemet; and Orff Inst., Salzburg).

Objectives

Upon completion of this unit students should be able to demonstrate an understanding of the origin, development and principles of the Kodaly, Dalcroze and Orff approaches to music education; compare these approaches and the extent to which they are compatible; consider how the principles of each approach might apply to the student's own teaching; be aware of adaptions and developments that have occurred when these approaches have been transferred to Australian and other educational environments.

Assessment

Two Essays or equivalent (2 x 4000 words each): 50%;
Equivalent of 24 hours per week over a 13 week semester, including optional reading, lectures, workshops, demonstrations, and completion of assessment tasks. Participation in a tour of selected European sites (approx. three weeks) is required.

Contact hours

Equivalent of 24 hours per week over a 13 week semester, including required reading, lectures, workshops, demonstrations, and completion of assessment tasks. Participation in a tour of selected European sites (approx. three weeks) is required.

Leader(s): Dr A Berry

Offered

Clayton First semester 2009 (Evening)

Synopsis

Research approaches for investigating learning and teaching in school science and mathematics classes, the outcomes of this research, and the implications of these outcomes for the practices of science and mathematics education. Developmental and information processing theories, especially Piaget, Ausubel, and a range of constructivists. Individual and social constructivist perspectives especially their research approaches and findings.

Objectives

Upon successful completion of this unit, students should understand research methods currently used in studies of science and mathematics learning; be familiar with ways these research methods have changed and the links between these changes and the nature of the questions asked by researchers, understand ways in which research on science and mathematics learning has informed the practices of teaching; and appropriate links between recently-created pedagogies and the nature of learning.

Assessment

Library research paper (2500 words): 30%
Short research paper (2500 words): 30%
Report (3500 words): 40%

Contact hours

3 hours per week

Leader(s): Associate Professor H Forgasz

Offered

Clayton Second semester 2009 (Evening)

Synopsis

How science and mathematics are represented in curricula, and how new knowledge is incorporated into the curriculum. Major influences of the last forty years, including first and second generation curriculum projects, and their purposes and consequences; the Science-Technology-Society and Science for All movements; the Realistic Mathematics and Ethnomathematics movements; how issues of participation from gender and minority perspectives have influenced curriculum thinking; approaches to analysing the nature and purposes of science curricula. Global trends towards national curricula and standards will be explored.

Objectives

Upon successful completion of this unit, students should understand how science and mathematics are represented in school curricula, and how new knowledge is incorporated into the curriculum; approaches to analysing the nature and purposes of science and mathematics curricula; major curriculum influences of the last forty years, including first and second generation curriculum projects, and their purposes and consequences, and the Science-Technology-Society and Science for All Movements, the Realistic Mathematics and Ethnomathematics movements; how issues of participation from gender and minority perspectives have influenced curriculum thinking; why there are currently global trends towards national curricula and assessments of standards at both national and international levels.

Assessment

Written report (3500 words): 40%
Two assignments (2X2500 each = 5000 words): 30%

Contact hours

3 hours per week

Leader(s): Dr B Holkner

Offered

Clayton First semester 2009 (Flexible)

Synopsis

Issues in the evaluation of multimedia packages. How to use a multimedia authoring system. Practical and research work may be conducted from work or home.

Objectives

Upon successful completion of this unit, students should be able to evaluate a range of multimedia products in an education or training context; be familiar with current multimedia standards and technologies and their applications in education; be able to create an educational package which uses elements of multimedia; have critically examined the use of multimedia packages within a learning environment.

Assessment

Research paper (4000 words): 50%
Design Brief and Multimedia application (4000 word equivalent): 50%

Contact hours

3 hours per week

Leader(s): Dr G Russell

Offered

Clayton Second semester 2009 (Flexible)

Synopsis

The unit will provide students with an introduction issues in the use of computer technology in education and society. Topics include an introduction, which revises on-line research techniques and examines aspects of the use of the Internet in school education, and three modules. Internet-based materials facilitate the work of students who do not wish to attend all scheduled classes. Assessment includes one minor paper (1500-2000 words) and one major paper (3,000-5,000 words). Students complete a minor paper based on the introduction, and one major paper chosen from modules 1-3.

Objectives

Upon successful completion of this unit, students should have developed an awareness of the impact of computer and related technologies on various aspects of contemporary society and an understanding of the interactions of this with education; and a critical understanding of the implications for policies, practices and potential for computer use in education.

Assessment

One minor paper (3000 words) and one major paper (5000 words). Students complete a minor paper based on the introduction, and one major paper chosen from modules 1-3

Contact hours

3 hours per week

Leader(s): Dr B Holkner

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Flexible)

Synopsis

Computer-based techniques as a means of learning. Techniques and problems in the selection, evaluation, design, implementation and use of computer programs in educational settings will feature in this unit.

Objectives

At the conclusion of module 1 of this unit, students will have developed an understanding of the terminology and methods used in evaluating technology based software and programs; critiqued an evaluation report concerning technology based software and/or programs and designed an instrument to suit their own evaluation purposes. At the conclusion of module 2 students will be able to critique educational software; provide evidence to substantiate their views on the merits of nominated software. At the conclusion of module 3 students will have developed a basic understanding of the fundamentals of logo programming; have developed an understanding of how logo is used in various educational settings; and be familiar with the pedagogy underpinning the use of logo. At the conclusion of module 4 students will be familiar with the issues and methods of teaching computer programming in school and professional contexts; understand the basic concepts and techniques of computer programming; have developed simple computer applications using a recognised programming language; and understand a range of pedagogical approaches to the teaching of computer programming.

Assessment

Two software assessment tasks (2 x 2000 words each = 4000 words): 50%
Essay (4000 words): 50%

Contact hours

3 hours per week

Leader(s): Dr M Henderson

Offered

Not offered in 2009

Synopsis

Issues in design and learning relating to the application of information, communication and presentation technologies for learning. Traditional and contemporary perspectives on instructional design. Applications to the design of learning environments, materials and systems in non-classroom based education. The unit is run in a flexible mode and is based on the ideas of student-centred learning. The unit is set largely in the context of adult education.

Objectives

Upon successful completion of this unit, students should be able to explain the concept of flexible learning; describe the theories and processes of instructional design; discuss considerations relating to the application of information technology to instruction and learning; explain the relationships between flexible learning, instructional design and information technology, with reference to the structures of design, management and characteristics of technology; demonstrate an awareness of the issues involved in the development of flexible learning, the theories and processes of instructional design and the application of information technology through discussion of them; identify research problems and issues associated with aspects of open and flexible learning, instructional design and information technology approaches in their own workplace environment.

Assessment

Issues presentation (3200 words equiv.): 40%
Research profile and plan (4800 word equiv.): 60%

Off-campus attendance requirements

24 hours per week in participation, reading, research and assessment. Students should allocate 6 hours per week in interacting via the discussion forum or other CMC (e.g. two hours three times per week), another 6 hours in reading and research, and
another 4 hours in creating and designing. The remainder devoted to fulfilling assessment requirements. Face to face seminars will be held irregularly as most of the instruction and interaction will be conducted through computer mediated communications. Face to face and online events will be advertised through MUSO and via email.

Leader(s): Dr J Simmonds

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)

Synopsis

In this unit, core research-based psychological counselling skills and psychological therapies are addressed, evaluated and practised. Topics include models of helping, advanced skills, issues in evaluating evidence and outcome, assumptions and issues underlying research paradigms, diversity-sensitive counselling.

Objectives

Upon successful completion of this unit, students should be able to demonstrate knowledge and application of the relevant psychological counselling microskills and be able to integrate them to conduct sessions; be able to describe and apply sound practice principles concerning the therapeutic relationship setting, and interventions, and be able to critically discuss and apply the research concerning the scientific evaluation of various psychotherapies.

Assessment

Evaluation of research on counselling a specific population or issue (2000 words, 15 minutes): 25%
transcript and annotation of an initial counselling session (equivalent to 3500 words): 35%
clinical development journal (equivalent to 4000 words): 40%

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential school

Prerequisites

Successful completion of an Australian Psychological Society (APS) accredited four year sequence in psychology

Leader(s): Dr A P Greenway

Offered

Clayton First semester 2009 (Day)

Synopsis

Practical casework in psychological assessment. Skills include diagnostic testing in a clinical context, personality and neuropsychological tests for screening purposes, and cognitive and intelligence testing. Strategies for testing different age groups. The unit will emphasize the relationship of psychopathology to assessment and diagnosis.

Objectives

Upon successful completion of this unit, students should be able to administer and interpret a wide range of psychological tests and assessment instruments. They should be able to give a diagnosis of clients on the basis of psycholetric assessment, interview and mental status. Students should be able to write a comprehensive assessment report and they should also have acquired the necessary theoretical and psychometric background to assess the value and uses of assessment instruments.

Assessment

Practical work and fieldwork
Minor weekly assignments
Three detailed case reports (3 x 2700 approx. each = 8100 approx. words): 100%

Contact hours

3 hours per week

Off-campus attendance requirements

Note: Off-campus students must attend a one (1) week Residential school

Prerequisites

EDF 6501 and successful completion of an Australian Pyschological Society (APS) accredited four year sequence in psychology

Leader(s): Dr J Simmonds

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit builds on core learning from EDF6501, further developing clinical and professional psychological practice in a sound ethical context. In the first part of the unit, topics include ethical, moral and legal responsibilities and dilemmas in clinical practice, assessing professional competencies and managing boundaries and multiple clients, and ethical psychological research and reporting. In the linked topics on 'counselling more than one', couple, family, and group psychotherapeutic interventions are studied and practised.

Objectives

As a result of studying the first part of this unit, students will understand and be prepared to implement the ethical requirements of the Australian Psychological Society and their relevant State Psychologists Registration Boards , develop and demonstrate critical thinking about the higher level conceptualisation of the ethical, legal and psychological issues associated with human behaviour and psychological practice,, and monitor and develop their own abilities and well-being as clinicians. In the second part of the unit, students will develop an appreciation of how 'counselling more than one' differs from individual psychological counselling and acquire some essential concepts of human systems functioning and inter-relational psychodynamics. Through experiential exercises and guided practise, students will develop some initial competencies for psychotherapy with couples, groups and organisations and to assist individual clients in their wider contexts.

Assessment

One research-oriented class presentation and accompanying paper (4000 words): 50%
one essay or case study (4000 words): 50%

Contact hours

3 hours per week

Off-campus attendance requirements

For Off-campus, students must attend a one-week Residential school

Prerequisites

Successful completion of EDF6501

Leader(s): Dr J Gordon

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit has been designed to provide the opportunity for students to explore a developmental perspective of the therapeutic process, from both a theoretical and an applied standpoint. This unit comprises three sections. The first involves establishing a professional relationship and appropriate communication and counselling skills required as a basis for various types of intervention for children, adolescents and families. The second will introduce students to an advanced theoretical understanding of developmental psychology, focusing on a dynamic perspective of developmental outcomes as the result of person-environment interactions. The implications for therapy will be discussed in the context of acculturation issues and Autistic Disorders, with an emphasis on the critical appraisal of research evidence for novel autism treatments. The third section draws from the major theories and models in developmental and educational psychology, to focus on what motivates individuals to engage in learning activities. It explicitly links motivational, emotional and cognitive aspects for children through adults, and ways in which learning environments may promote desired motivations and achievement-related behaviours.

Objectives

Upon completion of the unit, students will have developed an understanding of:

1. The fundamentals of the counselling process, therapeutic counselling skills and associated case management issues.
2. The developmental process and be able to critically appraise evidence regarding assessment and treatment approaches for non-typical development such as Autistic Disorder.
3. The major motivation-related theories and models in educational psychology, and be able to critically assess the contextual influences of the learning environment, family and peer contexts, task features, gender, ethnicity and developmental stage on learner motivations and emotions.

Assessment

Three Assignments (2500 words each): 33% each

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential school

Prerequisites

Successful completion of an Australian Psychology Accreditation Council (APAC) accredited four year sequence in psychology and enrolment in MPsych (Educational and Developmental).

Leader(s): Dr J Simmonds, Dr J Roodenburg

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Day)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

The practicum develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Students spend between one and four days per week on placement. In all, students undertake three placements (one minor and two major). Total hours on placement must be at least 1000 (125 days) over the three placements. Students are supervised on site by their field supervisors and have regular contact with their university supervisors. Clinical placement in psychology 1 is flexibly timed. In this placement students are expected to complete 144 hours (18 days) of practical experience.

Objectives

Upon successful completion of the three practica units, students should have developed advanced knowledge and skills for assessment, counselling and intervention; advanced report writing skills; an advanced knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational & developmental psychology.

Assessment

Supervisor evaluations: 100%. EDF6507 is evaluated as pass grade only.

Contact hours

144 hours (18 days) of clinical placement experience (some days and hours may be transferred between the three placements with the permission of the placement coordinator).

Prerequisites

Satisfactory performance in relevant academic units

Leader(s): Dr J Simmonds; Dr J Roodenburg

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Day)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

The practicum develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Students spend between three and four days per week on placement. In all, students undertake three placements (one minor and two major). Total hours on placement must be at least 1000 (125 days) over the three placements. Students are supervised on site by their field supervisors and also have regular contact with their university supervisors. Clinical placement in psychology 2 is usually undertaken in semester 01.

Objectives

Upon successful completion of the three practica units, students should have developed advanced knowledge and skills for assessment, counselling and intervention; advanced report writing skills; an advanced knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational & developmental psychology.

Assessment

Written case study (4800 words equiv.): 60%
Supervisor evaluations (3200 word equiv.): 40%.

Contact hours

432 hours (54 days) of clinical placement experience, including a minimum of 125 client contact hours (some days and hours may be transferred between the three placements with the permission of the placement coordinator).

Prerequisites

Satisfactory performance in relevant academic units

Leader(s): Dr J Simmonds; Dr J Roodenburg

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Day)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

The practicum develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Students spend between three and four days per week on placement. In all, students undertake three placements (one minor and two major). Total hours on placement must be at least 1000 (125 days) over the three placements. Students are supervised on site by their field supervisors and also have regular contact with their university supervisors. Clinical placement in psychology 3 is usually undertaken in semester 02.

Objectives

Upon successful completion of the three practica units, students should have developed advanced knowledge and skills for assessment, counselling and intervention; advanced report writing skills; an advanced knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational & developmental psychology.

Assessment

Written case study (4800 words equiv.): 60%
Supervisor evaluations (3200 word equiv.): 40%.

Contact hours

432 hours (54 days) of clinical placement experience, including a minimum of 125 client contact hours (some days and hours may be transferred between the three placements with the permission of the placement coordinator).

Prerequisites

Satisfactory performance in relevant academic units

Leader(s): Dr L McLean

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)

Synopsis

The psycho-educational study of exceptional children, adolescents and adults including learners with disabilities as well as those with academic and other talents. Topics include definitions and theoretical concepts, characteristics and classification, collaborative consultation and contemporary approaches to psychological and educational assessment and instructional planning across a range of human service systems. Legal, ethical and cross-cultural issues. Practical skills for facilitating effective communication and collaboration. In the research component, students revise and build on research writing and data analysis skills and present their own research work to date.

Objectives

Upon successful completion of this unit, participants should have an understanding of the theoretical concepts and contemporary research that influences psychological and educational approaches for students with special needs within the current climate of inclusive education. They will have developed knowledge and skills appropriate to professional practice in collaboration with schools and community practitioners. Demonstrate knowledge of research methodology by developing a viable research proposal and/or carrying out and reporting the research project.

Assessment

Research proposal/progress report (2000 words) 25%. Plus one research oriented class presentation, and accompanying paper of (2000 words) 25%. Plus one research case study assignment of (4000 words) 50%.

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential school

Prerequisites

Successful completion of EDF6511 and successful completion of an Australian Psychology Accreditation Council (APAC) accredited four year sequence in psychology

Leader(s): Dr J Roodenburg

Offered

Clayton First semester 2009 (Day)

Synopsis

Research based intellectual, academic, personality, and psychopathology assessment of children from pre-school age to adulthood. Practice in the administration, scoring and interpretation of a range of psychological tests. Limitations of such tests. How to report findings. Relevant cultural, ethical and professional issues.

Objectives

Upon successful completion of this unit, students should be able to understand the current research literature on psychological testing, and demonstrate knowledge of the professional ethical, cultural and psychometric issues which arise when assessing and reporting on the intellectual and academic abilities, personality and psychopathology of individuals across the lifespan; knowledge of basics of psychological test construction; initial skills in administration and scoring of intelligence tests, psychopathology and personality instruments, behavioural checklists and tests of academic attainment suitable for use with individuals and groups across the lifespan; basic skills in the administration and scoring of tests for individuals with sensory and neurological deficits; an ability to select appropriate means of assessment for individuals of different ages and deficits and to report their conclusions accurately and concisely.

Assessment

Class presentation and two minor assessment tasks (2000 words each)
one major assessment task (4000 words)

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential school

Prerequisites

Successful completion of an Australian Psychology Accreditation Council (APAC) accredited four year sequence in psychology.

Leader(s): Dr J Roodenburg

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit is concerned with developing a sound evidence based understanding of and required skills for working with individuals and therapeutic groups across the lifespan on the identification, intervention, and treatment of psychological problems and psychopathology incorporating an educational and developmental perspective. Ethical and legal issues and case management issues (eg keeping records) are considered. Development of understanding and skills in clinical interventions in relation to a broad range of child, adolescent and adult problems and psychopathology.

Objectives

At the completion of this unit students will have developed personal clinical skills to an advanced level; an ability to identify and develop evidence based intervention and treatment programs for psychological problems and psychopathology across the lifespan, including reactive and behavioural difficulties, adjustment and relational difficulties, depression and anxiety, difficulties associated with various developmental stages including old age; incorporate a range of evidence based approaches with a particular emphasis on cognitive and behavioural principles; show an understanding of legal/ethical issues; show a knowledge of local human service systems relevant to the needs of the professional psychologist; demonstrate knowledge of associated research methodologies.

Assessment

Three assignments (each equivalent one third of total 8000 words).

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential school

Prerequisites

Successful completion of EDF6504 and an Australian Psychology Accreditation Council (APAC) accredited four year sequence in psychology

Leader(s): Dr A P Greenway (Semester 1); Dr J Simmon (Semester 2)

Offered

Clayton Second semester 2009 (Day)

Synopsis

In the first part of this unit, instruction and practice in several therapeutic approaches employed by counselling psychologists is provided. In the first and second modules, cognitive behavioural and experiential, focusing and mindfulness therapeutic approaches are taught. Research case studies are conducted using these approaches. In the third module, students revise and build on research writing and data analysis skills and present their own thesis research work to date.

Objectives

Upon successful completion of this unit, students should be able to: Understand the fundamentals of an experiential approach in counselling. Demonstrate an understanding and appropriate use of classical and operant behavioural, as well as cognitive paradigms through application to psychological problems such as phobias, anxiety, addictions, depression and psychotic disorders, within the context of therapeutic relationships. Apply selected cognitive and experiential therapeutic interventions with individuals and research their effectiveness. Revise and build on research writing and data analysis skills. Present and constructively critique their own thesis research and that of peers.

Assessment

Research report (2000 words): 25%
two research case studies of (3000 words each): 75%

Contact hours

3 hours each week

Off-campus attendance requirements

Off-campus students must attend a one (1) week Residential School

Prerequisites

EDF6501

Leader(s): Dr N Jacobs

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Hong Kong Term 2 2009 (Off-campus)
Hong Kong Term 4 2009 (Off-campus)
Singapore Term 2 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)

Synopsis

This unit is designed to introduce students to a range of issues and approaches to counselling across the lifespan. Students will identify psychological issues that arise in the course of normal lifespan development; explore practice frameworks including historical background and contemporary ideas; be introduced to the process of therapy; learn to distinguish between preventative and remedial interventions; explore multicultural counselling; ethics in counselling and learn how to apply a variety of strategies to counselling interventions across the lifespan.

Objectives

By the completion of this unit, students should be able to understand the theory and frameworks of the major schools of counselling and psychotherapy; be able to relate appropriate therapeutic approaches and a range of strategies to the corresponding developmental stage focusing on child/adolescent, adult and the aged; explore alternate modes of delivery including online and telephone counseling; understand the qualities and skills needed to be an effective counselor; and explore the ethical principles and practices related to counselling

Assessment

One essay on the differences in approaches to counselling across the lifespan (3,000 words): 50%
a case study analysis using two different theoretical approaches and a critical evaluation of the approaches (4,000 words): 50%

Contact hours

On campus students attend 3 hours of lectures per week, with an additional 21 hours per week private study time involving activities such as electronic reference searching completion of practical exercises, reading and assignment preparation.

Off-campus attendance requirements

Off campus students require 24 hours per week private study time involving activities such as electronic reference searching completion of practical exercises, reading and assignment preparation.

Leader(s): TBA

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Hong Kong Summer semester A to Semester one 2009 (Off-campus)
Hong Kong Term 4 2009 (Off-campus)
Singapore Summer semester A to Semester one 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)

Synopsis

The unit is designed to introduce students to the central approaches to counselling and psychotherapy; to enable the learning and practice of skills in a systematic manner; to engage students in a critical appraisal of their performance as counsellors; to apply information about the therapeutic alliance and other relevant strategies for helping clients in counselling therapy; to cultivate sensitivity to other people's ways and preferences, cultural or personal. To prompt students to consider their own values and style and how that may affect the success of their counselling.

Objectives

The objectives of this unit are to introduce students to the central approaches to counselling and psychotherapy; to enable the learning and practice of skills in a systematic manner; to engage students in a critical appraisal of their performance as counsellors; to apply information about the therapeutic alliance and other relevant strategies for helping clients in counselling therapy; to cultivate sensitivity to other people's ways and preferences, cultural or personal. To prompt students to consider their own values and style and how that may affect the success of their counselling.

Assessment

Assessment 1: Self-appraisal of Therapeutic Practice (5000 words): 60%; and Assessment 2: Critical evaluation of a major therapeutic orientation (3000 words): 40%

Contact hours

3 hours per week

Off-campus attendance requirements

Off-campus students must attend a compulsory two and a half day (18 hour) day Residential School

Leader(s): Dr N Jacobs

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Summer semester A to Semester one 2009 (Off-campus)
Hong Kong Term 3 2009 (Off-campus)
Singapore Summer semester A to Semester one 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)

Synopsis

The unit will introduce the principles of construction, administration and interpretation of measures of assessment relevant to counsellors. Formal and informal assessment measures will be looked at and some practical experience in their administration will be gained.

Objectives

The objectives of this unit are to gain an understanding of the principles of test construction; to understand the differences between standardised tests and informal inventories and their various uses; to gain experience in the administration and interpretation of measures of self-esteem, non-verbal intelligence, career development and special ability tests.

Assessment

Discussion Paper (2,000 words) 20%
Essay (2,000 words) 40%
Case Study (4,000 words) 40%
Online tutorial (Hurdle Requirement).

Contact hours

3 hours per week

Leader(s): Dr N Jacobs

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Hong Kong Term 2 2009 (Off-campus)
Singapore Term 2 2009 (Off-campus)

Synopsis

Research into the issues commonly raised by clients in a variety of counselling settings has shown that there is a core of problems which frequently occur. These can be divided into several areas; firstly, difficulties arising in relationships, including personal, family, work and community; secondly, conflicts within an individual's personal habits, and thirdly, challenges to do with maturation and ageing. This unit aims to provide students with background information on these issues and effective evidence based methods for dealing with them. This will focus on cognitive and behavioural techniques commonly used to help individuals cope with the stress caused by many of these problems.

Objectives

The objectives of this unit are to introduce students to a core of problems raised by counselling clients; to provide information about the social contexts of these problems; to provide information about the personality factors within individuals which contribute to these problems; to describe the counselling techniques used to help people in these problematic settings; to instruct students in using ancillary techniques which help people cope in general.

Assessment

Two case studies, each covering analysis, discussion of theoretical background to treatment alternatives but majoring on CBT, and then illustrating possible intervention by setting out a CBT based case plan in practical detail (2 x 2800 words each): 70% each
an examination (2400 word equivalent): 30%.

Contact hours

3 hours per week

Prerequisites

EDF6531 or Corequisite

Leader(s): Dr J Simmonds

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Psychology thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Psych Thesis (both part 1 and part 2) will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6536 Psych thesis part 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end

Assessment

The Master of Psychology research component is a 5,000 - 7,000 word literature review (30%) and an empirical 9,000 - 11,000 word research report (70%) in journal article format (together with EDF6536).

Contact hours

24 hours per week

Prerequisites

Students must successfully complete coursework units. However, students may, with the written agreement of the course adviser, undertake a thesis before completing all the coursework requirements.

Leader(s): Dr J Simmonds (Counselling), and Dr J Roodenburg (Educational & Developmental)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Psychology thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology, undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Psych thesis (both part 1 and part 2) will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6535 Psych thesis part 1), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end

Assessment

The Master of Psychology research component is a 5,000 - 7,000 word literature review (30%) and an empirical 9,000 - 11,000 word research report (70%) in journal article format (together with EDF6535).

Contact hours

24 hours per week

Prerequisites

EDF6535 Psych thesis part 1.

Leader(s): TBA

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Psychology thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Psychology thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6535 Psychology thesis part 1, EDF6536 Psychology thesis part 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end

Assessment

The Master of Psychology research component is a 5,000 - 7,000 word literature review (30%) and an empirical 9,000 - 11,000 word research report (70%) in journal article format (together with EDF6535, EDF6536).

Contact hours

24 hours per week

Prerequisites

EDF6535 and EDF6536. Students may, under extenuating circumstances, require more time to complete their theses. A case needs to be made and with support of their supervisors.

Leader(s): TBA

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The Psychology thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Psychology thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6535 Psychology thesis part 1, EDF6536 Psychology thesis part 2 and EDF6537 Psychology thesis extension 1), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD..

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

2. identify key research questions that are not too general and ambitious

3. Select and review relevant theory and literature

4. Design a study and choose appropriate methods to investigate research questions

5. Select appropriate modes of analysis

6. Consider ethical issues involved in research

7. Implement, critically appraise or apply research in a particular field

8. Prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end

Assessment

The Master of Psychology research component is a 5,000 - 7,000 word literature review (30%) and an empirical 9,000 - 11,000 word research report (70%) in journal article format (together with EDF6535, EDF6536 and EDF6537).

Contact hours

24 hours per week

Prerequisites

EDF6537 Psych ext.1. Students may, under extenuating circumstances, require more time to complete their theses. A case needs to be made and with support of their supervisors.

Leader(s): Dr P Greenway

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

The Psychology thesis is a research study, focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology undertaken with a supervisor. Although students will be expected to demonstrate initiative and independence, the supervisor will offer guidance, support and feedback over the course of the research. The thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Psychology thesis will be able to use this 16,000 word study as evidence of independent research experience in an application for entry into the PhD or Doctor of Education programs.

Objectives

By the completion of this unit (and EDF6535 Psychology thesis Part 1, EDF6536 Psychology thesis Part 2, EDF6537 Psychology thesis extension 1 and EDF6538 Psychology thesis extension 2), students should be able to produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD.

Specifically, they should be able to:

1. Devise a research topic to investigate that is feasible within the two-unit time frame

Assessment

The Master of Psychology research component is a 5,000 - 7,000 word literature review (30%) and an empirical 9,000 - 11,000 word research report (70%) in journal article format (together with EDF6536, EDF6536, EDF6537 and EDF6538).

Contact hours

24 hours per week

Prerequisites

Students may, after examination, require time to make substantial revisions to their thesis. A case needs to be made and with the support of their supervisor, a student may enrol in EDF6539.

Leader(s): Dr N Jacobs

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Term 3 2009 (Off-campus)
Singapore First semester 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)

Synopsis

This unit builds on core learning and further develops professional counselling practice in a sound ethical and legal context. Topics include: implementing ethical principles and codes of practice; moral and legal responsibilities; personal, social and professional values; diversity, sensitive issues and practice; duty of care; confidentiality and privacy issues; referral; dealing with multiple clients; and managing boundaries and professional relationships.

Objectives

As a result of studying this unit, students will understand and be prepared to implement the professional, ethical, social, legal and moral obligations of counsellors. They will comprehend the ethical requirements of the societies and professional organizations in the regions they plan to practice; explore the functions and processes of these professional and legal bodies in dealing with ethical matters; develop and demonstrate well informed decision-making processes regarding dilemmas arising in counseling; determine professional competencies and limits of proficiency in a range of situations; make appropriate referrals; and monitor and develop their own abilities and well-being as counselors.

Assessment

One essay on ethical issues in the practice of counselling (4,000 words): 50%; Responses to two case vignettes (2000 words each): 50%

Contact hours

3 hours of lectures per week, with an additional 21 hours per week private study time involving activities such as electronic reference searching completion of practical exercises, reading and assignment preparation

Prohibitions

EDF6534

Leader(s): Dr N Jacobs

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Summer semester A to Semester one 2009 (Off-campus)
Hong Kong Term 3 2009 (Off-campus)
Hong Kong Term 4 2009 (Off-campus)
Singapore First semester 2009 (Off-campus)
Singapore Summer semester A to Semester one 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)

Synopsis

The field placement (practicum) develops a range of professional skills and acquaints students with issues of professional ethics and practice in counselling. Students complete one placement where they are required to spend a total of 280 hours, of which 80 hours are 'contact' hours (face to face counselling) and 200 hours are 'non contact'. Students are also required to participate in weekly online discussion groups and postings throughout the duration of the placement.

Objectives

Upon successful completion of the field placement, students should have developed advanced knowledge and skills in professional practice and competency; the implementation of ethical principles in field practice; writing reports and case notes; making appropriate specialist and agency referrals. They should have an advanced knowledge of local human services systems and an understanding of legal and ethical principles relevant to the field of counselling.

Assessment

A written case report (4,000 words): 60%
Supervisor Evaluation (4,000 word equivalents): 40% (comprising 30% Field Supervisor
10% University supervisor). Placement Hours: 280 Hours (35 days equivalent) of counselling experience, including a minimum of 80 client contact hours.

Contact hours

Overall students must complete a minimum of 280 hours (35 days) of field placement experience, including a minimum of 80 client contact hours

Prerequisites

EDF6531

Prohibitions

EDF6534

Leader(s): Dr U Sharma

Offered

Clayton First semester 2009 (Evening)
Singapore Summer semester A to Semester one 2009 (Off-campus)

Synopsis

Inclusion of students with disabilities into regular school programs is a worldwide trend. This unit covers information on why inclusion is a better option for students with disabilities and what is required to make schools inclusive. The critical roles that school educators and parents play in making schools inclusive are also examined in the unit. The unit is primarily delivered using online mode.

Objectives

It is anticipated that by completing the requirements of the unit students should:

1. be aware of the implications of disabilities from an educational and developmental perspective,

2. understand of the importance of educators' positive attitudes towards the inclusion of students with disabilities,

3. be familiar with adaptations necessary for the school setting and instructional style,

4. be familiar with the research and conceptual evidence in support of and against inclusive schooling,

5. understand the critical role played by teachers, principals and parents to make inclusive education a realistic possibility for ALL students,

6. be aware of physical and psychological characteristics of an inclusive classroom,

7. be informed about policy at the school, state and national level.

Assessment

The formal assessment for this unit includes one written assignment (3000 words): 40% and one class presentation (equivalent to 3000 words): 35%. Additional tasks will include reading tasks and on-line discussions (flexibly delivered) (equivalent to 2000 words): 25%

Contact hours

3 hours per week (flexibly delivered including on-line discussion)

Prohibitions

GED0134

Leader(s): Dr J Deppeler

Offered

Clayton Second semester 2009 (Evening)

Synopsis

The unit involves a minimum of fifteen days practical professional activities and experiences. Topics include developing an inquiring mind, research awareness and evidence-based techniques for examining practices and student learning, collaborative consultation, and professionals as change agents in both inclusive and special education settings.

Objectives

Upon successful completion of this unit participants should have an understanding of the principles and techniques of evidence-informed approaches for students with special needs; and will have developed knowledge and skills appropriate for professional practice in collaboration with school communities and other professional practitioners.

Assessment

Professional Practice Report (2000 words) 40%; Professional Project Proposal including Class presentation (2000 words) 30%; and Inquiry Report (2000 words): 30%. The time involved in practicum placement activities have been taken into account in designing the other work to be assessed in this unit (equivalent 2000 words).

Contact hours

3 hours per week

Prerequisites

EDF6601

Leader(s): Dr Leonie Kronborg

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The nature of giftedness; intellectual, social and emotional characteristics of gifted and talented students necessitating the modification of learning experiences; procedures and materials used to select students for enriched and accelerated learning opportunities; teaching strategies and materials appropriate for the regular classroom.

Objectives

Upon successful completion of this unit, students should be able to describe the nature of giftedness in terms of current conceptions and definitions of giftedness and talent; be able to recognise behavioural characteristics of gifted and talented students; be able to describe the types of instruments and procedures used for identifying gifted and talented students; have an understanding of different learning styles of gifted students; have an understanding of affective learning, character education and leadership: have an understanding of how to differentiate the curriculum for gifted and talented students; have an understanding of different types of 'acceleration'; be aware of a range of instructional models in educating the gifted; be able to recognise learning needs of diverse types of gifted students.

Assessment

The Reflective Journal is to record summaries and reflections on assigned readings (5,000-6,000 words): 60%+ Class project/paper (3500-4,000 words): 40% .

Contact hours

3 hours per week

Leader(s): Dr Leonie Kronborg

Offered

Not offered in 2009

Synopsis

Psychological aspects relevant to the development and functioning of gifted and talented children and adolescents. Topics include talent development and self-actualisation and the interplay between creativity, thinking skills and the structure of intelligence. Other issues deal with procedures for counselling gifted students and their families.

Objectives

Upon successful completion of this unit, students should be able to demonstrate basic knowledge of psychological aspects of gifted students, creativity and procedures for identifying these characteristics in children; knowledge and understanding of the social-emotional development of gifted and talented students; understanding of basic issues in counselling gifted children and their families; major approaches to education of gifted and talented children in relation to their social and emotional needs.

Assessment

A triple-entry notebook to record summaries and reflections on assigned readings (5,000-6,000 words): 45%
Individual project/paper (3500-4,000 words): 55%

Contact hours

3 hours per week equivalent (flexible mode)

Leader(s): Dr Leonie Kronborg

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)

Synopsis

The nature of specific talents. Procedures to identify these talents. The nature of creativity, its assessment and strategies for development. The variation between the special populations of the gifted in respect to their needs and development.

Objectives

Upon successful completion of this unit, students should be able to describe the nature of specific talents and procedures to identify them; be aware of the differing views of creativity and its assessment; be able to apply the process for developing a mentoring program; have an understanding of the needs, identification procedures and development of young (pre-school) gifted children; have an understanding of the needs and development of prodigies and children with exceptionally high intellectual potential; have an understanding of gifted children with learning disabilities in relation to their needs, assessment and appropriate programming procedures; be able to identify gifted girls and have an understanding of their needs in order for them to realise their potential; have an understanding of key issues in addressing the needs of gifted children with sensory or physical disabilities; be able to identify and cater for the needs of gifted under achievers; have an understanding of the social and emotional development of gifted children and strategies to support their individual needs.

Assessment

A triple-entry notebook (recorded summaries and reflections on assigned readings) (5-6000 words): 45%
Individual project/seminar paper (3500-4000 words): 45%
Class presentation of Gifted project: 10%

Contact hours

3 hours per week

Leader(s): Dr J Deppeler

Offered

Clayton First semester 2009 (Evening)

Synopsis

A minimum of thirty days of appropriate supervised inclusive and special education professional practice experiences in school-based settings can be spread across the semester or taken in one or more intensive block periods. Units EDF6602 and EDF6614 meet the requirements for registered teachers working as a special education professional in Victorian schools. Students must have their placements approved by the practicum coordinator, Dr Joanne Deppeler.

Objectives

Upon successful completion of this unit, participants should have gained school-based experience; an understanding of the principles which influence current inclusive education, approaches for supporting student diversity; and will have developed knowledge and skills appropriate to improving their professional practice.

Assessment

Professional practice report totalling 3000 words comprises (Part A: 1500-2000 words and Part B: 1000-1500 words): 60%
Reflective Journal (3500 words): 40%. The time involved in practicum placement activities have been taken into account in designing the other work to be assessed in this unit (equiv. 1500 words)

Contact hours

3 hours per week

Prerequisites

EDF6601. Students must also have successfully completed or be concurrently enrolled in EDF6602 and have the approval of the unit coordinator

Leader(s): Ms M Hammer

Offered

Singapore Term 4 2009 (Off-campus)

Synopsis

Unit will analyse the relationship between the political, economic and social factors influencing contemporary early childhood education and care. An examination of national and international developments in policy, practice and research. The construction and reconstruction of early childhood education and care will be critiqued using a range of theoretical perspectives. Knowledge construction and its ratification within and external to the profession will be considered. Cross-cultural perspectives and global developments will be explored in relation to local enactments of policy and practice and insights into future orientations for early childhood education and care will be constructed

Objectives

As a result of participating in this unit students will gain opportunities to:

1. analyse the relationship between the political, economic and social factors influencing contemporary early childhood education and care;

2. critically examine national and international developments in policy, practice and research for early childhood education and care;

3. develop understandings about knowledge construction and its ratification within and external to the profession of early childhood education;

4. consider cross-cultural perspectives and global development in relation to local and regional enactments of policy and practice in early childhood education; and

5. gain new insights into future orientations for early childhood education and care.

Assessment

Seminar or conference presentation and paper (4800 words): 60%
Structured journal (3200 words): 40%

Contact hours

3 hours per week

Leader(s): Dr M Blaise

Offered

Clayton First semester 2009 (Evening)
Singapore Term 3 2009 (Off-campus)

Synopsis

In this unit students will critique the constructions of childhood and children across cultures and historical periods. In particular, students will deconstruct the images of the child found in the local, national and international literature, curriculum, and teaching programs and their associated environments. In drawing upon contemporary learning theories students will analyse the relationship between the contexts created for children and the beliefs held about children within the particular communities under study. Students will be encouraged to apply these new understandings to their work with young children and/or explore the possibilities for new curriculum design

Objectives

As a result of participating in this unit students will gain opportunities to critique constructions of childhood and children across cultures and historical periods; deconstruct the images of the child found in the local, national and international literature, curriculum, and teaching programs and their associated environments; consider multiple views of childhood and children and the range of environments created to support learning; draw upon contemporary theory to analyse the relationship between the contexts created for children's learning and the beliefs held about children across a range of cultures.

Assessment

Poster and Class Presentation (equivalent 3200 words): 40%
Written Report (equivalent 4800 words): 60%

Contact hours

3 hours per week

Leader(s): Ms C Rivalland

Offered

Clayton Second semester 2009 (Evening)
Singapore Term 2 2009 (Off-campus)

Synopsis

In this unit students will examine the nature of values and how these are central to the early childhood professional's connectedness with children, families, community and the profession. In this engagement with the ethical dimensions of early childhood education, students will be provided with the opportunity to explore a range of ethical issues including the ethics of care, the commitment to inclusion, the notion of quality and the ethics of researching children. Students will have the opportunity to examine these issues from local, national or global perspectives.

Objectives

Students completing this unit should be able to understand the nature of values and their link with early childhood education; demonstrate an awareness of the complexity, commitments and the ethical dilemmas inherent in the work of an early childhood professional articulate and defend a position on a chosen topic or issue using their understanding of the ethical dimensions related to this matter; critique the current debates in early childhood education concerned with ethics.

Assessment

Tutorial or conference presentation and paper (equivalent 5000 words) 60% and structured journal (equivalent 3000 words) 40%.

Contact hours

3 hours per week

Leader(s): Dr C Joseph

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

Processes and practices of globalisation and their implications for education. Theories of globalisation and internationalisation, multilateral organisations and structures, cultural and social identities, political and economic processes. Practices and future of international education, national educational systems and globalisation.

Objectives

Upon the successful completion of this unit, students should be able to discuss education in an international and historical context, particularly the relationship between education and national development, the role of educational multilateralism and contemporary challenges to these paradigms; assess some of the current theories of globalisation and explore their utility in explaining the development of the policies and practices of international education; critically assess some of the issues surrounding competing definitions of internationalisation as they relate variously to curriculum, pedagogy and the organisation of education; analyse Australian higher education policy through an understanding of its historical context, globalisation, and related educational issues of curriculum, pedagogy, and the administration of education and educational institutions.

Assessment

Major essay (5500 words): 60%;
Folio (2500 words): 40%.

Leader(s): Dr C Joseph

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

Understanding competing motivations for internationalisation of curriculum. Identifying and developing international and inter-cultural skills. Knowledge transfer across cultural and national boundaries. Curriculum and pedagogic approaches appropriate for culturally diverse classrooms.

Objectives

Upon the successful completion of this unit, students should be able to be familiar with the major global transformations that are changing education; understand the maner in which cultural diversity interacts with forces of globalisation within the international field; understand the reasoning of various institutions and agencies that promote internationalisation of education; play an active part in the internationalisation of educational institutions; be able to engage in networking on the Internet as part of ongoing self-education, research and working requirements.

Assessment

Major essay (5000 words): 50%; minor essay (2000 words): 25%; folio (2000 words): 25%.

Off-campus attendance requirements

Students are expected to maintain regular contact with the lecturers and other students in the class through the online environment; email, fax or phone, depending on which is most convenient. The unit consists of six topics presented sequentially. Each topic has been designed to be able to be completed over a two to three week period.

Leader(s): Dr D De Zilwa

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

World markets in international education in the context of globalisation, including on-shore and off-shore provision, cross-country collaboration and networking, on-line courses. International and global regulation of education, including accreditation, quality assurance, trade agreements and international agencies. Development of culturally informed approaches to providing, leading, managing and marketing international education. Reconciling educational, cultural institutional and economic objectives.

Objectives

Upon the successful completion of this unit, students should be able to discuss international education markets in a global and historical context, with some knowledge both of the overall global picture in relation to foreign student education and transnational education, market activity in a number of countries, the regulatory environment in which international education takes place, and the role of quality assurance and of marketing; understand the issues and dilemmas involved in the commercial production and distribution of an educational product, and the manifestation of those tensions in global geo-politics, e.g. relations between exporter English-language countries and importer less developed countries (LDCs); relate the foregoing to problems of professional practice.

Assessment

Major essay (5000 words): 50%; minor essay (2000 words): 25%; folio (2000 words): 25%.

Off-campus attendance requirements

Offered as an off-campus distributed learning unit. Students are expected to maintain regular contact with the lecturer and other students in the class through the online environment, and by email, fax or phone, depending on which is most convenient.

Leader(s): Dr M-L Rasmussen

Offered

Clayton First semester 2009 (Evening)

Synopsis

The role of education (particularly schooling) in the construction and reconstruction of gender. Fundamental concepts of feminism. Feminist perspectives on education especially as they relate to understanding the problems and creating the solutions. Femininity and masculinity and the ways they are constructed, represented and understood.

Objectives

The broad aims of this unit are to provide students with an introduction to theory, policy and practice related to gender and education; an overview of developments and debates in this area; an understanding of the ways in which education, particularly schooling, connects with processes whereby femininity and masculinity are constructed, gender construction intersects with class, ethnicity and sexuality and educationists influence these processes; an opportunity to reflect on and critically evaluate these issues in relation to their practice.

Assessment

Development and presentation of a case (3000 words): 40%
Research paper(s) (1 x 5000 words or 2 x 2500 = 5000 words): 60%

Contact hours

3 hours per week

Leader(s): Dr A Devos

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

In this unit we consider changes occurring in the nature of work across different industries and cultures and their implications for understanding workplaces as learning environments. We explore the ways in which even the most modest local workplaces are shaped by global movements of capital, people and ideas, and at the impact of information and communication technologies on work. We think about working knowledge, how it has been traditionally understood and how those understandings might have changed in the 'knowledge economy'. We consider different approaches to workforce education with a particular focus on mentoring as a popular workforce pedagogy.

Objectives

Upon successful completion of this unit, participants should have; 1) Demonstrated a critical understanding of key concepts such as globalisation and knowledge economy, 2) Identified the role of information and communication technologies in shaping work and learning , 3) Understood key concepts in workplace education, in particular, mentoring, 4) Critically analysed the contexts of workforce education, 5) Explored how their own work context and practices may be influenced by their place in global and local economies.

Assessment

Literature review 4,000 words (50%); and Case study on a workplace learning initiative 4,000 words (50%)

Contact hours

3 hours per week

Leader(s): Dr A Clemans

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton First semester 2009 (Evening)

Synopsis

Adult education theories, practices and approaches related to adult learning and development in workplace, community and TAFE contexts. Exploration of theories and concepts in adult education and the application of an approach to designing learning activities for adults.

Objectives

Upon successful completion of this unit, participants will have examined and compared a range of theories in adult education and training. The implications of these theories in learning contexts will be evaluated. A critical understanding of the policy contexts shaping adult and vocational education and training will have developed. Participants will have considered and applied an approach to designing effective learning for adults.

Assessment

Critical review (4000 words):50%
Assignment (4000 words): 50%

Contact hours

3 hours per week

Leader(s): Professor M Somerville

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)

Synopsis

Sustainable Community Development is an introductory core unit in the Master of Community Development. It is designed as a reflective practice unit to enable practitioners working in the broad field of community development, in urban and rural contexts, to develop their practice. Students will be introduced to the concepts of sustainability, place, and community development and to contemporary research in the area. It will use the frameworks of sustainability, place, and community, to examine how people learn about places and form sustainable communities in the places where they live and work. Students will undertake practitioner research in order to apply these theories to their practice.

Objectives

On completion of this units students are expected to have:

1. An understanding of the concepts of sustainability, place, and community development;
2. An understanding of the processes of community building and community engagement;
3. The ability to apply contemporary theories and research to their work in sustainable community development; and
4. The skills to undertake practitioner research in sustainable community development and to change their practice in response to this research

Assessment

Assignment 1 - 3000 word written essay or reflective journal ; and Assignment 2 - 5000 (or equivalent written and visual text) word project plan and report

Leader(s): Dr D Anderson

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)

Synopsis

The purpose of this unit is to think about educators and learners in changing contexts of work and learning. We consider the range of contexts in which work and learning occur; how these are shaped by local and global developments in education and training; and how educators and learners navigate these changing contexts. We introduce key concepts that will provide frameworks for understanding contemporary educational work. We explore the changing relationships between work and learning, and discuss strategies for rethinking how educational work, learning careers and professional identity can enable probable and preferred educational futures.

Objectives

Upon successful completion of this unit, participants should have: 1) Understood theories, concepts and research about the changing nature of education, work and learning; 2) Analysed the political, economic and social forces that are reshaping contemporary contexts of, and spaces for, work and learning; 3) Identified the implications of such changes for the work, identities and learning careers of educators and learners in post-compulsory education and training settings, including the workplace and community; and 4) Demonstrated improved skills in research and presentation, through projects relating to their work contexts and learning careers.

Assessment

Reading review (3,000 words, 40%) ; and Case study report (5,000 words, 60%)

Contact hours

3 hours per week

Leader(s): Dr N Allix

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Term 3 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)

Synopsis

This unit is an introduction to the complexities of decision making in organisational contexts. Topics covered include: theoretical and philosophical analyses of the concepts of power and authority in organisational and institutional contexts; research approaches to understanding the nature of decision making and problem solving processes; an examination of how psychological, social, and contextual factors influence and shape decision making processes and outcomes in organisations; an analysis of how issues associated with power and authority affect decision making and related organisational structures and processes, and an exploration of how organisational structures and processes might be better designed to enhance decision making intelligence and organisational governance.

Objectives

This unit aims to introduce students to how researchers have come to understand:

1. Concepts of power and authority in organisational and institutional contexts.

2. How good decisions ought to get made in administrative contexts.

3. How decisions actually do get made in organisations.

4. How factors associated with complexity, uncertainty, ambiguity, and social choice affect decision making in organisations.

5. How organisations might be designed to improve decision making processes and outcomes, and better manage associated patterns of power and authority.

Assessment

2 Essays (2 x 4000 words each): Weighting of 50% each - totalling 100%.

Contact hours

3 hours per week equivalent (5 x 4hr modules over the semester)

Leader(s): Dr N Allix (Singapore); Dr D De Zilwa (On-campus & DE)

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Singapore Summer semester A to Semester one 2009 (Off-campus)

Synopsis

Definitions of leadership and models of organisational leadership. Topics include: leadership formation and leadership as a career; the values and styles of leaders; organisational vision and mission statements; the identities of leaders; succession, selection and induction processes; heroic and post-heroic models of leadership, including distributed leadership; leadership standards.

Objectives

Upon completion of this unit students can be expected to have a better understanding of the nature of leadership as a context-bound, attributed status; leadership as a socially and institutionally constructed phenomenon; the typical means by which leaders learn and acquire their leadership and construct career trajectories; current issues, topics and recent trends in leadership theory and practice, particularly as these apply in a variety of policy contexts, educational and non-educational settings; and the demands confronting all types of leaders in a variety of contexts and workplaces.

Assessment

2 Essays (2 x 4000 words each): 50% each - totalling 100%

Contact hours

3 hours per week

Leader(s): Dr Z Ma Rhea

Offered

Clayton Second semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Hong Kong Term 2 2009 (Off-campus)
Singapore Term 2 2009 (Off-campus)

Synopsis

This unit focuses on the theory and practice of managing change in a range of organisational contexts. As means for achieving effective change, particular consideration is given to strategies for managing the effective development of organisational and human resource capability. Topics include understanding the nature of organisations, and practices associated with managing people, and issues power and authority in a complex globalised context. Human responses to change are also examined, and a variety of processes concerned with decision-making, problem-solving, organisational learning and knowledge management are explored and evaluated.

Objectives

Upon successful completion of this unit, students should have acquired a detailed knowledge and understanding of the major trends in theories of organisations; an understanding and critical appreciation of new organisational forms and organisational processes; skills in devising a range of strategies and approaches to change management, team leadership and the enhancement of team-based and organisation-wide learning; and knowledge and skills required to formulate their own understandings of management and change in the light of their own organisational practices.

Assessment

2 Essays (2 x 4000 words): 50% each - Totalling 100%

Contact hours

3 hours per week

Leader(s): Associate Professor J Gray

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Clayton Second semester 2009 (Off-campus block of classes)
Hong Kong Term 3 2009 (Off-campus)
Hong Kong Term 4 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)

Synopsis

This unit examines Resource Management including human, financial administrative and knowledge management. Aspects of strategic planning, budgeting, Human Resource Management and business plans will be covered. Examination of factors associated with developing and maintaining a capable organisation with effective and efficient resource management will be the key feature. Students will be expected to develop a Business Plan for an organisation relevant to their employment and experience.

Objectives

Upon successful completion of this unit, student should have acquired understanding and knowledge of the key aspects of resource management in an organisation; skills in developing and planning for successful resource management; skills in developing an appropriate business plan for an organisation; understanding of human resource management elements and their role in organisational success and coherence.

Assessment

One essay (4000 word equiv.): 50%
Business Plan (4000 word equiv.): 50%

Contact hours

3 hours per week

Leader(s): Dr A Devos

Offered

Clayton First semester 2009 (Off-campus block of classes)
Clayton Second semester 2009 (Off-campus block of classes)

Synopsis

Unit explores the introduction of mentoring initiatives in organisations as a vehicle to support work related learning and development. Students will be introduced to different approaches and conceptual frameworks for considering mentoring, and the relationship between mentoring and the context in which it is located. It also provides students with the skills and knowledge necessary to effectively design and implement a workplace mentoring project. Students are given an opportunity to critically evaluate mentoring and to consider its merits in relation to other approaches to building workplace or occupational knowledges. Attention given to the development of professional identity in mentoring.

Objectives

Students will achieve an understanding of the theory and practice of mentoring and coaching across a range of contexts; expertise in assessing the viability and appropriate form of mentoring for their organisations; the ability to establish the learning and development needs and goals of the organisation in relation to coaching & mentoring; the development of skills in formal mentoring program design, coordination and review; and an appreciation of the role of mentoring in the development of professional identity.

Assessment

1. A literature review (2,500 words): 40%;
2. A major work (5,500 words): 60%, of either: A detailed Plan to develop and implement a mentoring initiative: or A Case study OR Essay on a mentoring related topic.

Contact hours

29hrs coursework (12hrs intensively) and up to 270 hrs independent study throughout semester

Leader(s): Dr A Devos

Offered

Not offered in 2009

Synopsis

This unit explores further the ideas of mentoring and coaching that were introduced in EDF6851. The unit will involve students in exploring case studies of mentoring programs through sharing their experiences and further develop and implement an action plan in mentoring at the workplace. Students will explore the notion of implementing ongoing development of organizational capacity through mentoring and coaching programs and develop further their repertoire of skills in terms of mentoring and coaching

Objectives

Students will achieve articulation of their skills and identify the skills required for successful implementation of the action plan; improved understanding of mentoring and coaching over a variety of contexts based on the shared experiences of participants; an understanding of review and evaluation methodology that can be used to review and evaluate current workplace action plans; identify key components essential for the development of on-going action plans; development of presentation skills.

Assessment

Refinement of portfolio of individual professional capability (1400 words): 17%
Submission of action plan presentation incorporating peer feedback (1400 words): 17%
Review and evaluate current workplace action plan (4000 words): 50%
Submission of recommendations based on planning for the development of an on-going action plan (1200 words): 16%

Contact hours

29hrs coursework (12hrs intensively) and up to 270 hrs independent study throughout semester

Prerequisites

EDF6851 Mentoring and Coaching 1

Leader(s): TBA

Offered

Clayton Term 3 2009 (Online)

Synopsis

The purpose of this unit is to provide students with a framework to understand and experience the incredible potential of living and learning in a global community that this program offers. The innovative nature of this cohort-based program, with units being taught in four different countries and universities, will make certain demands on students will as they encounter the diverse realities of other students' geographic locations. Through this unit, students will be introduced to the different ways in which globalisation manifests in people's lives, and how the learning devices and technologies they will use will aid them in interacting with other students.

Objectives

Upon successful completion of this unit students should be able to interact freely and confidently, though asynchronously, with others from different contexts and cultures in an academic setting; develop a personal learning profile which represents their entering achievements and characteristics; develop an overall learning plan for the program based on self-assessment of their needs and opportunities; record and reflect on their experiences in an intercontinental program and identify the implications of global change for their work in supporting learning in their own context.

Assessment

(i) Development of a personal learning portfolio and profile (20%); (ii) a learning plan which will guide your choice of activities in the rest of the program (20%); (iii) A continuing portfolio or record of learning and your reflections on their experience. This builds upon the groundwork completed in the first assessment task where you establish your learning portfolio (20%); (iv) The development of a capstone statement demonstrating how you have met the capabilities of the program. This is completed at the end of the Masters program (30%); and (v) Participation in group discussion (10%).

Prerequisites

None

Leader(s): TBA

Offered

Clayton Term 4 2009 (Online)

Synopsis

This unit focuses on theories of learning that emphasise contemporary rather than classical theories of learning. Key concepts from different perspectives are dealt with. Students will consider these theories and the key concepts as they relate to the different contexts of learning including the workplace, social movements, and community development.

Objectives

Upon successful completion of this unit students should be able to apply theoretical perspectives to situations in daily life; be able to examine situations significant to them and their practice, and develop abilities to employ a comparative analysis to their exploration of adult learning theories as well as learning contexts.

Assessment

Assignment: (individual essay) 50%; Assignment: (group essay) 30%; and Activity in discussions: 20%

Prerequisites

EDF6860

Leader(s): TBA

Offered

Clayton Trimester 3 2009 (Online)

Synopsis

Students to explore how globalization has and continues to reconfigure international and local contexts, as well as their own individual lives, where practices and policies of adult learning are being debated and redesigned. Students will be introduced to competing interpretations of globalization and development, considering the meaning that these concepts have in relation to market-driven economies, diversity and equity issues, and civil society and social movements.

Objectives

Upon successful completion of this unit students should be able to: engage critically with conceptual perspectives on the relationship between adult education and development; examine the global and local development context of adult education in a 'middle income country'; provide opportunities to explore and develop understanding of transformative adult education in civil society contexts, in order to stimulate dialogue around the meaning of the concept 'global/local learning' and encourage critical discussion on the relationships between learning, politics and organisation in the context of civil society organisations and social movements.

Assessment

Assignment 1 (3000 words) 45%; Assignment 2 (3000 words) 45%; Participation in online discussion (10%).

Prerequisites

EDF6860 and EDF6861

Leader(s): Professor T Seddon

Offered

Clayton Term 2 2009 (Online)

Synopsis

The unit will involve identifying, investigating, improving and reporting on a learning dimension of your work. The starting point is on your identity as a learning practitioner, that is, a person whose work focuses on learning in organisational settings, in local communities and/or in educational institutions. It builds on the current attention given to learning that occurs in everyday work practices as well as in formal educational settings. Several perspectives of learning are explored in this course, all of which emphasise the importance of the learners' personal, theoretical and cultural locations.

Objectives

Upon successful completion of this unit students should be able to: 1) understand and foster the learning dimension of your work; 2) critically examine and describe your identity as learner practitioners and the way this identity is constructed through a number of local and global conditions; 3) critically engage with various conceptual perspectives on learning in practice that may be influencing your work; and 4) develop a critical analysis of your work and workplace.

Assessment

Online participation (10%); Assessment 1 (25%) - critical assessment of identity as a learning and development practitioner; Assessment 2 (25%) - discussion paper on the various conceptual understandings of learning in practice; and Assessment 3 (40%) - case study report

Prerequisites

EDF6860, EDF6861, EDF6862

Leader(s): TBA

Offered

Clayton Term 1 2009 (Online)

Synopsis

This unit is concerned with the changing relationship between the economy, workplace learning and adult education. The content is structured around two key themes, the changing discourse on work and learning and workplace learning. Central topics here are organizational learning, the learning organization and the debate on the benefits and disadvantages of informal workplace learning.

Objectives

Upon successful completion of this unit students should be able to: understand the issues concerning the relationship between the economy (both global and national), work and employment, and post-compulsory education and training, as well as of their implications; distinguish rhetorical discourse and substantive argument, and to recognize the key economic interests and political forces behind both; analyse and discuss these issues in the context of both national and international research and policy experience; and enhance analytical skills and reasoning based on research findings, the academic literature, and policy analysis.

Assessment

Assignment 1: Reading review is worth 20% of the total mark; Assignment 2: Essay is worth 30% of the total mark; and Assignment 3: Futures oriented report is worth 30% of the total mark; and Participation in the online discussions of the readings will be worth 20% of the total mark for the course.

Prerequisites

EDF6860, EDF6861, EDF6862, EDF6863

Leader(s): TBA

Offered

Clayton Summer semester A 2009 (Online)

Synopsis

This unit focuses on research and how to read research texts in order to understand and evaluate them critically. The unit is based on the assumption that research is perspective dependent. Research texts covering different approaches constitute the ground for critical analysis and interrogation.

Objectives

Upon successful completion of this unit students should be able to:

1. Enhance learners' initial understanding of research;
2. View differences in ways in which people understand and approach research;
3. Critically read examples of research; and
4. Plan for a potential or anticipated research project

Assessment

Written tasks (80%); Short essay (600 words); Extended essay (1200 words) with peer review provided; Essay on research possibilities, discussing three ways of investigating your problem/topic (800 words); Research plan (5000 words); Participation in class discussion: 10%; and Working group contribution: 10%

Prerequisites

EDF6860, EDF6861, EDF6862, EDF6863, EDF6864

Leader(s): Dr P Riley

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)

Synopsis

Unit one promotes self-and-other awareness and positions emotional preparedness as foundational to school leadership. It engages aspirant school leaders in personal and professional growth according to principles and practices of adult learning and development. Collaborative reflective practices examine cognitive and emotional meaning making systems in dynamic learning communities. A range of sources and learning modalities feature educational philosophy and learning theory issues. Durable bridges between practice and theory support the development of practical needs assessments and preliminary planning for school wide change projects.

Objectives

Upon successful completion of this unit, students should be able to: 1) Complete regular reflective journal submissions that demonstrate considered and integrated personal, scholarly and professionally constructed meanings that use the appropriate reflective writer's content and 'voice' and culminates in a formal personal growth plan (4000 words) [Objective 1 & 2] ; 2) Work self-directedly and collaboratively with peers to create a workshop/discussion project pertaining to unit topics-such as adult development models, emotions of leadership, educational philosophical documents, professional development for teachers, learning theories etc.- for use in face to face and online modalities. Presentation 'notes' including handout summary and interactive materials and online participation - (1500 words) [Objectives 2 & 3].

Based on study of extant research and readings on professional development planning and in response to school characteristics in student's professional setting, report on one relevant article and collaboratively develop a draft needs assessment for school wide application to determine professional learning needs of teachers and document collaboration notes from liaison with professional mentor and professional teacher colleagues. 2500 word report not including needs assessment document. [Objectives 2,3,4,5].

Assessment

Reflective writings culminating in personal growth plan (Equivalent to 4000 words) ( Objectives 1 and 2 ): 50%
Workshop delivery on course topic (Equivalent to 1500 words) (Objectives 2 and 3 ): 20%
Progress report on school wide change project (Equivalent to 2500 words) (Objectives 2, 3, 4, and 5 ): 30%

Contact hours

3 hrs per week

Leader(s): Dr P Riley

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit provides three modules that help to prepare the school leader to effect knowledgeable and intelligent change in her/his organization. Module one provides an introduction to theories of strategic change, and contexts for effecting change. Module two explores theories and practices for researching and leading change in schools, and managing associated human and social resources. Module three explores critical areas of concern for school development and improved performance across subject areas, and what leaders need to know to facilitate substantive and sustainable change.

Objectives

At the completion of this Unit, students will be able to:

1. Engage in meaningful consideration of theories of change, and assumptions that underlie change practices.
2. Use action research concepts and practices, development and performance principles, and organizational leadership to develop plans for facilitating strategic change.
3. Demonstrate awareness of unit topics - such as strategic change management theory and practice, school wide development and performance planning, and the management of organisational knowledge, learning and human and social resources in processes of leading change - in journal entries, and by engaging in the development and documentation of progress on an in-class group learning project and school and/or community collaboration project.
4. Read with discernment and write appropriately and substantially as a professional/scholarly action researcher.

Assessment

The written work (8,000 words) will be required across three assignments detailed in the following summary: 1. Review and report of action research project related knowledge from empirical articles and professional setting (4000 words) (Objectives 1, 2, 4, 5) Weight: 50%. 2. Reflective journal writing (2500 words) (Objectives 1, 3, 4) Weight: 30%. 3. Work self-directedly and collaboratively with peers by participating in the online forum discussions and in the design, construction and peer evaluation of a group learning project (1500 words): 20% (Objectives 1, 2, 3, 4, and 5).

Contact hours

3 hours per week

Prerequisites

EDF6901

Leader(s): Dr B Beatty

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)

Synopsis

This unit is designed to engage students in local and global networks and communities of practice so as to expand their perspective on the immediate and larger context for their work as school leaders. This Unit will expand the notion of integrated lenses including the following: law, politics and policy; economics; social and cultural challenges and opportunities; ICT mediated learning; participation in professional communities. The unit is to be offered as the required third unit of study in the Master in School Leadership course, usually taken in their third semester of part time study.

Objectives

At the completion of this Unit, students will be able to:

1. Engage in meaningful consideration of the broader issues of school and society as these pertain to school leadership.

2. Use key concepts in social, cultural, philosophical, political, economic and other perspectives as lenses through which to consider their decision making practices.

3. Apply their learning from Module 1) School and Society, and Module 2) Media, Politics Power and Policy in the context of a Network development project that complements their action research project.

4. Demonstrate awareness of unit topics by writing an article suitable for publication on an educational leadership related topic of interest and concern to them.

5. Read with discernment and write appropriately and substantially as a professional/scholarly action researcher in preparation of the ethics application for their projects as a result of further development of their research design.

Assessment

Three written assignments (8000 words total):

1. Write a draft position paper suitable for publication in a professional journal (4000 words): 50%

2. Document, reflect upon and summarize participation in existing networks and the design and initiation of a new network that is aligned with and complementary to the purposes of the student's action research project (3000 words):40%

3. Work self-directedly and collaboratively with lecturers, and unit peers throughout the unit in online discussion forums provided and in particular within a sub-group of shared interest according to action research project topics. Prepare ethics application for submission to Monash Ethics Review Committee (1000 words): 10%.

Contact hours

3 hours per week class contact and/or online learning and private study time.

Prerequisites

EDF6901 and EDF6902

Leader(s): Dr B Beatty

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

Students deepen their awareness of research methodologies and further develop skills in data gathering and analysis, review of the literature, articulating the professional project plan, and assessing and evaluating project progress. The unit provides scaffolded support for the preparation and submission of a journal article reporting on the student's project design development, and progress. The unit is offered as the required fourth unit of study in the Master in School Leadership course, usually taken in the fourth semester of part time study.

Objectives

At the completion of this Unit, students will be able to:

1. Identify and validate an interpretation of a researchable problem in their professional setting;
2. Analyse available data to refine their understanding of the research problem;
3. Provide evidence of the collaborative/participative approach they have used to accomplish a shared understanding of the problem;
4. Review appropriate empirical, theoretical and professional literature related to the problem;
5. Explicate the alignment between choices made in designing and developing the project and the relevant literature;
6. Demonstrate familiarity with methodological perspectives and appropriateness of methods chosen to address the research problem including assessment and evaluation strategies;
7. Provide a detailed summary of the professional project implementation plan including key elements and timing;
8. Demonstrate awareness of ethical issues and provide evidence of having addressed these issues throughout the development, planning and early implementation phases of the project.
9. Provide progress report on on the early stages of project implementation.
10. Write a scholarly article that provides evidence of the achievement of objectives 1- 9 above.

Assessment

The written work (8000 words) will be required across two assignments (2000 words and 6000 words) detailed in unit guide.

Contact hours

3 hours per week

Prerequisites

EDF6901, EDF6902 and EDF6903

Leader(s): Dr J Rochecouste

Offered

Not offered in 2009

Synopsis

This unit enhances the knowledge and skills related to student centred learning and curriculum development. The unit engages participants in scenario- or research-based learning, using their own curricula as the starting point for reflecting on learning and the curriculum development process. Participants first explore their curricula in relation to learning theories and their implication for student learning. Participants will then focus on the principles for reviewing and developing inclusive, student-centred materials, which promote active learning, critical thinking, creativity and problem solving.

Objectives

On successful completion of the unit participants are expected to be able to:

1. Identify and articulate their own beliefs and values about learning within the continuum of key learning theories;
2. Critically evaluate their curricula materials for any barriers to student learning;
3. Identify the principles for developing inclusive curricula, which promote active learning, creativity, critical thinking and problem solving skills by a diverse student body.

Assessment

Written evaluation of existing unit materials (2000 words): 50%
Written research report (2000 words): 50%

Contact hours

Equivalent 2 hrs per week contact hours (face-to-face and on-line). There are three workshops for students to attend where possible.

Prerequisites

First degree or equivalent

Co-requisites

Concurrently teaching

Leader(s): Associate Professor A Onsman

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit introduces participants to the teaching and learning cycle. Participants will develop learning outcomes, align content and teaching methodologies with those outcomes, gather feedback, and reflect on their teaching. Participants will demonstrate competence in lecturing, small group teaching, and working with individual students. Face-to-face and mediated approaches to teaching are also examined.

Objectives

On successful completion of this unit, participants should be able to:

1. Identify the principles of good teaching in higher education.

Assessment

Assessment consists of two assignments and contribution to in class or on line discussions. Assignment one is a reflection oin a set of personally relevant principles of good teaching. Assignment two is a collection of reports and actions resulting from CALT observations and peer reviews.

Contact hours

Equivalent of 2 hrs per week (face-to-face and on-line). There are three workshops for students who are able to attend.

Prerequisites

HED5001

Co-requisites

Concurrently teaching

Leader(s): Dr Elizabeth Santhanam and Dr Harsh Suri

Offered

Clayton Second semester 2009 (Day)

Synopsis

In this unit, effective teaching is viewed as a continually evolving practice based on review, reflection, and revision. The varied aspects and conceptions of student assessment are examined in a systematic way. The issue of student diversity is raised and examined for its impact on assessment. The relationship between assessment and student learning is explored within participants' own teaching contexts. Strategies for reviewing and improving assessment practices are also investigated.

Objectives

On successful completion of the unit participants are expected to have improved their abilities.

• Distinguish the purposes of assessment practices in their teaching contexts.
• Apply relevant key concepts when planning and/or employing assessment tasks.
• Design assessment tasks that ensure variety and complexity.
• Formulate methods for communicating their assessment purposes, requirements and expectations to students.
• Devise techniques for providing quality and timely feedback to their students.

Assessment

First set of written assignments (2000 words) 50%
Second set of written assignment (2000 words) 50%

Contact hours

Equivalent of 2 hrs per week (face-to-face and on-line)

Prerequisites

HED5001 and HED5002

Co-requisites

Concurrently teaching

Leader(s): Associate Professor A Onsman

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit requires participants to design and undertake a project that directly builds on the content of the previous three units in the course. Participants choose any area of teaching and learning relating to their own teaching practice in higher education, then plan, negotiate and conduct a project to investigate and improve their own teaching practice. The project is conducted within the HED5004 semester.

Objectives

The negotiated project is designed to bring about an increased awareness in teaching practice, improve student learning, integrate learning from the GCHE course and broaden experience with online learning systems available at Monash University.

Assessment

There are four assessment tasks: an initial project outline, a negotiated project management plan, a final project report and a short review of another unit participant's project.

Contact hours

Equivalent of 2 hrs per week (face-to-face and on-line)

Prerequisites

HED5001, HED5002, and HED5003

Co-requisites

Concurrently teaching

Leader(s): Dr N Jacobs

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)
Singapore First semester 2009 (Off-campus)

Synopsis

This unit introduces students to the range of intervention models/theories used in counselling psychology and examines the assumptions on which they are based. Students will be required to examine the theoretical bases of two approaches in depth. Geldard's problem solving approach will form the basis of the practical counselling taught in the unit.

Objectives

Upon successful completion of this unit, students should be able to perform a basic initial counselling interview of about one hour in duration, including effective use of the skills covered in Geldard's and Geldard's 'Basic Personal Counselling'; be able to describe and apply at least five relevant major therapies to typical counselling clinical cases, with particular reference to the effectiveness of these therapies to specific client presenting issues; and be able to critically evaluate the scientific standing of various therapies according to accepted research and professional criteria.

Assessment

Theoretical essay (1500 words): 30%
Counselling practice (20%)
Examination (50%)

Prohibitions

GAS4501

Leader(s): Dr H Watt

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore First semester 2009 (Off-campus)

Synopsis

This unit aims to increase student's understanding of human development across the lifespan through the study of biological, perceptual, cognitive, personality, social and emotional changes from infancy to adulthood. Deviations from normal development will be covered within the field of developmental psychopathology. The content of the unit will reflect the view that human behaviour throughout life is multiply determined by the interaction of both environmental and constitutional influences, and the context in which development occurs. Through student presentations and class discussion, students will be introduced to a number of current topics and contrasting developmental theories.

Objectives

On completion of this unit students will have:

1. acquired knowledge of the contemporary research, theoretical and applied issues in developmental psychology;
2. developed the skills necessary to critically appraise the current developmental literature and theories;
3. gained an appreciation of the value of informed group discussion in evaluating psychological research and ideas; and
4. further developed their oral and written communication skills.

Assessment

Presentation of discussion paper (2,000 words equivalent): 35%, Essay related to discussion paper topic (2,000 words): 40%, Participation in class discussion (25%).

Contact hours

2 hrs contact per week of lectures

Prerequisites

Completion of an Australian Psychological Society (APS)-accredited major sequence in psychology

Leader(s): Dr A Anderson

Offered

Clayton First semester 2009 (Off-campus)
Clayton First semester 2009 (Evening)

Synopsis

This unit will focus on the principles and procedures of behaviour modification in changing human behaviour. A range of behaviour change procedures to establish new behaviours, to increase desirable behaviours, and decrease undesirable behaviours will be studied. The characteristics of functional analysis as a bridge between effective assessment and intervention procedures will be considered. Psychological change interventions from behavioural and cognitive-behavioural therapies will be compared and investigated. This unit will also introduce the basic issues in developing behaviour modification programs to change one's own behaviour: a process called self-management.

Objectives

On completion of this unit students will have a clear understanding of the basic principles underlying behaviour modification, and the procedures to establish new behaviours; studied a range of behaviour change interventions derived from behavioural and cognitive-behavioural therapies; gained applied knowledge and skill development of observational systems and experimental design for the assessment and treatment of problem behaviours; considered key theoretical issues surrounding behavioural modification; and acquired a greater understanding of the social, legal and ethical context of behavioural treatment.

Assessment

Case Study: Behaviour Change Program (1,500 words): 40%
Essay (2,500 words): 60 %.

Contact hours

2 hours per week lectures for 13 weeks

Prerequisites

Enrolment in Postgraduate Diploma in Psychology