Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Not offered in 2009

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Not offered in 2009

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Not offered in 2009

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Not offered in 2009

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas First semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

Not offered in 2009

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Leader(s): Dr J Edwards

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit provides students with Australian historical and cross-cultural knowledge which will develop their understandings of the range of cultural experiences within the Australian community. Emphasis will be placed on the ways culture is shaped by the physical environment from which it emanated; how physical and historical events have helped shape culture; how Aboriginal culture and Torres Strait Islander culture have changed in response to the arrival of foreign cultures and people; and how imported cultures have been changed with transportation to Australia. Contemporary cultures in source countries will be compared with current cultural patterns in Australia.

Objectives

Upon successful completion of this unit, students are expected to

1. have developed understandings about the way in which historical, social, political, and economic events shape culture;
2. have developed knowledge and understanding about the complexity of Aboriginal and Torres Strait Islander societies;
3. appreciate the impact and consequences of the European invasion on the lives of indigenous people in the past and present;
4. appreciate the ways in which other cultures have changed with immigration to Australia;
5. appreciate the complexity and diversity of various cultural groups represented in Australian society;
6. be able to identify the contemporary issues faced by Aboriginal and Torres Strait Islander people and multi-cultural Australia and initiatives developed by them and government to address these; and
7. value the cultural heritage of Aboriginal and Torres Strait Islander peoples and the multicultural communities and their historic and continuing contribution to Australian society.

Assessment

Assessment task 1: Essay (2,000 words, 50%)
Assessment task 2: Examination (2,000 words, 50%)

Contact hours

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

Leader(s): Dr B Jane

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit introduces students to key theoretical and pedagogical perspectives and issues in the teaching of science with children. Important conceptual ideas and processes about translating science into classroom learning activities will be fundamental to the unit. Students will be introduced to the relevant science curriculum framework with historical and contemporary changes in the teaching of science being considered in the context of a range of teaching strategies used in primary school and early childhood settings.

Objectives

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

1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science with children;
2. translate conceptual ideas and processes about science into classroom learning activities for children; developed understandings of the variety of assessment techniques available to evaluate student learning in science education;
3. explore ways of stimulating and enriching children's natural curiosity by presenting a broad range of learning experiences; and
4. reflect on their past and present science education experiences developed through the exploration and experience of a variety of learning and teaching strategies, a personal approach to teaching science.

Assessment

Assessment task 1: Reflective essay (1,600 words, 40%)
Assessment task 2: Portfolio (2.400 words, 60%)

Contact hours

2 hours per week

Prohibitions

EDF4220

Leader(s): Ms C Hall

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces students to key issues and knowledge in music education. Issues such as musical development, musical literacies and musical identities, will be examined and how they relate to music curriculum and assessment in the primary levels. Experiences making music introduce students to domain specific skills and concepts such as improvisation, composition, music notation, and playing classroom instruments and provide a practical understanding of relevant theories and methodologies in music pedagogy.

Objectives

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

1. have developed a critical understanding of issues in music education
2. understand current research in music pedagogy
3. develop an awareness of disciplinary skills and concepts in music
4. develop confidence in presenting class music activities

Assessment

Assessment task 1: Research assignment (2,000 words or equivalent,50%)
Assessment task 2: Music project (2,000 words or equivalent, 50%)

Contact hours

2 hours per week

Prohibitions

EDF4325

Leader(s): Dr G Russell (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit develops knowledge, skills and attitudes about the use of information and computer technology in the professional practice of primary and early childhood educational settings, as well as for supporting students' harnessing of such technologies in their respective courses in the university.

Objectives

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

1. demonstrate competence in the use of information and computer technology applications as appropriate for practice in a school based or early childhood context;
2. devise and implement procedures for assessing pupils' work in technology;
3. develop attitudes in valuing technology as an important new area of learning; and
4. develop a commitment to the continued development and improvement of technology.

Assessment

Assessment Task 1: Folio (2000 words or equivalent, 50%)
Assessment Task 2: Folio (2000 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.

Prohibitions

EDF1201

Leader(s): TBA

Offered

Gippsland First semester 2009 (Day)

Synopsis

This unit introduces students to a wide range of fundamental science concepts, encompassing the disciplines of Biochemistry, Cell biology, Chemistry, Ecology & conservation biology, Epidemiology, Geology & earth science, Genetics, Immunology, Microbiology, Molecular biology, Nanotechnology, Paleontology, Physics, Physiology, Virology, and the Scientific method.
This will be achieved by exploring the scientific concepts that underpin a range of current and topical issues, such as athletic performance, extraterrestrial life, alternative energy sources, alcohol metabolism, forensic analysis, GM foods, fibres and textiles and conservation biology.

Objectives

Having completed this unit, students will
understand fundamental concepts of general science
appreciate that many current issues have a scientific basis
have the tools to search for scientific information and the capacity to evaluate this information

Fieldwork

None

Assessment

5 on-line quizzes (MCQ or short answer) and 5 graded activities, 50%; Major assignment (3000 words), 50%

Contact hours

Each week: one 1-hour seminar, one 1-hour lecture, one 2-hour workshop; for 10 weeks

Prohibitions

EDF1121 Exploring Science (Peninsula campus)

Leader(s): Dr Alistair Carr

Offered

Gippsland Second semester 2009 (Day)

Synopsis

This unit introduces students to several fundamental areas of mathematics and uses modern tools such as spreadsheets and pocket calculators. Themes including: problem-solving, the function concept, applying mathematics to practical problems, and proof, are used to show how mathematical topics are interrelated. This unit is designed to develop students' skills and deepen their mathematical understanding.

The topics covered have been developed around the VELS strands for Levels 1-4, and include: number systems and operations, modelling with formulae, plane and solid geometry, measurement, sets and functions, chance and probability, looking at data, graphs and networks.

Objectives

Upon completing this unit the student will:

1. Understand the evolution of number concepts and numeration systems
2. Appreciate the role of mathematics for solving practical problems in daily life, and be able to write down and solve a selection of such problems
3. Understand how algebraic rules arise from the use of operations with numbers
4. Understand simple geometry in a plane and three-dimensional space and its applications to measurement and design
5. Understand the "function" concept, including interpretations using graphs, algebra, verbal descriptions and spreadsheets
6. Understand how random processes such as coin tosses or dice rolls may be modelled and explored using concepts of probability
7. Be able to use approximations, a pocket calculator, and software including spreadsheets and geometry tools
8. Understand how networks have been analysed, and be able to solve simple network problems using graphs
9. Understand how many mathematical topics are interrelated
10. Appreciate the role of proof in mathematics

Fieldwork

None

Assessment

Assignment work during the Semester (online and handwritten): 30%
One essay, approx 1500 words: 20%
Examination: 50%

Contact hours

Each week: two 1-hour lectures, one 2-hour workshop, one 1-hour tutorial; for 10 weeks.

Prohibitions

EDF2123 Exploring Mathematics (Peninsula campus)

Leader(s): Dr W T Seah (Peninsula) + Dr T Barkatsas (Gippsland)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit develops knowledge, skills and attitudes about teaching and learning in primary school mathematics. There will be a particular focus on children's mathematical development in early number concepts, written and mental computation, estimation, measurement and space. Students will explore a range of approaches to the teaching of mathematics including the use of technology in the context of mathematics (eg., appropriate software, OHP video, calculator use)

Objectives

Upon successful completion of this unit students should be able to provide a rationale for the inclusion of mathematics in the primary school curriculum; be aware of all content areas outlined in appropriate documents; appreciate the importance of sorting, classifying and other early number activities appropriate to young children learning mathematics; have developed a sound approach to the teaching of the four operations with whole numbers; have developed techniques that link mathematics to practical applications particularly in relation to measurement and space; be developing an understanding of the role of information technology in the mathematics classroom.

Assessment

A written report based on observation of mathematical tasks undertaken by children (2000 words) : 50%
An examination: 50%

Contact hours

3 hours per week

Leader(s): Dr I Mitchell (Clayton), Assoc.Professor B Waldrip (Gippsland), Dr S Edwards (Peninsula)

Offered

Not offered in 2009

Synopsis

This unit introduces different ways of understanding learning in a range of settings and cultures. The unit will draw on concepts and ideas from sociology, philosophy and psychology. The main focus is on students in early childhood, primary and secondary schools in Australia. Students will also explore the concept of learning in 'communities of learners'. Emphasis will be placed on students relating their understanding of learning in this unit to their learning in other formal and informal learning contexts, and to the development of skills of educational inquiry and academic literacy skills. This unit will incorporate a 5 day professional placement in a primary school setting.

Objectives

In the process of studying this unit students are expected to:

1. develop an understanding of a range of critical perspectives on learning

2. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on any learning experience

3. develop an understanding of a range of theories of learning and their continuing impacts on education and teaching

4. explore various ideas central to learning such as constructivism; notions of ability; approaches to learning; the importance of engagement, motivation and interest; and metacognition and the implications of these for teaching

5. reflect critically on themselves as learners and their own diverse experiences of learning and apply this understanding to other learning contexts

6. be able to articulate their beliefs, knowledge and values central to their emerging perspectives on learning which will be central to the on-going development of their professional identity as teachers

7. develop and apply a range of skills and knowledge in the areas of educational inquiry and academic literacy.

Assessment

Two assignments of 2,000 words or equivalent each (one written, one written/visual/ICT based), each worth 50%.

Contact hours

2 hours per week

Prerequisites

Entry to BEd program

Prohibitions

EDF1301

Leader(s): Dr G Parr (Clayton), Assoc. Professor B Waldrip (Gippsland), Ms J Williams (Peninsula)

Offered

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

Synopsis

This unit focuses on the centrality of language and communication to all teaching and learning. It involves a critical examination of relationships and modes of communication within classrooms and other learning environments. Unit learning and assessment tasks will require students to reflect on and analyse their broader beliefs about teaching and learning, and the role of language and communication, and to extend their thinking about these aspects beyond school settings to learning within the community. This unit will incorporate a 5 day professional placement in a non-school, community setting.

Objectives

In the process of studying this unit students are expected to:

1. understand the role of language and communication in teaching and in formal and informal learning environments

2. develop an awareness of teaching and learning as complex dialogic, communicative fields

3. understand the role of language and communication in generating thought and new ideas and knowledge through questioning and dialogue

4. learn how to build positive learning environments and relationships through effective communication and dialogue

5. understand the implications for learners, teachers, schools and the broader community, of changing communication practices in schools and in the community

6. learn about new communication technologies and their impact on social and cultural interactions

7. develop a range of effective communication skills and practices.

Assessment

Two written assignments of 2,000 words (total 4,000 words), each worth 50%.

Contact hours

2 hours per week

Prerequisites

Usually EDF1303

Prohibitions

EDF1302

Leader(s): Dr M Dyson (Gippsland); Dr D Zyngier (Peninsula)

Offered

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

Synopsis

In this unit students will be given the opportunity to examine who they are, why they have chosen to be a teacher and what attributes and experiences they bring to the profession of teaching. They will begin to understand the roles and responsibilities of teachers, schools and other learning communities past, present and future. This unit provides an opportunity for students to examine themselves as future professionals and introduces them to the importance of reflection and the synergy between theory and practice. In addition, they will critique historical constructs relating to schools and other learning communities both nationally and internationally.

Objectives

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

1. examine the assumptions about the profession they bring to their pre-service teacher education experience.
2. describe the roles of teachers, schools and other learning communities past, present and future;
3. articulate their own beliefs, values and dispositions relating to the profession;
4. begin to understand their ethical responsibilities as future professionals;
5. understand the importance of and develop the ability to become reflective; and
6. develop a language to respond critically to academic literature relating to the profession.

Fieldwork

Nil

Assessment

Assessment task 1: Multimodal Report (2,000 words, 50%)
Assessment task 2: Group Presentation and Written Report (2,000 words, 50%)

Contact hours

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

Leader(s): Ms M Green (Gippsland); Dr J Agbenyega (Peninsula)

Offered

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

Synopsis

In this unit students will explore a range of theoretical perspectives (i.e., critical theory, critical race theory, feminisms, indigenous knowledges, queer theory, etc.) relating to difference and diversity. Students will construct, examine, deconstruct and map their own social positionings in relation to their personal and professional experiences of difference and diversity. Through critical reflection and participatory practices students will work collaboratively in developing teaching, learning and assessment processes that recognize and support multiple discourses of difference.

Objectives

1. recognise and describe the influence of various discourses that affect their own social positioning, that of the educational profession and of the children and families served by schools;
2. develop a theoretical language to identify and support their beliefs about difference and diversity;
3. identify and analyse learning contexts that recognise, engage with and value difference;
4. design learning tasks that recognise, engage with and value difference; and
5. design a range of assessment tasks and instruments that recognise, enagage with and value difference.

Fieldwork

Nil

Assessment

Assessment task 1: A Creative Presentation (2,000 words or equivalent, 50%)
Assessment task 2: Group Classroom Planning Task (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.

Leader(s): Dr J Rennie (Gippsland); Dr K Power (Peninsula)

Offered

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

Synopsis

This unit focuses on the range of ways young children encounter and use symbol systems from exploring their diverse everyday worlds. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about symbolic representation and communication from infancy through to the early years of school. Students will critically engage with current research, practice and policy in literacy and numeracy in multiple contexts. They will begin to develop pedagogical tools that will enable them to successfully support children's learning in literacy and numeracy.

Objectives

By the conclusion of this unit students will be able to:

1. Demonstrate understanding of key curriculum principles relating to literacy and numeracy for young children.
2. Understand the connections between home and community literacies and numeracies with teaching and learning in other learning contexts.
3. Reflect on their personal professional learning during professional placement and implement teaching and learning strategies based on their learning; and
4. Implement classroom strategies that link mathematics to practical applications, particularly in relation to measurement and space.
5. Understand the importance of inclusive practices in relation to the teaching and learning of literacy and numeracy.

Fieldwork

Course 1514 - 10 days Gippsland and Peninsula; Double degrees, Courses 1541, 3725, 3717, 3711, 2070, 3712 - 10 days; Course 1515 (Peninsula - 5 days)

Assessment

Assessment task 1: Critique (2,000 words or equivalent, 50%)
Assessment task 2: Successful completion of placement and allied documentation (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.

Leader(s): Dr A Cutter-Mackenzie

Offered

Peninsula First semester 2009 (Day)

Synopsis

In this unit students will explore movement, environment and community in the context of early childhood education. The unit will focus on the dynamic interactions between movement, environment and community, requiring students to critically reflect upon their own conceptions of movement, environment and community. Students will also be required to engage in physical and outdoor activities, adhering to health and safety procedures. These activities are also likely to take place in a range of community settings and environments.

Objectives

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

1. engage in learning experiences focusing on movement, environment and community;
2. critically reflect upon their conceptions of movement, environment and community and the ability to map changes to one's own ideas through this process; and
3. apply health and safety procedures and ethical judgments when using resources and equipment in physical and outdoor activities.

Fieldwork

Nil

Assessment

Assessment Task 1: Critique of Learning Experiences in Movement, Environment and Community. This assessment item requires students to observe and evaluate two learning experiences in the area of movement, environment and community in an early childhood setting.
Assessment Task 2: Learning Log. Students are required to maintain a learning log throughout the course of this unit documenting their movement, environment and community experiences.

Contact hours

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

Leader(s): Professor Marilyn Fleer (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Through engaging with current research literature students will begin to understand how young children, in a variety of cultural contexts, develop their understandings and skills in science and technology. The teaching of science and technology will be examined from a number of theoretical perspectives, and students will be supported in moving towards thinking about teaching and learning from a sociocultural perspective. Attention will be paid to some of the everyday concepts children develop and to the scientific concepts that they will be introduced to in institutional settings, and how these can be combined in meaningful and relevant ways.

Objectives

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

1. develop knowledge an understanding of how young children develop scientific and technological understandings, skills, and attitudes;
2. engage with current research about teaching and learning in science and technology;
3. critique a range of pedagogical approaches that support children's learning in science and technology;
4. recognise a range of world views in science and technology, and
5. begin to develop skill in observing and analyzing children's learning in science and technology, and consider teaching implications of these observations and analyses.

Assessment

Assessment task 1: Folio of observations (2,000 words, 50%)
Assessment task 2 Written report (2,000 words, 50%)

Contact hours

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

Prohibitions

EDF4501

Leader(s): Ms C Hall

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit provides pre-service early childhood education students with an introduction to pedagogical and curriculum-related issues in the arts. It addresses four specific domains of knowledge - Visual Arts, Music, Dance and Drama. The unit provides students with an overview of different approaches to theories and practices of arts education, including sociocultural, creativity-based, and 'play-based' approaches to learning. It will prepare students for the tasks of selecting content and designing units of work in the arts for early childhood educational programs. Students will also explore cross curricula and integrative approaches to the arts in early childhood.

Objectives

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

1. understand the relevance of each of the four arts domains to early childhood education
2. learn about different approaches to theories and practices of arts education
3. obtain skills in content selection and curriculum design
4. apply theories of artistic expression in early childhood to pedagogical tasks

Assessment

Assessment Task 1: Research task (2,400 words or equivalent, 60%)
Assessment Task 2: Research presentation (1,600 words or equivalent, 40%)

Contact hours

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

Prohibitions

EDF1514

Leader(s): Dr J Robbins (Singapore - T1); Dr J Bone (Peninsula)

Offered

Singapore Summer semester A to Semester one 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Term 2 2009 (Off-campus block of classes)
Peninsula Term 4 2009 (Off-campus block of classes)

Synopsis

A study of the different theories of learning in relation to early childhood education today will occur. The development of early childhood education internationally, especially theories and societal factors which have shaped them will be studied alongside. Philosophical approaches including Reggio Emilia, and developmentally appropriate practices and socio-cultural theory will be examined.

Objectives

Upon successful completion of this unit, students should have developed knowledge and understanding of a range of theories that have influenced early childhood practices and curriculum today; acquired knowledge of the evolution of early childhood services internationally; identified the historical, political, social and cultural factors that have influenced these; demonstrated the ability to reflect on and discuss a variety of philosophical approaches to early childhood curriculum and practices.

Assessment

Class presentation and paper (Equivalent to 1000 words) 30%. Essay (3000 words) 70%.

Contact hours

2 hours per week

Leader(s): Dr Z Pawlaczek (Gippsland)

Offered

Gippsland First semester 2009 (Day)

Synopsis

In this unit, students are introduced to functional human anatomy, biomechanics, basic principles of exercise physiology, human growth and development and skill acquisition as they relate to sport and physical education. Students will gain an understanding of the sub disciplines of biophysical foundations and apply these understandings to sport and recreation activities through lectures, practical activities, laboratory and assignment work. Furthermore, students will begin to develop an understanding of how studies in biophysical foundations should be moving from a multidisciplinary to an interdisciplinary field, and its implications for teaching physical education.

Objectives

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

1. Demonstrate knowledge of the functional anatomy associated with human movement pertaining to sports and outdoor recreation;
2. Explain physiological processes such as bone growth, skeletal muscle contraction, muscular adaptation, nervous system control and regulation and its relationship to movement.
3. Identify major anatomical structures involved in the production of coordinated movement.
4. Answer questions related to biomechanical principles and their application to human movement.
5. Define the terms exercise, physical activity, training and exercise physiology.
6. Describe and interpret scientific research related to the field.
7. Describe terms such as VO2max, lactate threshold, steady state, metabolism and use these terms in correct context.
8. Explain multiple theories and training concepts
9. Identify principles behind methods of training for specific sports and activities.
10. Identify the body's three energy systems and explain their relative contributions to exercise in relation to intensity and duration.
11. Explain the differences in the pattern of recovery from each exercise mode.
12. Describe what happens during the stages of human growth from pre-natal through to adulthood.
13. Identify the implications growth and development has on the individual's participation in sport, recreation and physical activity across the lifespan.
14. Differentiate between chronological and biological age and the implications of these for participation in sport, recreation and physical activity in childhood and adolescence.
15. Describe the phases of motor development across the lifespan.

Assessment

Assessment Task 1 (1600 word equivalent): 40%
Assessment Task 2 (800 word equivalent): 20%
Assessment Task 3. End of semester exam (1600 word equivalent): 40%
Attendance is required at practical/laboratory/tutorial classes.

Contact hours

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

Leader(s): Dr T Brown

Offered

Peninsula First semester 2009 (Day)

Synopsis

Students will engage in experiential learning, and also explore history and contemporary practices that underpin sport and outdoor recreation field. Students will develop and present their critical perspectives about the field. Practically, the student will develop skills across the sport, physical education, adventure education and recreation disciplines including planning, implementing and evaluating structured physical activities. A major focus is placed on teaching fundamental motor skills and minor games, while also developing leadership, minimal impact practices and safety skills. This unit includes four days of field programs.

Objectives

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

1. Articulate their chosen field of study to a lay person and outline potential career directions.
2. Describe the fields of sport, health, physical education, outdoor recreation, outdoor education, and experiential environmental education within the context of local and global environments using appropriate terms.
3. Present an understanding of the historical, contemporary and future directions for their chosen field of study.
4. Review, critique and communicate their chosen field of study utilizing a range of skills appropriate to university level study (library resources, information technology, word processing, referencing, etc.)
5. Provide an explanation for different theoretical and perspective bases for the discipline (in particular associated with physical activity) including socio-critical, socio-ecological, meso- and macro-environmental, and theories associated with intrapersonal processes.
6. Create an argument for a trans-disciplinary approach to their field that demonstrates a broad understanding of factors across different domains and life stages.
7. Ground some of the different theoretical perspectives of their field of study through exploring the lived educative experience (particularly relevant to practicals).
8. Apply sound pedagogical approaches to:
   1. Developing fundamental motor skills through game play.;
   2. Fostering team building, trust and initiative.
9. Engage safely in introductory practical experiences (outdoor and indoor) having acquired a basic level of knowledge and experience.

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%
including attendance at required tutorials/practicals and satisfactory completion of fieldwork component

Contact hours

3 hours per week

Leader(s): Ms T Philpott

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students are introduced to the philosophy, principles and practices of education for physical activity and movement experiences as they occur in different outdoor recreations and sports in various social and environmental settings. Students will incorporate into the interdisciplinary socio-ecological study of movement, activity and recreational experiences relevant concepts drawn from biophysical, sociological, geographical and philosophical perspectives. The current status and prospects for enhancing physically active outdoor recreations will be examined. Eight days of experiential learning programs will further develop the genre of education for physical recreation and active lifestyles.

Objectives

Upon successful completion of this unit, students will demonstrate an understanding of the importance of physical activity and movement as they occur in outdoor recreation activities. Students will demonstrate practical competencies in selected activity experiences and an awareness of the physiological needs, safety and risk management procedures and minimal impact techniques. They will be able to articulate how physical activity experiences in outdoor recreation and movement encourage active, healthy and sustainable lifestyles. Students will demonstrate how knowledge gained from other units in the course, including the anatomy and physiology of physical activity, kinaesthetics of movement and aesthetics of open and natural space are essential understandings in developing education for physical activity in the outdoors. Students will be able to integrate understandings from this unit into other parallel units in physical activity education.

Assessment

Class test: 40%
Assignment (1200 words): 30%
Practical Performance Assessment: 30%. Satisfactory completion of the field programs is compulsory.

Contact hours

3 hours per week

Leader(s): Dr J O'Connor

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces students to the fundamental sport and outdoor recreation discipline studies of functional anatomy and biomechanics. The unit familiarises students with anatomical and biomechanical concepts applied to physical activity. The skeletal, neural and muscular system's actions are grounded within a broader understanding of their interdependence within the body and the body within its environment. Biomechanical concepts extend understandings of how the body moves through the environment by exploring the effect forces have on bodies and the motion produced by these forces. Theoretical concepts are used to extend knowledge of how systems operate.

Objectives

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

1. Explain how anatomical systems contribute to human movement and are impacted upon by biomechanical and other environmental constraints;
2. identify major anatomical structures involved in the production of coordinated movement;
3. discuss skeletal, neural and muscular structures and their relationship with movement and injury;
4. examine planes of movement, joint movements and types of muscular contractions and explain their relationship to movement;
5. explain physiological processes such as bone growth and development, muscular contraction, muscular adaptation, nervous system control and regulation and their relationship to movement;
6. apply knowledge of functional anatomy to a range of exercise and sport related movements and integrate biomechanical concepts such as leverage, force, optimal positioning;
7. answer questions related to biomechanical principles and their application to human movement; and
8. apply biomechanical principles to sporting and outdoor recreation movement activities.

Assessment

Assessment task 1 (1200 word equivalent): 30%
Assessment task 2 (1200 word equivalent): 30%
Assessment task 3: (1600 word equivalent): 40%;
required attendance at tutorials/practicals/laboratories

Contact hours

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

Leader(s): Dr J O'Connor (Peninsula, Singapore)

Offered

Singapore Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)

Synopsis

This unit extends the discipline studies from first semester and introduces human physiology with a particular focus on physical activity, exercise and physical education. The unit seeks to apply understandings of the various physiological systems used and grounds these within a broader understanding of their interdependence within the body, and the body within its environment. The scientific principles underpinning the field of exercise physiology will be applied in laboratory practice. Sporting, physical and outdoor activity pursuits will be used to progress understandings of physiological adaptation within a broader socio-ecological context.

Objectives

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

1. Describe and interpret scientific research related to the field.
2. Apply principles behind methods of training for specific sports and activities.
3. Describe what is meant by body build, body size and body composition and provide an understanding of how it varies across different populations, sports, ages and genders.
4. Outline the body's energy systems and apply their relative contributions to exercise in relation to intensity and duration.
5. Develop a fitness education program that applies the principles of exercise training and demonstrates understanding of physiological systems.
6. Accurately select and administer practical field-tests for measuring performance.
7. Successfully use case study to locate the disciplines of physiology and exercise physiology within a broader socio-ecological framework for physical activity.

Assessment

Assessment task 1 (1200 word equivalent): 40%
Assessment task 2 (1200 word equivalent): 20%
Assessment task 3 (1600 word equivalent): 40%;
required attendance at tutorials/practicals/laboratories.

Contact hours

3 hours per week

Prerequisites

EDF1602 or EDF1613

Leader(s): Dr A Cutter-MacKenzie

Offered

Peninsula First semester 2009 (Day)

Synopsis

A place-based and experiential approach to environmental education is taken in this unit. This will be done in the general context of the Australian environment, significantly utilising the local marine and coastal environment as a basis for teaching and learning. The unit will utilise an experiential education approach, including extensive fieldwork both on campus and off campus in an exploration of and experience in the local environment. The initial focus will be a personal one moving on to a broader social and ecological focus.

Objectives

At the completion of this unit, students should have: critically reflected upon their own environmental experiences and philosophies; explored ecosystems, developing flora and fauna investigation techniques; developed an understanding of the principles of ecology and sustainability; engaged in critical debate and discussion concerning issues of ecology, sustainability and education; critically examined environmental education; and ascertained place-based and experiential education pedagogical strategies and approaches in teaching and learning environmental education.

Fieldwork

The unit includes fieldwork both on and off campus with cross collaboration between BSOR units through the BSOR 1st year camp and other fieldwork experiences.

Assessment

Assessment 1 (equivalent 1,500 words): 40%; Assessment 2 (equivalent 2,500 words): 60%; and Hurdle: 80% attendance at workshops and satisfactory completion of fieldwork component

Contact hours

3 hours per week equivalent including required fieldwork days

Leader(s): Ms L Ward (Peninsula) Dr Z Pawlaczek (Gippsland)

Offered

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

Synopsis

Students gain an appreciation of physical activity and wellness across a lifespan. The students learn about strategies to engage people in physical activity and health promoting behaviours across the lifespan, including behaviour modification techniques, theories of activity adherence and principles/types of fitness and health education programs. A large component of this unit is student centered, with a requirement being to reflect on their current lifestyle and discuss its implications for their future wellbeing.

Objectives

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

1. define and explain what is meant by the following terms: physical activity, fitness, wellness, health and nutrition;
2. provide a brief insight into their personal history of sport, physical activity and exercise participation;
3. articulate their individual beliefs and evolving philosophy of physical activity and wellness;
4. demonstrate an awareness of the benefits of physical activity, appropriate nutrition and stress management techniques for health;
5. describe, list and apply the underlying principles of personal, predisposing, enabling and reinforcing factors;
6. differentiate between the Stage of change and Processes of Change model and apply these to human behaviour;
7. distinguish between alterable and unalterable cardiovascular disease risk factors;
8. describe the recommendations for health related physical activity and fitness across all ages;
9. evaluate between the different forms of physical activity measurement;
10. determine and use terms such as heart rate reserve, threshold of training, and repetition maximum in the correct context;
11. summarise the current participatory patterns of the general population in sport and physical activity while reflecting on their own participation behaviours;
12. communicate reasons as to why people do and do not participate in sport and physical activity while reflecting on their own reasons for participating;
13. determine and calculate their daily energy expenditure;
14. differentiate between the nutrition terms of calories and kilojoules;
15. keep a dietary diary and evaluate it for nutritional quality;
16. participate and experience physical activities including: running, circuit resistance training, Pilates, Swiss ball training, resistance training, and flexibility training.

Assessment

Assessment Task 1: 50% (2000 words)
Assessment Task 2: 50% (2000 words equivalent)
Attendance is required at practical/laboratory/tutorial classes.

Contact hours

3 hours per week

Leader(s): Dr T Taylor (Gippsland)

Offered

Gippsland Second semester 2009 (Day)

Synopsis

This unit provides students with an opportunity to reflect on representations of teachers and teaching; values, expectations and images of teaching formed by personal experience; the role of media and text in social views of the teacher; the roles of teachers in modern society, especially Australia; the social status of teachers; the formation, growth and regulation of teachers; their relationship to the state and different employers; gender relations in teaching; and teachers' membership of and participation in school and education communities.

Objectives

By the completion of this unit you should have developed an understanding of the range of roles and obligations faced by teachers; be able to situate teachers' work in the social, educational and cultural milieu; have examined and analysed the many depictions and representations in film, literature and other media which have shaped society's images of the teacher; have critiqued the inspirational role depicted of teachers; have examined in detail the world of work of the modern teacher; demonstrate an understanding of the multifaceted nature of the teachers' world; demonstrate an understanding of the place and role of teachers in modern society and the ways in which historical, political and sociocultural factors including class and gender shape their world and their work.

Assessment

An essay (2000 words) 50%: and Interview/fieldwork task : 50%.

Contact hours

2 hours per week

Prerequisites

EDF2001 or EDF2004

Leader(s): Dr S Webster (Clayton)

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses on pedagogy in classrooms. Students will use case studies to investigate contemporary issues in classrooms from multiple perspectives and their implications for pedagogy and curriculum. Unit learning and assessment tasks will require students to draw on the knowledge and understanding they have already developed about teaching and learning. This unit will incorporate a 5 day professional experience placement in a secondary school setting where students will usually work in 'buddy' pairs with another student.

Objectives

In the process of studying this unit students are expected to:

1. relate theories of teaching and learning to issues of classroom practice;
2. examine a range of issues and dilemmas for teachers in contemporary classrooms;
3. explore teaching approaches and strategies that engage a diverse range of learners and create positive and productive classroom environments;
4. develop an awareness of the operation of schools and the culture of classrooms including the various dimensions, dynamics and perspectives within classrooms in different contexts;
5. be aware of the complexities of classroom environments and their relationship to 'group' and individual 'identities'; and
6. understand the philosophical, political, cultural, intellectual and creative dimensions of teachers' work .

Assessment

Two written assignments of 2,000 words (total 4,000 words), each worth 50%.

Contact hours

2 hours contact per week

Prerequisites

Usually EDF1303 and EDF1304

Prohibitions

EDF2001 Beyond the Classroom

Leader(s): Dr L Tudball (Clayton)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit builds on students' learning in EDF2004 Issues in Classroom Environments. Students will develop and practice their knowledge and skills in building positive and productive classroom environments. The focus will be on the development of teaching skills in both on-campus settings and during the professional placement. Unit learning and assessment tasks will require students to make decisions about contemporary issues in classrooms and how to put these ideas into practice. This unit will incorporate a 5 day professional placement in a secondary school setting where students will usually work in 'buddy' pairs with another student.

Objectives

In the process of studying this unit students are expected to:

1. develop a repertoire of teaching skills and strategies that promote purposeful, meaningful, engaging, innovative, creative, intellectually challenging, and authentic learning;
2. learn how to create positive and productive classroom environments which respond to individual needs, issues and dynamics within the classroom;
3. develop effective teaching skills such as planning and organisation; monitoring and assessing learning; meeting diverse student learning needs; effective classroom management; and developing collaborative, integrated and negotiated curriculum;
4. develop a range of specific teaching and learning skills such as reflection, problem solving, negotiation, risk-taking, innovation, and creativity;
5. learn how to work effectively with peers, students, parents, school authorities and with other educational professionals;
6. explore some of the broader roles of teachers in the life of a school such as meetings, professional development, policy formulation, parent-teacher meetings, extra-curricula activities and community-based activities; and
7. develop an awareness of teachers' professional responsibilities, ethics and relationships and the changing nature of the role of teachers and schooling.

Assessment

One 2,000 words or equivalent individual assignment (worth 60%) and one 2,000 words group presentation (worth 40%)

Contact hours

2 hours contact per week

Prerequisites

Usually EDF1303, EDF1304 and EDF2004

Prohibitions

EDF2002 The Teachers World

Offered

Not offered in 2009

Synopsis

This Unit will explore Indigenous and non-Western traditional education for both children and adults within a global perspective. It will support you to expand your understanding of Indigenous cultures and consider Indigenous and local forms of education alongside the provision of mainstream schooling by nation states.
The two foci of this Unit are: first, to introduce you to education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes, and second, to situate mainstream provision of Indigenous Education within a global context.
Of critical importance will be an examination of the positioning of Indigenous and traditional education systems within the nation state, the impact of colonisation, issues pertaining to the retention and maintenance of Indigenous and traditional knowledge through education, and the role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems.
By using your teaching experiences, an extensive national and international literature, an array of teaching and learning resources, and your capacity for critical analysis, you will be able to develop skills and insights into how you can engage learners from Indigenous and traditional communities and create successful academic partnerships that improve academic outcomes.

Objectives

Upon successful completion of this Unit students should:

1. have an understanding of the terms 'Indigenous', 'local', 'Traditional' and 'Traditional Owner' as they pertain to education;
2. be able to explore the role of education in nation building and the place of Indigenous and local non-Western traditional education claims within nation building;
3. become aware of issues pertaining to the retention and maintenance of Indigenous and non-Western traditional knowledge through education;
4. identify the role of international organisations in protecting, preserving and maintaining Indigenous and non-Western traditional education systems; and
5. be able to use this knowledge when developing your pedagogical approach, Indigenous educational content in your area of expertise, appropriate assessment tasks and a robust evaluation framework to improve your professional practice.

Fieldwork

The equivalent of 25 days shared across this unit, Core Education Units and a Core Curriculum Unit. To meet the objectives of this unit it will be important that some of the 25 days be devoted to 'being in the field' with Indigenous communities, building partnerships and generating and supporting collaborative project(s).

Assessment

Assessment task 1: equivalent 2,000 words
Title: Indigenous Education Project or Curriculum Initiative
Assessment task 2: equivalent 2,000 words
Title: Report on traditional and contemporary Indigenous knowledges

Leader(s): Dr W T Seah

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit is designed to build the competence and confidence of students in the discipline of mathematics. Students will explore a number of realistic situations across different cultures (occupational, ethnic, etc) in which the need for mathematical problem solving arises and within which mathematical ideas are generated. Students will also be expected to draw on and utilise personal experience, skills and knowledge to enable them to respond to mathematical situations. Content areas will include the six universal mathematical activities (of counting, locating, measuring, designing, explaining and playing), values and beliefs related to mathematics, and chance and data.

Objectives

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

1. describe the relationship between multicultural real-world contexts and basic mathematical ideas;
2. consolidate their mathematical knowledge and skills across different cultures (including the indigenous Australian cultures); and
3. use a range of strategies unique to different cultures to solve mathematical problems.

Assessment

Assessment task 1:
part 1: Design of mathematics activity worksheets (800 words, 20%)
part 2: Design of a mathematics trail (1200 words,30%)
Assessment task 2:
Examination of key course content (2000 words, 2 hours, 50%)

Contact hours

2 hours per week

Leader(s): Dr G J Hurworth

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Composition in groups based on program music pieces from the past two hundred and fifty years. Detailed study of selected program music repertoire illustrating how composers have used music to portray events, people, places, emotions and colours through sound. In this way, students begin to see with their ears. Students also improve their listening and theoretical skills.

Objectives

The learning objectives of this unit are to gain confidence and ability in composing music; to become familiar with specific musical repertoire from the past three hundred years; to develop the ability to read a simple musical score; to understand how music can portray events, represent people, places; emotions and colours in music.

Assessment

Folio of compositions: 50%
Examination: 50%

Contact hours

2 hours per week

Leader(s): Ms R Bennett

Offered

Peninsula Second semester 2009 (Day)

Synopsis

In this unit students will analyse health and wellbeing, exercise programming and prescription and the principles of leadership within a fitness context.

Objectives

At the end of this unit, students should be able to:

1. gain opportunities to utilise correct terminology related to health concepts, anatomy, physiology and exercise;
2. develop safe exercise and fitness leadership skills; apply theoretical concepts related to exercise programming and prescription for a variety of different groups;
3. gain new insights into future orientations for health, wellbeing and fitness within education.

Assessment

Assessment task 1: Practical peer leadership task: (1,500 words or equivalent, 40%)
Assessment task 2: Examination: (2,500 words or equivalent,60%)

Contact hours

2 hours per week

Leader(s): Ms G Burke

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit provides pre-service primary education students with an introduction to disciplinary knowledge specific to the Visual Arts. It addresses studio practice within the context of both art historical and art critical practices, so as to provide students with a comprehensive understanding of the sources of knowledge that inform both professional and curriculum practice in the Visual Arts. The unit provides students with exercises in studio technique, methods of historical investigation of artworks and techniques for appreciation of artworks. Students will understand how these different practices can be integrated in relation to Visual Arts study and practical explorations in artmaking.

Objectives

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

1. understand the relevance of integrating each of the three knowledge domains specific to the Visual Arts for primary school students;
2. learn about different practices and theories of each of these domains;
3. obtain skills in studio practice; and
4. apply techniques in both art history and art criticism.

Assessment

Assessment Task 1: Research task (2,000 words or equivalent, 50%)
Assessment Task 2: Research presentation (2000 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.

Leader(s): Dr S Edwards (Peninsula)

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit will examine theories of child development and will consider patterns or regularities in development across culture. The cultural nature of development will be considered in relation to teaching and learning. Planning, observing and assessing in the early and middle childhood years will be examined.

Objectives

Upon successful completion of this unit, students should have knowledge and understanding of the main theories and contemporary issues of child development; the diversity of human growth and development; a range of learning theories; the likely impact of culture, family, genetic inheritance and life experiences on development; their own abilities, attitudes, and values; implications for curriculum, planning and assessment.

Assessment

Folio of tutorial tasks (800 words): 20%
Essay (1600 words):40%
Examination (equivalent 1600 words): 40%

Contact hours

2 hours per week

Leader(s): Dr J Abenyega (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The cultural nature of the development of children birth to twelve years will be explored. The implications of development for learning and teaching will feature. All aspects of teaching in the early and middle childhood years will be examined through participation in a Problem Based Learning scenario where students adopt reelevant role plays related to the case study of a child and his/her family.

Objectives

Upon successful completion of this unit, students are expected to be able to assess the likely impact of culture, family, genetic inheritance, birth order and life experience on development; observe development sensitively and record precise, relevant and accurate information that can be used in program planning and evaluation; apply understanding of and knowledge about development to program planning, implementation and evaluation; link the development of children in general and specific behaviours and skills of individual children to several contemporary theoretical perspectives.

Assessment

Seminar presentation and supporting documentation (1800 words equivalent): 45%
Essay (2200 words equivalent): 55%

Contact hours

2 hours per week + 20 hrs total (Singapore BECStudies students)

Prerequisites

EDF2201

Leader(s): Dr Julie Edwards (Peninsula) and Dr R Haworth (Gippsland)

Offered

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

Synopsis

This unit provides an introduction to the key concepts, teaching and evaluative methods involved in the Studies of Society and Environment curriculum in the primary years of schooling. The unit considers the way in which social, cultural and political meanings are constructed and transmitted within our society and the ways in which learning technologies have impacted on and shaped these meanings. Students will examine a variety of learning environments and instructional material, including inquiry learning, to develop the knowledge, skills, values and attitudes associated with the Studies of Society and Environment key learning areas.

Objectives

Upon successful completion of this unit, students should be aware of the need for and value of Studies of Society & Environment in children's learning in the primary school; be familiar with current policies, directions and documents in this key area (for example, SOSE Curriculum Standards Framework); understand how the social science disciplines inform the SOSE key learning area; be able to identify Studies of Society & Environment concepts, generalisations, skills, values and attitudes; understand a variety of appropriate learning models that can be applied using a range of learning technologies in a variety of social and environmental contexts and become familiar with assessment and evaluation techniques for ascertaining students' learning needs and strengths.

Assessment

Minor assessment (1600 words): 40%
Major assessment [including examination] (2400 words): 60%
Hurdle requirement: 80% for workshop components.

Contact hours

3 hrs per week

Leader(s): Dr B Jane (Peninsula) + Ms H Ma (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 of science with children. Important conceptual ideas and processes about translating science into classroom learning activities will be fundamental to the unit. Students will be introduced to the relevant science curriculum framework with historical and contemporary changes in the teaching of science being considered in the context of a range of teaching strategies used in primary school and early childhood settings.

Objectives

Upon successful completion of this unit students should have acquired a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science and technology with children; translated conceptual ideas and processes about science into classroom learning activities for children; developed understandings of the variety of assessment techniques available to evaluate student learning in science education; explored ways of stimulating and enriching children's natural curiosity by presenting a broad range of learning experiences; designed, developed and practised integrating science and technology, curricula using a variety of media and learning environments; evaluated and reflected on their past and present science education experiences; developed through the exploration and experience of a variety of learning and teaching strategies, a personal approach to teaching science.

Assessment

An essay that reflects your view of teaching and learning in primary science, including an understanding of constructivism and the different teaching approaches. (1600 words): 40%
A portfolio on science teaching that demonstrates the development of an understanding of children's thinking in science. (2400 words equivalent): 60%
Hurdle requirement 80% attendance.

Contact hours

3 hrs per week

Leader(s): Ms Clare Hall (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

In this unit students will examine theory and research in media studies. Social, cultural, aesthetic and educational significance of media texts, especially television and film texts; and will evaluate selected popular culture and media texts in relation to their own viewing practices as members of the community.

Objectives

It is anticipated that by the end of the unit students should have developed the ability to critically analyse a range of popular cultural texts, in particular, film and television texts; understand the role the media plays in educational and social contexts; analyse their own and other adults' uses of television; examine the influences of television on children and adults.

Assessment

Investigative task (2000 words): 50%
Research assignment (2000 words): 50%

Contact hours

2 hours per week

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.

Leader(s): Dr M Plunkett (Gippsland, On-campus); Ms N Albon (Gippsland, Open-Learn); Ms M Hammer (Peninsula, on-campus)

Offered

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

Synopsis

In this unit students will be introduced to a range of different theoretical perspectives related to children's learning and development, including developmental, sociocultural, post structural and post modern theories. These theoretical lenses will be used to examine images of childhood as they are constructed in relation to time, space and place, with a particular emphasis on cultural constructions including indigeneity. Students will examine learning that occurs in a range of contexts including the classroom, the home, other informal settings and the wider community, and the attendant implications this has for students from indigenous backgrounds. Students will be presented with opportunities to describe, critique and utilise these theories during their professional placement.

Objectives

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

1. develop an understanding of different theories of children's learning and development;
2. use theories to investigate practices across time, culture, space and places;
3. develop techniques to assist in observing children and their learning;
4. reflect on their personal professional learning during professional placement; and
5. recognise and apply their understanding of children's learning in an educational setting.

Fieldwork

5 days placement

Assessment

Assessment 1: Successful completion of placement: 5 days (1,600 words or equivalent, 40%)
Assessment 2: Collection of observations (2,400 words, 60%)

Contact hours

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

Leader(s): Ms Monica Green (Gippsland, Open-Learn); Ms R Bennett (Peninsula, On-campus)

Offered

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

Synopsis

In this unit students will explore the components of experiential education in the context of movement, environment and community. There will be an exploration of the dynamic interactions between the mind and body, the environment and sustainability and the context and community. Students will learn through experience of movement from the perspective of the learner, teacher and community.

Objectives

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

1. plan and implement learning experiences focusing on movement, environment and community;
2. critique a variety of perspectives relating to movement, environment and community;
3. demonstrate an understanding of the dynamic interactions between the mind and body, environment and sustainability, and the context and community; and
4. use resources and equipment in a safe and ethical manner.

Assessment

Assessment Task 1: Report (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.

Leader(s): Ms J Cheeseman (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will build on students' understandings and skills developed in Early Literacy and Numeracy 1. Students will explore the importance of translating home and community learning into various institutional settings. The teaching of literacy and numeracy will be examined from a number of current theoretical perspectives, and students will be assisted to develop appropriate pedagogical practices that support children's learning.

Objectives

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

1. understand a number of interpretations of what constitutes literacy and numeracy;
2. recognise how key mathematical and literate concepts are practiced in early learning settings such as homes, communities, child care, preschools and the early years of school;
3. appreciate that literacy and numeracy learning occur in multiple contexts and in multiple ways; and
4. identify and employ a range of pedagogical tools to support children's learning in literacy and numeracy.

Assessment

Assessment task 1: Web page (2,000 words or equivalent, 50%)
Assessment task 2: Research paper (2,000 words, 50%)

Contact hours

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

Prerequisites

EDF1307

Leader(s): Dr C Peers (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students will examine how educational systems in varied places and local-global contexts respond to issues such as social justice, equity and diversity. Students will understand approaches to education that address the broad cultural, ethical and intellectual dilemmas emerging in diverse geographic educational contexts, and how these determine policy formation. Students will research case examples of policy and practice to develop a critical understanding of the relationships between geo-political issues and practical outcomes for students, teachers and communities.

Objectives

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

1. identify a range of significant global issues affecting educational policy and practice;
2. explore case examples of educational policy and practice;
3. understand the local and global nature of educational policy; and
4. critique policy with respect to children's learning and development.

Assessment

Assessment Task 1: Oral or written report (2,000 words or equivalent, 50%)
Assessment Task 2: Research presentation: oral or written (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.

Leader(s): Dr M Blaise

Offered

Peninsula First semester 2009 (Day)

Synopsis

In this unit students will extend their understanding of theoretical perspectives relating to difference, and consider implications this has for themselves, learners and families within a variety of educational and institutional settings. They will develop understandings of, and professional skills in, engaging with diverse learners and families, irrespective of circumstances.

Objectives

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

1. continue to develop a professional language to identify and support their beliefs about social difference;
2. develop, enact, and evaluate various pedagogical approaches to engaging with diversity;
3. demonstrate confidence, sensitivity, professional skill in, and commitment to, engaging equitably with diverse learners and families;
4. demonstrate skill in engaging with diverse learners and families that maximise learning opportunities for all learners, regardless of circumstances, and
5. consider their own positioning in relation to diversity and how this impacts learners and families through reflexivity.

Assessment

Assessment Task 1: Reflexive paper - part 1(2,000 word equivalent, 50%)
Assessment Task 2: Reflexive paper - part 2 (2,000 word equivalent, 50%)

Contact hours

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

Leader(s): Dr J Nuttall

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit provides students in the Bachelor of Early Childhood Education with the opportunity to engage with curriculum and pedagogy in the upper primary school. Students are expected to demonstrate professional knowledge and practice drawn from other units in the course, and the attitudes and dispositions appropriate to teaching in upper primary school settings.

Objectives

As a result of successful completion of this unit, students will be able to:

1. consistently demonstrate a range of appropriate professional behaviours, including punctuality, courtesy, confidentiality, and appropriate dress;
2. exhibit curiosity and initiative in forming relationships with children, colleagues, and families, including the ability to clearly articulate to others the fieldwork and practice requirements of this unit;
3. plan and initiate a range of experiences for children (individuals and small groups) across a variety of curriculum domains (e.g. literacy, numeracy, music, art, science, technology), including the arrangement of space, time, and materials to support children's learning;
4. engage with colleagues and families to identify their expectations for children's learning and development, in a way that incorporates the needs of diverse learners; and
5. systematically plan for, and reflect on, their own development.

Fieldwork

20 days placement

Assessment

Assessment task 1: Satisfactory completion of the fieldwork placement, as per the requirements specified in the Professional Placement Handbook (2,400 or equivalent, 60%)
Assessment task 2: The addition of a minimum of three items to the professional portfolio (equivalent to 1600 words, 40%)

Contact hours

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

Prohibitions

EDF2508

Leader(s): Ms Linda Henderson (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit provides students in the Bachelor of Early Childhood Education with the opportunity to engage with curriculum and pedagogy in the junior primary school. Students are expected to demonstrate professional knowledge and practice drawn from other units in the course, and the attitudes and dispositions appropriate to teaching in junior primary school settings.

Objectives

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

1. consistently demonstrate a range of appropriate professional behaviours, including punctuality, courtesy, confidentiality, and appropriate dress;
2. exhibit curiosity and initiative in forming relationships with children, colleagues, and families, including the ability to clearly articulate to others the fieldwork and practice requirements of this unit;
3. plan and initiate a range of experiences for children (individuals, small groups, and whole class sessions) across a variety of curriculum domains (e.g. literacy, numeracy, music, art, science, technology), including the arrangement of space, time, and materials to support children's learning;
4. engage with colleagues and families to identify their expectations for children's learning and development, in a way that incorporates the needs of diverse learners; and
5. systematically plan for, and reflect on, their own development.

Fieldwork

20 days of placement

Assessment

Assessment task 1: Satisfactory completion of the fieldwork placement, as per the requirements specified in the Professional Placement Handbook (equivalent to 60%)
Assessment task 2: The addition of a minimum of three items to the professional portfolio (40%, equivalent to 1600 words)

Contact hours

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

Prohibitions

EDF3507

Leader(s): Dr A Ryan

Offered

Gippsland Second semester 2009 (Day)

Synopsis

This unit provides students with the opportunity to develop their own understandings of learning and teaching and to critically examine how curriculum can be more responsive to the needs of adolescents. It puts forward the idea that effective learning environments in the middle years must be sensory rich, intellectually challenging and based upon a critical constructivist philosophy of learning.
The unit challenges traditional classroom management constructs and encourages students to determine how best to serve the needs of young people in their care while fulfilling the social function of preparing citizens of a future world.

Objectives

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

1. build pedagogical content knowledge related to the intellectual development and individual growth of young adolescents and develop an appreciation for providing learning experiences that will be meaningful to young adolescents;
2. become familiar with and critically examine the literature relating to middle years approaches and the unique needs of adolescents as a group in transition from childhood to adult hood;
3. develop an understanding of a critical constructivist philosophy of learning and how it relates to classroom practice and relationships in the middle years;
4. work collaboratively with peers to develop an understanding of the importance and value of a team approach to curriculum and pedagogical reform.

Assessment

Assessment task 1: Essay A critique of the literature (2 000 words or equivalent, 50%)
Assessment task 2: Group presentation (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.

Leader(s): Ms L Ward (Peninsula)

Offered

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

Synopsis

This unit examines aquatic education in a variety of coastal, inland and closed aquatic environments. Australia's climate and diverse environments shape different social, cultural and environmental understandings associated with aquatis. Aquatic education is therefore explored within a socio-ecological framework that provides students with a critical understanding of education, risk management and programming practices. Students will be presented with the opportunity to gain an approved aquatic education certification within the semester period as well as participate in a range of experiences that further refine practice across diverse aquatic teaching contexts.

Objectives

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

1. critique the provision of aquatic education within a broader socio-ecological framework;
2. document their observations and evaluations with respect to education, risk management, programming and user groups at a variety of venues;
3. demonstrate effective and safe group teaching practices for a variety of participants in a practical setting;
4. teach, exhibit and describe effective swimming, survival and rescue techniques using a range of teaching approaches in closed and open water environments;
5. explain key elements of successful aquatic centre management practices;
6. describe various activities and games that can be used for different aquatic user groups and;
7. locate aquatic education and its role within the broader aquatic recreation and leisure industry.

Assessment

Assessment task 1 (2000 words): 50%
Assessment task 2 (2000 words): 50%
required attendance at tutorials/practicals/laboratories and the successful completion of at least one of: AUSTSWIM Teacher of Swimming and Water Safety; Bronze medallion, Surf Bronze, Pool Lifeguard within the semester period.

Contact hours

3 contact hours per week or equivalent for the semester where field trip days are required, 9 hours private study including readings, completions of set tasks and self-directed learning

Leader(s): Mr W Shooter (Semester 1); Assoc. Professor P Payne (Semester 2)

Offered

Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit inquires into the relationships between experience and education in physical activity and outdoor contexts. It synthesises and builds on the units that students study in the first two years of the degree. The backdrop for this unit is the philosophies and theories underpinning experiential education and their relationship to practice in sporting and outdoor contexts. Students will develop their understanding and skills of experiential education through practical experiences.

Objectives

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

1. Articulate their philosophy and approach to experiential education in a sporting or outdoor context.
2. Interpret and critically assess a range of experiential education theories and approaches
3. Demonstrate the ability to plan and facilitate an experiential learning activity
4. Reflect critically on their own practice of experiential education.

Assessment

Assessment task 1: Scholarly essay (2000 words equivalent): 50%; Assessment task 2: Practical reflections (2000 words equivalent) Note: Field day experiences are required to consolidate and extend learning in lectures, tutorials and readings. Satisfactory participation in tutorials and fieldwork is a hurdle requirement for this unit.

Contact hours

3 hours per week equivalent including required fieldwork days and preparatory classes.

Leader(s): Dr B Wattchow

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces the philosophy and theory of adventure education. This includes an experiential learning program (where the student works as both a participant and leader/facilitator) in outdoor activities such as kayaking, sea kayaking, and environmental interpretation. Students focus on facilitating the transfer of adventure experiences to life-applicable learning. The unit emphasises planning, utilising, managing, and evaluating the use of small groups in problem solving, trust and team building activities. This unit includes eight days of fieldwork.

Objectives

Upon successful completion of this unit students should be able to: 1 understand the philosophy and theoretical basis of adventure education; 2. demonstate knowledge of student centred teaching methods; 3. effectively facilitate small group activities within the adventure education paradigm; 4. actively demonstrate competencies in practical components; 5 engage with contemporary issues in adventure education practice; 6. demonstrate reflective skills to enhance further professional development.

Assessment

Assessment Task 1 (2000 words): 50%; Assessment Task 2 (2000 words): 50%; and satisfactory completion of required fieldwork component.
Field day experiences will be used to introduced and to extend the learning in lectures, tutorials and readings (3-5 days)

Contact hours

3 hours per week equivalent including required fieldwork days

Prerequisites

EDF1604 or EDF1612

Leader(s): Mr W Shooter (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit develops the theory and practice of leadership and programming in relation to outdoor recreation. Concepts, principles, styles, leadership skills and programming techniques are investigated as they might occur in a broad range of settings. Ten days of fieldwork allows students to gain experience in applying these skills.

Objectives

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

1. demonstrate knowledge and understanding of the concepts of leadership and programming:
2. explain and critique the theories of leadership and programming;
3. examine the practice of leadership and programming:
4. apply theoretical concepts and demonstrate skills appropriate to their own philosophy of leadership and programming;
5. display the ability to lead a range of different activities utilising various styles as appropriate in selected outdoor activities;
6. develop personalised and group programs to suit a range of settings.

Assessment

Assessment Task 1: Class test (1000 word equivalent): 25%
Assessment Task 2: Practical Leadership Skills Assessment (2000 word equivalent - Students must achieve a pass grade in this assessment task): 50%
Assessment Task 3: Fieldwork journal (1000 words): 25%. Completion of the ten days fieldwork component is compulsory.

Contact hours

3 hours per week

Prerequisites

EDF1604 or EDF1612

Leader(s): Dr J O'Connor

Offered

Peninsula First semester 2009 (Day)

Synopsis

In this unit, students are introduced to the concepts of community physical activity promotion as it relates to health/wellness. The unit builds upon work in EDF1605 and uses a theoretical framework about the 'upstream' contexts of physical activity including those of policy, engagement, community action and advocacy. Several physical activity promotion theories will be examined, however much of the content of this unit will be developed using a social-ecological framework. This framework will be applied to schools, local shires, youth groups, hospitals, parks and in built, social, community and natural environments. Field day experiences are used to consolidate learning in this unit.

Objectives

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

• Apply knowledge of lifespan physical activity and wellness in community wide approaches to physical activity promotion.
• List and describe the determinants and conceptual approaches in intra- & inter-personal environments, micro-, meso- and macro- environments.
• Understand the differences between down stream (choice-driven) and upstream (choice-enabling) physical activity promotion policies.
• Define the terms: physical activity, epidemiology, inequality, inequity, risk factors, ecological fallacy and other related terms.
• Develop quantitative and qualitative understandings of research design and approaches in community physical activity and wellness studies.
• Engage with the professional literature on community physical activity promotion.
• Develop appropriate strategies for the promotion of physical activity in community settings.
• Critically reflect on community programs engaged to promote physical activity in the population.
• Evaluate community settings using appropriate fieldwork measuring and interpretive devices.
• Participate effectively in a community fieldwork setting.

Assessment

Assessment Task 1 (1600 words): 40%
Assessment Task 2 (2400 words): 60%
attendance is required at practicals/tutorials and/or fieldwork
Note: Field day experiences will be used to introduce and to extend the learning in lectures, tutorials and readings (3-5 days).

Contact hours

3 contact hours per week or equivalent for the semester where field trip days are required, 9 hours private study including readings, completions of set tasks and self-directed learning.

Prerequisites

EDF1605 or EDF1616 or approved equivalent

Leader(s): Dr. T Brown

Offered

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

Synopsis

This unit examines contemporary theories and practical techniques associated with coaching for sport, physical education and recreation. General education, skill acquisition and motor learning and control theories are used to explain contemporary coaching practices including games for understanding, fundamental motor skill development, sport education and other holistic approaches. Students are involved in planning, teaching and evaluating practical sessions (athletics/games/ball handling) using a variety of pedagogical approaches.

Objectives

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

1. Recognise the characteristics of an effective coach as educator;
2. examine the advantages and disadvantages of various coaching/education styles;
3. develop and communicate a personal coaching philosophy;
4. clarify personal coaching/educating objectives;
5. explain how coaching practice relates to different theories associated with skill acquisition and motor learning and control;
6. develop an outline for a yearly, through to sessional plan, in a particular activity incorporating assessment and evaluation of strengths and weaknesses;
7. demonstrate knowledge of psychological concepts that influence athlete preparation and performance; and
8. apply these theoretical concepts and demonstrate practical skills (athletics/games/ball handling).

Assessment

Assessment task 1 30% (1200 words equivalent)
Assessment task 2 70% (2800 words)
required attendance at tutorials/practicals/laboratories.

Contact hours

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

Leader(s): Ms R Bennett

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students will develop: a rationale of education through the arts and the place of dance in arts education; processes common to the arts including creating/making and presenting, arts criticism and aesthetics, past and present contexts and other aspects of dance curriculum such as devising dance lessons and safe dance practice. Practical experience in dance is a major part of the unit.

Objectives

Upon successful completion of this unit, students should have an understanding of the nature of dance in education and its place in major curriculum and Arts documents; have a basic knowledge of the available resources that can help with ideas, and the range of stimulus materials that can be used in a dance program; have examined the common elements of the arts and the unique qualities of dance; be able to observe and analyse the movement of others; be able to articulate a rationale for the inclusion of dance in the school curriculum; display a commitment to the process of dance education.

Assessment

Essay (2000 words): 40%
Dance composition: 30%
Oral presentation: 30%

Contact hours

2 hours per week

Leader(s): Ms D Bradshaw

Offered

Not offered in 2009

Synopsis

This unit will briefly examine the concept of life unit learning and the societal trends that have drawn attention to adult learning. It will introduce students to the core body of theories and practices traditionally associated with adult learning. Concepts of leadership and facilitation of adult learning will be explored. The role of the adult educator will be theorised with reference to responsibilities and values and their relationship to educational practice.

Objectives

Upon successful completion of this unit students should be able to demonstrate an understanding of the broad traditions and philosophical approaches in adult education; situate key terms used in adult education including andragogy, self-directed learning and facilitation; highlight perspectives and debates on the value of terms such as andragogy, self directed learning and facilitation; and reflect on the role of the adult educator and their own teaching practice as educational leaders.

Assessment

Annotated Bibliography (3000 words): 75%
Critical commentary (1000 words): 25%

Contact hours

2 hours per week

Leader(s): Mr D Anderson

Offered

Not offered in 2009

Synopsis

This unit examines the diverse contexts of adult learning and development from historical and contemporary perspectives. Consideration is given to the ways in which adult learning and development have been shaped by social, political and economic imperatives, including workplace and technological change. Students are given opportunities to explore the impact and implications of these contextual forces for adult educators and learners in workplace and community settings.

Objectives

Upon successful completion of this unit, students should have developed an understanding of core concepts relating to 'contexts' in adult learning and development; an awareness of the historical context of adult and vocational education and training; knowledge of how contemporary social, political and economic forces, including workplace and technological change are reshaping adult learning and development; and an ability to analyse the inter-relationships between the context and practices of adult learning and development.

Assessment

All tasks negotiated but equivalent in total to 4,000 words: Reading review (30%) 1,500 words; Case study report (70%) 2,500 words

Contact hours

2 hours per week

Leader(s): Dr A Clemans

Offered

Not offered in 2009

Synopsis

This unit introduces study and research skills relevant to adult learning; creating an understanding of the contribution of research to community and workplace learning contexts; and developing an awareness of the value of ongoing professional development for community and workplace practitioners.

Objectives

Upon completion of this unit participants should be able to demonstrate a range of skills to support their own adult learning; understand the contribution of research to community and workplace settings as a way to enhance practice and professional development.

Assessment

Maintain a Reflective Journal: 40%
Design and deliver and 'presentation' to colleagues in a workplace setting: 60%. NOTE: This unit is assessed at Pass Grade Only (PGO)

Contact hours

2 hours per week

Leader(s): Dr M Henderson

Offered

Not offered in 2009

Synopsis

Students will acquire skills in constructing multimedia artifacts such as images, audio, and video, and understanding and practical skills in applying these artifacts into an educational resource. Throughout the unit students will have the opportunity to critically evaluate educational multimedia products and their role in education and training

Objectives

Upon successful completion of this unit, students should be able to design and develop an original multimedia resource which uses a range of technologies; evaluate educational multimedia packages and environment; select and use appropriate hardware and software for the creation of a variety of multimedia artefacts.

Assessment

All tasks negotiated but equivalent in total to 4,000 words: 1. Multimedia evaluation report (1,000 words): 20%+ 2. Media rich project (equivalent to 3,000 words): 80% Design and development of an educational multimedia resource.

Contact hours

2 hours per week

Leader(s): Ms G Burke

Offered

Peninsula First semester 2009 (Day)

Synopsis

Students develop drawing and design expertise leading to a selection of two-dimensional media (painting, printmaking, textiles and mosaic). The unit includes research on art theory and practice through lectures and seminars, excursions to galleries and schools, leading to strategies for studio and classroom application.

Objectives

Upon successful completion of this unit, students should be able to demonstrate continued development of their painting and printmaking skills and further development in selected areas such as textiles, mosaic, and drawing; have an awareness of contemporary art practice and theory and a growing understanding of its relevance to their own studio practice, the school environment and the society in general; have further developed an understanding of relevant terminology and become familiar with a wide range of literature; have developed a personal language by investigation of a chosen theme, leading to one or two major art works.

Assessment

Seminar paper (800 words): 20%
Practical Folio (2000 word equivalence): 50%
Visual Journal (1200 word equivalence): 30%

Contact hours

2 hours per week

Leader(s): Dr P Richardson (Clayton), Ms C Charles (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Day)

Synopsis

The unit focuses on significant aspects of adolescent development in the context of teacher education. Building on the sequence of core education units studied in the first two years of this course students are introduced to psychological research into adolescent age span and encouraged to develop critical perspectives on knowledge claims rather than relying on anecdotal information. The unit considers psychological, motivational, social, cognitive, biological and sociocultural perspectives of adolescent development and learning. Students inquire into interpersonal and teaching strategies for teaching and learning with adolescents based on contemporary knowledge of adolescent development.

Objectives

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

1. appreciate adolescence as a discrete period of individual development in our society;
2. articulate theories of adolescent development from a scientific viewpoint;
3. explain the developmental tasks of adolescence;
4. understand how teacher-student relationships are influenced by issues of adolescent development;
5. identify problems in teaching adolescents and apply relevant frameworks;
6. analyse multidimensional facets of influence (motivations; self-esteem; anxiety, stress, coping; biological processes; cognition; moral development; development of the self; familial, peer and sociocultural influences; issues of diversity; additional issues including substance abuse, deviance, depression, truancy, bullying, and resilience); and
7. access relevant information on aspects of adolescents' development.

Assessment

Assessment task 1: Research Essay (2,000 words, 50%)
Assessment task 2: Examination (2,000 words equivalent, 50%).

Contact hours

2 hrs per week

Prerequisites

Must have passed 2 units in {EDF1301, EDF1302, EDF1303, EDF1304} AND (Must have passed 2 units in {EDF2001, EDF2002, EDF2004, EDF2005} OR Must have passed 2 units in {EDF2003, EDF3002}

Leader(s): Mr S Bulfin (Clayton), Ms C Charles (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)

Synopsis

The unit provides students with an understanding of how to engage with young and adolescent learners across discipline areas through their literacy and numeracy practices in and out of school. By linking theory and practice, the unit offers a sociocultural perspective on literacy and numeracy as social practices that evolve in multiple contexts and play key roles in mediating learners' identities, understandings of the world and ways of their engagement in classroom learning.

Objectives

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

1. recognise the centrality of language and literacy in mediating learning in and out of school and the importance of ties between home and school practices;
2. develop an understanding of literacy and numeracy as social practice, and become aware of relationships between identity and learning;
3. develop an understanding of the relationship between language and identity;
4. be familiar with a range of theories that reconceptualise a traditional understanding of school literacy and numeracy and their pedagogical implications;
5. be able to analyze the literacy and numeracy practices in classrooms and other school settings;
6. be sensitive to sociocultural diversity in school communities and begin developing a professional capacity to recognise, respond and teach to difference; and
7. be familiar with a range of policy and curriculum initiatives and their pedagogical implications.

Assessment

Assessment task 1 - critical narrative (2,000 words or equivalent; 50%)
Assessment task 2 - academic essay (2,000 words; 50%)

Contact hours

2 hrs per week

Prerequisites

Must have passed units in {EDF1303, EDF1304, EDF2004, EDF2005} OR (Must have passed units in {EDF1303, EDF1304, EDF2003, EDF3002})

Prohibitions

{EDF3001, EDF4112}

Leader(s): Associate Professor D Corrigan (Clayton), Dr W Sutherland-Smith (Gippsland)

Offered

Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)

Synopsis

This unit develops teachers who research their own practice, use data to inform their practice and develop an evidence base for this practice. It will explore methods for teachers to conduct research that includes where this research can occur, what is to be researched, how this research can be undertaken and why such research is important. Appropriate methodologies to be explored can include action research, self-study, case studies, critical incident analysis, observation, surveys, interviews and narrative enquiry. The notion of what constitutes a research community within a professional setting will also be considered

Objectives

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

1. appreciate the importance of educational inquiry to the professional practice of teachers;
2. access and develop an evidence base for their acquisition of skills and knowledge associated with undertaking teacher research;
3. demonstrate an awareness of issues associated with undertaking research in a range of educational settings; and
4. develop an evidence base of the impact of research on improving the educational outcomes in educational setting. This includes improvement in teaching, learning and organisational outcomes

Assessment

Assessment task 1: Teacher research project (3000 words; 75%)
Assessment task 2: Evidence-base practice report (1000 words; 25%)
Hurdle requirement: Satisfactory completion of teaching practice

Contact hours

2 hrs per week

Prerequisites

Must have passed units in {EDF1303, EDF1304, EDF2004, EDF2005} OR (Must have passed units in {EDF1303, EDF1304, EDF2003, EDF3002})

Prohibitions

EDF4303

Leader(s): Dr Mary-Lou Rasmussen (Clayton), Dr A Ryan (Gippsland)

Offered

Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Day)

Synopsis

This unit inquires into the interconnections between education and society in contemporary social and cultural contexts. It builds on a sequence of foundation units that students study in the first two years of the double degree for secondary candidates. The backdrop for study in this unit will be a consideration of historical relationships between schooling, social justice and questions of social transformation. Students will also consider how students and teachers in schools and community settings might respond to these issues at a local and global level.

Objectives

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

1. show an understanding of a range of issues related to schooling at both a local and global level;
2. understand the relationship between schooling, social justice and transformation;
3. utilize diverse sociological and philosophical perspectives in analysing issues related to students' and teachers' everyday experiences of schooling;
4. reflect critically on themselves and their relationship to current debates raised in the unit;
5. critically engage with and articulate an understanding of differing sociological and philosophical debates about schooling and society; and
6. apply their skills and knowledge to respond to these issues at a local and global level in school and community contexts associated with fieldwork.

Fieldwork

5 days shared across this unit and EDF3006 Adolescent development and learning

Assessment

Assessment task 1: Case Study (2,000 words, 50%)
Assessment task 2: Research paper (2,000 words, 50%)

Contact hours

2 hrs per week

Prerequisites

Must have passed Must have passed 3 (I/W) units in {EDF1301, EDF1302, EDF1303, EDF1304, EDF2001, EDF2002, EDF2003, EDF2004, EDF2005, EDF3002}

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

Offered

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

Synopsis

This unit is made up of two modules: Approaches to Teaching for diversity and difference, and the Teacher as a Member of the School Community. Module One is designed to provide students with the opportunity to examine their own and others' experiences as a basis for their understanding of teaching for diversity and difference. Module Two is designed to provide students with the knowledge and skills related to whole classroom planning and fostering collaborate partnerships with colleagues, parents and the wider community. Fieldwork of between 15 and 20 days.

Objectives

Upon successful completion of Modules 1 & 2, students will have a critical awareness of how their own experiences shape their perspective of learning and teaching; develop an understanding of key philosophical, sociological and psychological influences on current and anticipated trends in educational practice; have demonstrated an understanding of effective teaching practices to meet learners' individual needs; further develop understanding of the nature of individual social, emotional, cultural and attitudinal differences and their effects on learning; have an appreciation of the integrated relationship between theory, practice and reflection in learning and teaching; articulate their developing perspective on learning and teaching through a reflective journal; understand the importance of viewing the teaching, the teacher's role and classroom programs within the wider school community; be able to communicate effectively and work cooperatively with other school community members; understand the valuable contribution parents and other community members make to children's learning; appreciate the valuable contribution parents and other community members make to educational decision making.

Assessment

Reflective Journal (Module 1 and 2), 2000 words
Teaching Folder of practical studies (2000 words)
Satisfactory completion of a Practicum Program of between 15 and 20 days
Pass grade only
Hurdle requirement: 80% attendance for workshop components.

Contact hours

3 hours per week

Prerequisites

EDF2105

Leader(s): Ms G Burke

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students develop technical and conceptual skills in a selection of digital-art programs and apply them to methods of production including digital prints, and mixed media artworks. Students develop drawing and design expertise along with strategies and activities for studio and classroom application.

Objectives

The broad aims of this unit are to develop an understanding of key concepts in digital art practice including electronic image creation, manipulation, editing, scanning, digital photography, resolution and translation requirements; to develop appropriate processes for and experiment with selected digital art software and peripheral devices; to develop design, composition, and drawing skills relevant to the electronic environment; to develop an understanding of the complexity and richness of various output options within the digital art framework; ranging from digital prints, and mixed media artworks; to gain an awareness of contemporary art practice and theory and a growing understanding of the role of digital art within studio practice, the school environment and society in general; to develop personal expression by investigation of a chosen theme and to develop skills in folio presentation and display; to document techniques and approaches that demonstrate a reflective and reflexive approach to learning in this unit; to develop aesthetic and critical awareness by reflecting and responding to artwork, as well as a growing understanding of relevant terminology.

Assessment

Seminar paper (800 words): 20%
Folio (2000 word equivalent): 50%
Visual journal (1,200 word equivalent): 30%

Contact hours

2 hours per week

Leader(s): Mr G Hurworth

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces students to a study of music in culture through selected cases studies which may be drawn from: Africa; Europe; Japan; China; Indonesia; and India. Topics emphasised will include musical change and transmission; universals in music; musical instruments; and ethno-musicological methods. Students will make a detailed study of selected recordings and videos, with emphasis on an understanding of the cultural context of the performance.

Objectives

Upon successful completion of this unit, students should be able to: demonstrate familiarity with the main forms, styles and repertoire of selected musical cultures; demonstrate familiarity with aspects of the social structure, history and cultural practices of the selected areas; show an understanding of the ways in which a musical tradition is formed, preserved and changed within a culture; distinguish aurally the different styles of music studied; demonstrate an understanding of form, style and function in the musics studied through participation in practical creative and recreative exercises; and demonstrate an understanding of some of the methods used in ethnomusicology by applying them to a familiar aspect of music performance in their own culture.

Assessment

Written assignment (2,400 words): 60%
Class test (1,600 words equivalent): 40%

Contact hours

2 hours per week

Leader(s): Dr G Auld

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit has been designed to give students knowledge and appreciation of the features of a wide range of children's literature suitable for primary-aged children; the ability to critically analyse children's texts from various perspectives; and an awareness of current issues relating to selecting and presenting literature to young children.

Objectives

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

1. demonstrate an appreciation for the diversity of genre available in children's literature;
2. understand the criteria for selecting literature for primary school children;
3. understand the key issues concerned with the content and promotion of children's literature;
4. understand the components for the analysis of children's literature; and
5. show an ability to present literature to children in a variety of ways.

Assessment

Assessment Task 1: Title: Written assignment (1600 words, 40%)
Assessment Task 2 : Title: Folio (2,400 words or equivalent, 60%)

Contact hours

2 hours per week

Leader(s): Dr C Peers (Peninsula) & Ms N Albon (Gippsland)

Offered

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

Synopsis

The art and music components will reflect curriculum documents. The unit provides guidance and workshops about children's art and explores visual art activities and art appreciation suitable for primary children. In the music component students will discuss rationales and program development and evaluation in music. Students will participate in workshops that explore classroom music making, utilising a range of educational approaches. Students will develop their performance skills on classroom instruments. Students will investigate and acquire skill and understanding in the range of classroom teaching strategies that engender non-verbal thinking.

Objectives

Upon completion of this unit, students should:

1. have developed an understanding of: the sequential nature of child growth in the Arts; the principles and practices of effective teaching and learning in visual art and music; and the requirements of the Victorian Essential Learning Standards;
2. have investigated a range of art media and processes;
3. have developed their skills and understanding in music (including basic practical skills on classroom instruments),
4. have considered issues relating to planning, implementation and evaluation of the arts curriculum in the primary school;
5. have an understanding of relevant learning technologies and of current professional issues in Arts Education.

Assessment

Journal of responses to class topics (2800 words equiv.): 70%
practical work (1200 words equiv.): 30%
Hurdle requirement: 80% attendance

Contact hours

3 hours per week

Leader(s): Ms R Bennett (Peninsula), Dr Z Pawlaczek (Gippsland)

Offered

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

Synopsis

Curriculum Studies: Primary Health and Physical Education aims to increase knowledge and experience in the unique teaching and learning environment of physical education, and to examine current theory and practice and prepare students for further study in the area of Health and Physical Education.

Objectives

Upon successful completion of the Health aspect of this unit students would be expected to have developed knowledge an understanding of concepts and ideas required to teach Health Education; the main concepts and ideas underlying the attitudes and behaviours which contribute to the personal and community well-being; accessing accurate information about health and health-related matters; strategies which will develop in students the ability to make decision about personal and community health matters and to encourage students to take responsibility for such decisions; develop a critical approach towards personal and social factors that influence the quality of life; develop a unit of work. Upon successful completion of the P.E. aspect of this subject students would be expected to have developed knowledge and understanding of skills and understanding in physical education and personal development; teaching strategies for teaching physical education curriculum in the school; the teaching of skills acquisition programs appropriate to the introduction of a Sport Education Policy in schools and community; the major curriculum documents and their implication for school programs; the relevance of research findings in the area of physical education.

Assessment

Assignment 1 - Peer teaching: 40%
Assignment 2 - Curriculum Task: 60%
Hurdle requirement - Eighty percent attendance.

Contact hours

3 hours per week

Leader(s): Dr B Jane (Peninsula), Dr M Dyson (Gippsland)

Offered

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

Synopsis

The unit consists of four components:

1. a study of the rationale for school technology, understood as the application of knowledge including investigating, designing, producing and evaluating practical problems either posed by the teacher or generated by the student's own inquiries;
2. the extension of the student's repertoire of practical skills in techniques and technologies ranging from woodworking skills and design drawing to the use of computers as control models;
3. exploration of the extent to which theoretical problems can be resolved by practical investigations;
4. the development of report writing skills

Objectives

This unit aims to develop in students a systematic and creative approach to generating technological solutions; the knowledge and skills to use a variety of equipment and resources; an understanding of the principles for safely operating equipment; the ability to explore and assess the past and potential consequences of using technology; an understanding of technology as a key learning area within the CSFII; a sense of self-confidence and self-sufficiency in dealing with technology.

Assessment

School-based written assignment involving the teaching of, and reporting on, a sequence of lessons: 30%
Presentation of a project which is the outcome of a process of investigation, design, production and evaluation: 70%

Contact hours

3 hours per week

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

Offered

Gippsland Second semester 2009 (Day)

Synopsis

This unit explores a range of theoretical perspectives on the learning and teaching of literacy. Students will be encouraged to research changing literacy practices, critically reflect on their own beliefs and teaching practices, and develop a robust theoretical perspective on the learning and teaching of literacy, to a diverse range of learners. The students will critically examine current literacy practices, including assessment and reporting of literacy learning, in order to develop effective methods of literacy pedagogy in their own teaching. Students' pedagogical practices will take into account the changing social futures and needs of primary school students.

Objectives

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

1. identify a range of theoretical perspectives on literacy, and critically examine these in light of their own developing perspectives;
2. explore and develop their own literacy skills and pedagogical practices;
3. demonstrate their understanding of a range of effective and inclusive teaching strategies for literacy in the primary classroom, including approaches to assessment and reporting, and
4. become competent in the use of a range of ICTs in accessing relevant research literature, in accessing and developing teaching resources and strategies, and in presenting evidence of their own learning in the area of literacy.

Assessment

Assessment task 1: Critique (2,000 words, 50%)
Assessment task 2: Planning assignment (2,000 words, 50%)

Prohibitions

EDF4102 EDF1203

Leader(s): Dr K Power

Offered

Singapore Summer semester A to Semester one 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula Term 3 2009 (Off-campus block of classes)

Synopsis

This unit examines how the development of literacy is embedded in young children's play and life experiences. Teaching approaches building on what children already know about literacy and which emphasise the role of teachers and parents as co-constructors in developing children's literacy will be examined. The literacy teaching implications for children who are not speakers of the main language of instruction will be addressed.

Objectives

Upon successful completion of this unit students should be able to demonstrate an understanding of the complex link between a child's life experiences, individual growth, family background and the development of literacy; ability to analyse and evaluate young children's literature in relation to its appropriateness for particular literacy teaching/learning processes; understanding of reading and writing processes for young children; appreciation of the importance of supporting parents as the first teachers of their children as literacy learners; awareness of how technology can be used to support and enhance young children's literacy development; ability to plan appropriate literacy teaching, monitoring, recording and evaluation strategies for young literacy learners.

Assessment

Assignment (2400 words): 60%
Written tasks (1600 words): 40%
Completion of tutorial tasks and homework. Participation in follow up discussion and groupwork.

Contact hours

3 hours per week

Leader(s): Ms C Rivalland

Offered

Singapore Term 4 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Term 3 2009 (Off-campus block of classes)

Synopsis

This unit will examine social, political, and economic factors and the relationships between these factors and families in particular cultural contexts. While Bronfenbrenner's ecological systems theory has been the traditional theoretical conceptual tool for analysis and understanding of these factors, socio-cultural theories build on these ideas to provide a more complex picture of the relations between individual and cultural processes. The professional's response to the dynamic and complex processes involved in family socialisation and to the recognition that families are active participants in the socialisation processes will be examined.

Objectives

The aims of this unit are for students to demonstrate:

An understanding of the complexity of the processes and factors involved in family socialisation within communities.

An understanding of, and the ability to, critique the services which are available to support families.

An understanding of, and the ability to, identify the professional's responsibilities to support families.

The ability to analyse and evaluate the policies and legislation which impact on families.

Assessment

Assignment 1: Reflective Journal (2000 words:): Worth 50%
Assignment 2: Written Assignment (2000 words:): Worth 50%

Contact hours

Equivalent to 2 hours per week

Leader(s): Ms R Bennett

Offered

Singapore Term 4 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula Term 4 2009 (Off-campus block of classes)

Synopsis

This unit will focus on: The importance of a range of arts experiences, including music, creative movement, visual art, and drama, for children aged 0-8 years. Philosophical and pedagogical issues in the arts and early childhood education. The role of the educator as facilitator of children's creative, aesthetic and artistic development. The arts in a multi-cultural society. Young children with special needs and abilities.

Objectives

As a result of participating in this unit students will gain opportunities to develop understanding, skills and teaching experience in a range of developmentally appropriate early childhood expressive arts approaches; experience the practical aspects of both performing and visual arts methodologies; extend understandings and skills in the areas of early childhood Music, Dance and Drama through creating, performing and evaluating tasks; design and construct at least two puppets which may be used in multi arts performances; develop skills in design, layout and presentation with the aid of a computer.

Assessment

Written assignment (1500 words): 35%
Practical work (equivalent 2500 words): 65%
Hurdle: 80% attendance

Contact hours

2 hours per week

Leader(s): Ms C Rivalland

Offered

Peninsula Second semester 2009 (Day)

Synopsis

In this unit staff and students will act as co-researchers examining the contexts in which children develop, including family, kinship and early education. Starting from examining their own cultural heritage, students will explore a range of cultural communities. Consideration of the complexity and diversity of cultural communities in Australia will provide the students with understandings and insight into the practices and value systems operating within and across the communities. Concepts of tolerance, equity, disadvantage, privilege, discrimination, prejudice and ethnocentrism in relation to early childhood education provision will be examined.

Objectives

During the semester staff and students will form into a community of practice. It is anticipated that as a result of this process you will demonstrate an increased awareness of self as a member of a cultural and linguistic group in relation to other cultural and linguistic groups within Australian society; a more informed appreciation of the complexity and diversity of various cultural groups represented in Australian society; deeper understandings about the way in which social, political, economic and physical events shape culture; increased knowledge and understandings of contemporary Aboriginal and Torres Strait Islander peoples; a capacity to critique the nature of contemporary Australian society; an appreciation of the roles and responsibilities of educators working in diverse communities; the knowledge and skills to work with children and families in culturally appropriate ways.

Assessment

Written assignment (2000 words): 50%
Reflective Journal (2000 words): 50%

Contact hours

2 hrs per week

Leader(s): Dr J Bone

Offered

Peninsula First semester 2009 (Day)

Synopsis

Developmentally appropriate integrated curriculum planning and presentation in the junior primary school. Issues relating to the early years of schooling, including flexible grade organisation, transition to school programs and school readiness and the link between the key competencies and the key learning areas. Reflection as an aid to improve teaching.

Objectives

To satisfy the requirements of this unit the student will demonstrate evidence of having an increased awareness of themselves as learners and teachers; reflective practice through participation in a community of learners, critically examining personal assumptions about learning and ways the curriculum may be constructed; deepening understandings of the way curriculum develops from different theoretical perspectives; having questioned their image of the child and how that influences them as learners and teachers; having developed practical understandings of the 'pedagogy of listening'; a deepening appreciation of the similarities and differences between home and educational settings on children's learning; a more informed position on the various roles others play in children development and learning; adopting a more critical approach to the primary curriculum; deeper appreciation of the current issues in junior primary schools; an appropriate level of competency in planning for, engaging in and monitoring of children's learning.

Assessment

Assessment: Pass Grade Only (PGO)
Fieldwork project (2000 word equivalence)
Folio of Practical studies
Satisfactory completion of the Practicum program.

Contact hours

3 hours per week (strand A)

Prerequisites

EDF2507 and EDF2508

Leader(s): Dr S Edwards

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will examine the provision of quality childcare services for children under 3 years of age, including relationships, programming and environments. The importance of partnerships with parents will be stressed. Students will undertake a placement as well as visits in an under 3 program.

Objectives

The broad aims of this unit are for students to demonstrate an ability to plan an appropriate program for children under three years of age; demonstrate an appreciation of the different factors that are required for quality care/education for infants and toddlers in childcare services; identify and discuss the key issues that have been raised in relation to infant and toddler care and education programs; critically examine the literature on infant and toddler childcare and be able to relate the findings to their own experiences with infant and toddler programs.

Assessment

PGO will be awarded in this unit. Students must receive a satisfactory grade in both the written tutorial requirements and practicum placement
Reflective journal (2400 words): 60%
Presentation (1600 words): 40%

Contact hours

3 hours per week

Prerequisites

EDF2507

Leader(s): Dr T Brown

Offered

Peninsula First semester 2009 (Day)

Synopsis

Students will consolidate their understandings of the social and ecological challenges shaping sport, outdoor recreation and experiential education by incorporating the role of research and its findings. Students will examine research focussed on the study of movement and meaning-making; environment, places, relations and nature; and active communities as promoters of physical activity, health and wellbeing. Students will critically examine the conceptual resources, theoretical framings and empirical evidence of the study of movement, environment and community as they combine to form a distinctive social ecology of sport and outdoor recreation.

Objectives

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

1. Understand and differentiate how social, cultural, global and ecological factors are influencing the discourses of sport, outdoor recreation and experiential education.
2. Appreciate and understand how current research activity provides conceptual resources and empirical insights into the development of sport and outdoor recreation studies, discourses and policies.
3. Understand the contribution of scholarly inquiry and research into the interrelations of movement, environment and community experiences in examining sport, outdoor recreation and experiential education discourses.
4. To identify possibilities for further research in the study of movement, environment and community and their contribution to a critical appraisal of certain trends and socio-ecological issues in sport and outdoor recreation.
5. To identify, collect, analyze and synthesize the current literature of conceptual and empirical relevance to further inquiry and research in issues central to the future role of studies in movement, environment and community.
6. To demonstrate a basic understanding of different approaches to scholarly inquiry and research in sport, outdoor recreation and education.
7. Be familiar with how research contributes to knowledge production, the formation of epistemic communities and claims on the truth of bodies of knowledge, adequacy of discourses and professional organisations.

Assessment

Two assessment tasks at 50% each (2000 words equivalent for each task)

Contact hours

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

Leader(s): Dr B Wattchow

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Expeditionary learning considers the educational potential and significance of extended journeys in outdoor environments. It is made up of three interrelated phases of interdisciplinary inquiry and field experiences. The preparation phase examines the safe planning of a journey and includes preparatory research for various field studies to be conducted during the expedition. The action phase is the actual conduct of the expedition and data gathering for the field studies. The reflection phase includes an evaluation of the educational significance of the expedition and a final theoretical presentation of the field study. The unit includes 10 to 14 days of fieldwork.

Objectives

Upon successful completion of this unit students should be able to

1. demonstrate the ability to safely plan and implement an extended journey in remote outdoor settings in a particular season ;
2. demonstrate the ability to apply careful judgement in a chosen adventure activity and the ability to work effectively as a group member ;
3. demonstrate an understanding of the cultural heritage of wilderness environments and the expedition experience;
4. demonstrate the ability to present a detailed theoretical investigation into an aspect of expeditionary learning;
5. demonstrate an understanding of nature based environmental ethics and the responsibilities of outdoor expedition leaders, guides, and participants ;
6. demonstrate an understanding of the educational potentital and value of the expedition experience.

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%; including satisfactory completion of required fieldwork planning and practical components

Contact hours

3 hours per week equivalent including fieldwork component

Prerequisites

EDF2604 or EDF2614

Leader(s): Dr B Wattchow

Offered

Clayton First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit has been designed for students who wish to experience and gain an understanding of some of Australia's unique natural environments. The educational setting for this unit will combine seminars and fieldtrips in an outdoor location that is natural. Topics include: Historical and cultural perspectives of the relationships between humans and nature; the contributions of experiential and environmental education to understanding the natural environment; outdoor nature and a sense of place; aesthetic responses to exploring and discovery in the natural world. The unit includes 6 to 8 days of fieldwork. Fieldwork costs to cover transport and accommodation in National Parks will apply.

Objectives

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

1. demonstrate an understanding of the experiential and cultural relationship humans have had with the natural environment;
2. identify how educational approaches can contribute to a deeper understanding of outdoor experiences and place attachments;
3. demonstrate an awareness and understanding of the place of discovery, exploration and aesthetic preferences in natural environments;
4. explain how people develop a sense of place attachment to natural places.

Assessment

Assessment 1 (2000 words): 50%
Assessment 2 (2000 words): 50%
satisfactory completion of required fieldwork component.

Contact hours

3 hours per week or equivalent including fieldwork days

Leader(s): Ms T-A Philpott (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students will develop knowledge and skills and understand the philosophies and values of residential and base camping as an educational practice that services outdoor, environmental, sport, leadership, special populations or community development. The unit will equip students with knowledge about the basic principles, planning, organizational, legal and safety, risk management and administrative issues common to these forms of camping. The unit emphasizes the pedagogical role of experiential education within a socio-ecological theoretical framework of outdoor/environmental and physical activity/movement/sports education. Eight x 10 days of experiential learning programs and site visitations will provide opportunities to develop camp leadership and facilitation skills; observe, collect and examine camp policies; reflect critically upon leadership and pedagogical skill development in the planning, conduct and evaluation of selected physical activities, games and camping competencies.

Objectives

Upon successful completion of this unit, students will have developed knowledge, skills and competencies in the basic principles and applied practices of the different forms and purposes of camping; understand the importance of examining camp programs and activities from a socio-ecological perspective; developed a professional and personal philosophy of recreational/sports camping and role of camp education; gained supervised experience in programming for camps, including activity leadership and facilitation/teaching, pedagogical skill development and an appreciation of their application to a range of outdoor/sport populations, including special; developed grater insight and skill in applying experiential education to the administration, planning, programming, conduct and evaluation of camp education; developed a resource file relevant to different forms of camping but including information relevant to the administration of risk management, safety, legal and ethical duties, obligations and functions.

Assessment

Essay (1200 words): 30%
Assignment (2800 words): 70%
Hurdle requirement: Satisfactory completion of camp practicum.

Contact hours

3 hours per week

Leader(s): Ms L Ward (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit provides students with a theoretical and practical orientation to community and commercial workplaces in the sport and outdoor recreation sector. A theoretical framework is established.Topics include social trends and demographics, client needs, environmental and lifestyle considerations, resources and programming, employment requirements and standards including certification, and program evaluation techniques. The framework is then in the analysis of programs and practices in sport and/or outdoor recreation industry settings. Students will be required to complete a minimum of 15 days of approved work experience and/or training within the sector.

Objectives

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

1. demonstrate through written reports a detailed knowledge of the application of professional programs in the sport and outdoor recreation sector;
2. demonstrate performance competency in selected activities where required;
3. demonstrate the ability to safely plan and implement a program in the selected activities in workplace and training settings within the sector;
4. demonstrate the ability to produce written documents which critically examine and evaluate the provision of sport and outdoor recreation opportunities in the community.

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%
attendance at tutorials/practicals and satisfactory completion of required fieldwork component.

Contact hours

3 hrs per week equivalent including required fieldwork component

Prerequisites

EDF1604 or EDF1612

Leader(s): Assoc. Prof. P Payne (Peninsula)

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students will independently select a topic related to previous studies and/or professional aspirations in the study of sport, outdoor recreation, experiential education and social ecology. Through lectures, workshops and guidance from various staff members, students will propose a topic and complete a systematic search and critical review of the literature. The literature review will clarify the purposes and rationale of a potential research project or thesis, synthesize existing scholarship and offer an appropriate conclusion.

Objectives

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

1. conduct research planning skills in searching the literature;
2. systematically analyse, assess and annotate scholarly work differentiating between evidence and speculation;
3. critically analyze research;
4. clarify researchable problems or issues;
5. demonstrate the ability to critically synthesize a wide array of information into a scholarly review of the literature;
6. Demonstrate expert knowledge of a select topic relevant to their professional aspirations.

Assessment

Assessment 1 (1000 words): 25%
Assessment 2 (3000 words): 75%

Contact hours

3 hours per week

Prerequisites

EDF2606 or EDF2620 (plus EDF3605 or EDF2612)

Leader(s): Dr T Brown (Peninsula)

Offered

Peninsula First semester 2009 (Day)

Synopsis

The unit builds upon a sequence of foundation units that students study in the first two years of the degree. It explores a range of pedagogical practices associated with the provision of sport and movement education and considers socio-ecological factors that impact upon the experience. Students will critically explore traditional and contemporary principles that underpin sport, physical and fitness education practices applied to school and community settings and consider their use within broader frameworks for physical activity participation. Students will apply concepts in practical movement settings that may include dance, gymnastics, games and lifestyle exercise based programs.

Objectives

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

1. Discuss skills and basic movement techniques associated with alternate sport and movement experiences;
2. critique a variety of traditional/contemporary pedagogical practices and their associated theories and describe how these are located within a broader socio-ecological frame for physical activity;
3. plan and implement a gymnastics/dance/alternate movement experience unit of work grounded in a relevant theoretical framework;
4. apply a critical reflective practice that considers the interplay between developmental, social, cultural and environmental elements of the sport and movement education context.

Assessment

Assessment task 1 (2400 words): 60%+ Assessment task 2 (equivalent 1600): 40%
required attendance at tutorials/practicals/laboratories.

Contact hours

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

Prerequisites

EDF2602 or EDF2616 or approved equivalent unit

Leader(s): Ms T Philpott

Offered

Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit provides an introduction to the historical, philosophical and pedagogical foundations that guide the delivery of outdoor education programs. The unit will examine adventure education, experiential education, environmental education and how outdoor education is currently represented in Australian school curriculum. The unit provides opportunities to apply the philosophical and theoretical concepts to a range of practical contexts.

Objectives

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

1. understand the historical and philosophical influences on pedagogy practices in outdoor educative settings across Australia;
2. develop current teaching and quality planning practices in the conduct of outdoor education programs;
3. develop an understanding of current practices within a specific area of outdoor education;
4. review and critique contemporary curriculum in the field of outdoor education.

Assessment

Assessment Task 1 (1000 words): 25%
Assessment Task 2 (3000 words): 75%

Leader(s): Associate Professor J Gray

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit develops students' understanding of the impact of technologisation and globalisation on learning and teaching in work and community settings. Drawing on specific accounts of work practice, it focuses on the ways in which identities and relationships are constructed and reconstructed in organisations and the role that education and training plays in this process.

Objectives

Upon successful completion of this unit students should have an understanding of the concepts of 'development' and 'identity', as they arise in work contexts; be able to identify and describe the ways in which these concepts are related to each other and to contemporary forces of globalisation and technologisation; be able to explore the implications of these relationships for formal and informal learning and teaching in workplaces and communities; and be able to use this knowledge when developing educational content in their area of expertise.

Assessment

Assignment 1: Reading review (1,500 words) 40%; Assignment 2: Final report (2,500 words) 60%

Contact hours

2 hours per week

Leader(s): Dr J Harrington

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit builds on the knowledge, skills and experience gained in previous Bachelor of Adult Learning and Development units and applies them in a work-based setting. Participants will develop and complete a small-scale and self-directed research project in a workplace setting. The unit will emphasise the practical and independent development and management of a research project. Workplace application and dissemination of research project outcomes will be explored.

Objectives

Upon successful completion of this unit, students should be able to develop a research project proposal; be able to select and apply a work-based research approach; be able to design, manage and complete a work-based research project; and be aware of the ways in which research project outcomes can be applied and disseminated.

Assessment

Assignment 1: Development of a project proposal (1,000 words) 25%; Assignment 2: Report on workplace project: (3000 words) 75%

Contact hours

2 hours per week

Leader(s): Dr N Allix

Offered

Clayton Second semester 2009 (Day)

Synopsis

In a changing adult education and training context, adult educators have assumed new roles and responsibilities in project management. This unit aims to expose students to a range of key issues, strategies and techniques relevant to the development, planning, and managing of projects. Emphasis is placed on the acquisition of practical skills that are used in various aspects and phases of project management.

Objectives

Upon successful completion of this unit, students should have:

1. Acquired an understanding of the nature and origins of project management, and its application in contemporary contexts.

2. Acquired an understanding of the main principles, strategies, tools and processes for planning, implementing, and controlling projects; and

3. Developed the basic practical skills necessary for advocating, planning, and managing projects.

Assessment

Assignment 1: Evaluation report: analysis of a doomed project (1,500 words) 40%; Assignment 2: Submission of a project management plan and implementation strategy (2,500 words) 60%.

Contact hours

2 hours per week

Leader(s): Mr D Anderson

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will provide students with opportunities to reflect critically and creatively on the future directions of adult learning and development. Contemporary conceptual frameworks for reshaping adult learning and development will be examined. Students will analyse the potential implications of current developments and emerging trends for adult educators, and will develop an appreciation of strategies for participating in, facilitating and influencing change processes.

Objectives

Upon successful completion of this unit, students should have developed an understanding of the rapidly changing environment for adult learning and development and of emerging trends and their implications for adult educators; a knowledge of relevant core concepts; a critical awareness of possible and alternative future directions for the development of adult learning and development and an appreciation of strategies for participating in, facilitating and influencing change processes in relation to adult learning and development.

Assessment

Assignment 1: Class presentation (1,000 word equivalence) 25%; Assignment 2: Major report (3,000 words) 75%

Contact hours

2 hours per week

Leader(s): Dr D DeZilwa

Offered

Clayton Second semester 2009 (Flexible)

Synopsis

This unit examines key issues in contemporary Australian workplaces from the perspective of those engaged in facilitating or supporting learning in those workplaces. This unit aims to provide opportunities for interpersonal skill development and to assist students to identify ways of applying these skills in their workplaces. Key topics to be explored in this unit include: the impact of organisational culture and ethics on individuals and teams, interpersonal communication, negotiation skills, conflict resolution, mentoring, work-life balance, and stress management.

Objectives

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

1. demonstrate awareness of workplace issues concerning individuals, teams and organisations

2. show increased confidence and competence in managing interpersonal relations in their workplaces

3. demonstrate an understanding of the skills required to be effective managers of themselves and other people.

Assessment

Assignment 1: Reading Review (1,500 words) 40% (Objective 1)
Assignment 2: Essay (2,500 words) 60% (Objectives 2 and 3)

Contact hours

2 hours per week

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 U Sharma

Offered

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

Synopsis

In recent years there has been a marked increase in the number of children and adolescents with special needs entering the regular school. This unit will introduce the diverse range of students with disabilities and impairments who have a significant representation in today's classroom. Specialised topics will be presented which will give a broad overview to the field of special education. Off campus students would be required to complete a number of online tasks.

Objectives

It is anticipated that by completing the unit students should be aware of the implications of disabilities from an educational and developmental perspective; be familiar with the wide range of varying abilities of students; be familiar with adaptations necessary for the school setting and instructional style; be familiar with inclusive curriculum strategies; be informed about policy at the school, state and national and international level.

Assessment

An exam (2400 words equivalent) 60%; and A class (online for off campus) presentation (1600 words equiv.) 40%.

Contact hours

2 hours per week

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): Ms N Albon (Gippsland) + Dr G Auld (Peninsula)

Offered

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

Synopsis

This unit will focus on the teacher's roles in developing language learners and in understanding the English curriculum as a Key Learning Area with a particular emphasis on years 3-6 to follow on from the early years focus of Primary English 1. Aspects of planning, teaching and evaluation and assessment in the English curriculum will be integrated in this unit. It will also highlight approaches to reading and writing development and teaching techniques for effective development in Primary aged children. The unit will also feature appropriate Learning Technologies and involve students in the examination of a range of current Literacy approaches implemented in school settings

Objectives

Upon successful completion of this unit the student should be able to demonstrate an understanding of recent theory and practice in teaching English in the Primary School with particular focus on years 3-6; plan and deliver sequences of English teaching episodes in appropriate settings; demonstrate an understanding of a range of assessment approaches and techniques in Primary English teaching and learning; describe current theories about literacy learning and teaching; apply Learning Technologies to primary English teaching and learning demonstrating an awareness of their potential as learning tools; demonstrate skills in sensitive classroom observation of English learners; demonstrate an awareness of the range of the English Curriculum Outcomes and their relationship to the planning, teaching and evaluation cycle; articulate a personal philosophy of language and literacy teaching as a professional in the primary school.

Assessment

Assignment 1: Planning and implementation of a set of 3 lessons around a theme or Children's Literature text. 2,000 words equivalent: 50%
Assignment 2: An essay. 2000 words: 50%.

Contact hours

3 hrs per week

Prerequisites

EDF1203

Leader(s): Dr W T Seah (Peninsula); Dr T Barkatsas (Gippsland)

Offered

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

Synopsis

This unit further develops knowledge, skills and attitudes about teaching and learning in primary school in the key learning area of mathematics. Topics include further study of the number strand with a focus on fractions and decimals, chance and data, and space. Focus will be given to the teaching of problem solving and a range of classroom teaching models and assessment strategies will be explored.

Objectives

Upon successful completion of this unit students should be able to identify key aspects in children's development of concepts and skills related to fractions and decimals, chance and data and space; have developed techniques that link mathematics to practical applications using a problem solving approach as well as computer technology; be confident about planning and managing a range of learning activities which develop children's mathematical understanding and be able to use a variety of assessment techniques to evaluate student learning in mathematics; be able to analyse and discuss a range of issues in primary mathematics education.

Assessment

Assessment: Assignment (2000 words): 50%; Teaching and assessment sequence based on a chosen topic (2000 words): 50%

Contact hours

3 hours per week

Prerequisites

EDF1204

Leader(s): Dr G Romeo (Peninsula) ; Dr M Plunkett (Gippsland)

Offered

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

Synopsis

This unit is part one of the Primary Internship. The Interns are required to complete fieldwork of up to 20 days, attend up to three on-campus full-day seminars, and submit assessment items as detailed below. The unit provides interns with the opportunity to be responsible for the planning, delivery, assessment and evaluation of extensive teaching sessions; provides students with the knowledge relating to the legal requirements and responsibilities associated with their 'duty of care' as teachers including the identification of indicators of abuse and other situations requiring intervention; focuses on how to conduct a research project and on how to develop a professional portfolio.

Objectives

Upon successful completion of module one students should recognise their professional and legal responsibilities including statutory requirements relating to their 'duty of care' and children's health and safety understand the requirements for their own entry into the profession. Upon successful completion of module two, students should demonstrate their ability to plan, deliver, assess and evaluate a cohesive and sustained learning sequence; communicate the processes involved in developing and carrying out the activity; critically analyse approaches taken by student peers. Upon the completion of module three, students should be able to present a proposal for a project using action research methodology. This would include a literature search and planned procedures for implementation.

Assessment

Project proposal (1500 words)
Professional Portfolio Part 1 (1500 words)
Satisfactory completion of Practicum Program of up to 20 days, Pass grade only.

Contact hours

3 hrs per week

Prerequisites

EDF3105

Leader(s): Dr G Romeo (Peninsula); Dr Margaret Plunkett (Gippsland)

Offered

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

Synopsis

Module 1 focuses on students demonstrating their ability to accept full classroom responsibility, which includes all the planning, preparation and implementation of a program, evaluating student learning and students reflecting on their own practice. Module 2 is a project that students will undertake on their teaching practice. While the project proposal has been developed in Teaching Studies C, the implementation and evaluation of the project will be undertaken in this module. Module 3 focuses on students developing as a beginning profession. This will involve students in exploring the roles and responsibilities of beginning teachers within an educational community.

Objectives

Students should be able to demonstrate the ability to accept full classroom responsibilities; demonstrate the skills necessary to undertake and implement a project; show an understanding of the roles and responsibilities of being a beginning professional teacher.

Assessment

Project Report (1500 words) ; Professional Portfolio Part 2 (1500 words) ; Satisfactory completion of Practicum Program of up to 20 days : Pass grade only.

Contact hours

3 hrs per week

Prerequisites

EDF4105

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): Dr U Sharma (Singapore, off-shore) + Dr J Agbenyega (Peninsula)

Offered

Singapore Term 3 2009 (Off-campus)
Peninsula First semester 2009 (Day)

Synopsis

Recent international trends in the education of children with special needs are to include them with their non-disabled counterparts in care and educational settings. In line with this trend, this unit will cover issues such as why inclusion is the best option and how we can successfully include students with a range of abilities in educational settings. The unit also examines the role of family in designing and implementing inclusive educational programs.

Objectives

Upon successful completion of this unit students should have knowledge and understanding of:

1. The specific needs of children with disabilities and their families.
2. Rationale to teach students with all abilities in inclusive settings.
3. The skills needed to function as a team member working in partnership with families and other professionals.
4. The ability to plan, implement and evaluate educational programs for children with disabilities.
5. An awareness of the impact a child with a disability may have on the family and educational setting.

Assessment

Written assignment (1200-1500 words): 40%
Case study: (1000-1200 words): 30%
Class presentation: (Equivalent to 1000-1200 words): 30%

Contact hours

Equivalent to 2 hours per week

Leader(s): Dr Z Pawlaczek (Gippsland)

Offered

Gippsland First semester 2009 (Off-campus)

Synopsis

Concepts of health and health education contextualised within a school (primary and or secondary) and community (welfare, policing, employment) setting. Past, present and future directions of health education and promotion. Approaches to drug and sexuality education. Resources available to health education.

Objectives

As a result of participating in this elective unit students will gain opportunities to develop knowledge of current and major issues in the field of health education; utilise critical and reflective thinking skills in the analysis of health issues via reading, research and investigation; review the impact of health initiatives and interventions, for example, the 'Health Promoting School' policy in the education context; and understand principles of health and wellness on a personal and community level.

Assessment

Assignment (2000 words) 50%. Essay (2000 words) 50%.

Contact hours

3 hours per week

Leader(s): Dr G J Hurworth

Offered

Peninsula Summer semester A 2009 (Off-campus block of classes)

Synopsis

An intensive introductory program in European music and arts including lectures, concerts, opera and museum visits on location in Central Europe [The itinerary may include visits to several of these countries : Italy, Austria, the Czech Republic, Hungary, Poland and Germany]. The summer school will last approximately four weeks.

Objectives

Upon successful completion of this unit, students should be able to demonstrate an understanding of the history of German music in the context of the places visited in the tour; demonstrate an appreciation of the relationship between music and the other arts (eg architecture, visual arts) as observed during the tour; appreciate the relationship between musical or performance style and the buildings, purposes and instruments for which music was designed.

Assessment

Essay [2400 words] : 60%
reflective journal [1600 words]: 40%

Contact hours

equivalent of 3 hrs per week

Leader(s): Dr M Dyson (Gippsland)

Offered

Gippsland Second semester 2009 (Off-campus)

Synopsis

In this unit, recent developments in the use of computer technology in the classroom, and pedagogical issues surrounding learning technologies will be examined. Students will develop advanced skill in the use of databases, multimedia, communications and adventure game software.

Objectives

Upon successful completion of this unit students should be able to identify and discuss the major legal, ethical and cultural issues currently impacting on educational computing; have developed an advanced understanding of how the computer and its applications can be used in the primary classroom as a catalyst for the development of children's thinking; have further developed advanced understandings and user skills necessary for the effective use of the computer; possess an advanced understanding of the concepts underlying flexible and inflexible databases, multimedia, communications and adventure game software and the rationale underpinning their use in the classroom; and have further developed a range of advanced procedures and practices for the effective use of the computer as a teaching and learning aid.

Assessment

Folio of practical work (2000 words): 50%
Essay (2000 words): 50%

Contact hours

2 hours per week

Leader(s): Dr W T Seah

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Unit will include: an examination of courses of study, curriculum guides and handbooks that teachers regard as resource material. Assessment and evaluation procedures, together with appropriate statistical methods. Practical application of computers to the mathematics classroom. Links between mathematics and language.

Objectives

Upon successful completion of this unit, students should have gained further experience in the use of learning materials, resources and programs available for teaching primary school mathematics (including computer programs); have gained experience with planning for maths education, with special consideration of using computers in the primary maths classroom; understand the formal and informal assessment methods used by teachers to record student progress in mathematics; be aware of current issues associated with mathematics education; have had experience with planning for an integrated curriculum, with a special focus on integrating maths, English and the other KLAs; have experience with researching a maths topic of interest to them; have developed an understanding of 'administrative' statistics.

Assessment

Seminar paper (5000 words): 40%
Written report (3000 words): 30%
Folio: 30%

Contact hours

2 hours per week

Leader(s): Dr B Jane

Offered

Peninsula First semester 2009 (Day)

Synopsis

Students explore their own and children's understanding of a range of natural phenomena to increase their confidence in teaching and learning science; and devise appropriate learning activities and strategies for use in primary school classes.

Objectives

Upon successful completion of this unit, students should be; competent in using a range of methods (observation, questioning, concept maps [drawings], POEs, journals [thinking books]) to determine young children's understandings; familiar with the local and international curriculum; able to devise and prepare sequential science activities using a variety of teaching strategies; experienced in using observational learning processes such as observation, classification, ordering, interpreting, to meaningfully understand natural events; able to explore the role that technology, especially computers, can play in children's learning; able to identify and explore their own beliefs, values and attitudes towards a range of science-technology-society-environment issues.

Assessment

Design and presentation of a science curriculum unit (2000 words): 50%
Powerpoint of work tasks and questions (2000 words): 50%

Contact hours

2 hours per week

Leader(s): Dr M Dyson (Gippsland)

Offered

Gippsland First semester 2009 (Off-campus)

Synopsis

Hardware and software associated with the use of microcomputers in educational settings. Topics include software licensing requirements, access and equity, and keyboard skills related to the planning and management of teaching and learning. Students examine school policy documents in educational computing and plan a unit of work focusing on the integration of microcomputer software in learning activities. Students use major applications (wordprocessing, databases, spreadsheets, and communications software) in locating resources, analysing information and presenting reports.

Objectives

On completion of this unit you should be able to identify the key features of recent policy initiatives about the use of ICTs in teaching and learning; and identify, and critically comment on the rationales presented for using new technologies in teaching and learning.

Assessment

Two assignments (2000 words each): 50% each

Contact hours

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

Leader(s): Ms T-A Philpott

Offered

Peninsula First semester 2009 (Off-campus)

Synopsis

This unit provides students in both undergraduate and postgraduate programs the opportunity to develop their theoretical underpinnings of curriculum developments in physical education and health. Historical, social, participatory and contemporary discourses and their influence on curriculum development will be examined, via readings, online discussions and face-to-face seminars. The implications of recent state and national curriculum development will be undertaken through reviews of these documents (eg CSFII, VELS) and through recent research and current practices in the field.

Objectives

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

1. understand current national and state curriculum frameworks for Physical Education and Health;
2. review and critique Physical Education and Health curriculum changes;
3. demonstrate their ability to plan,implement and evaluate current practices of a specific area within the Physical Education and Health curriculum,
4. select effective teaching practices that support development of curriculum outcomes.

Assessment

Assessment Task 1 (1000 words): 25%
Assessment Task 2 (3000 words): 75%

Contact hours

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

Leader(s): Associate Professor I Brearley (Gippsland); Dr A Devos (Clayton)

Offered

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

Synopsis

An independent investigation, related to previous studies into a topic in education of interest to the student. The student will work independently under the guidance of a mentor/supervisor of their own choice. The student investigations will be conducted in a variety of ways and may include such interest areas as a literature review, preparation of specific teaching materials, curriculum development and analyses, in-depth reviews of computer software /digital teaching and learning technologies, preparation of instructional handbooks, the development of assessment guidelines and or assessment instruments. Other areas of interest can be negotiated with the mentor/ supervisor by the student.

Objectives

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

1. Communicate and negotiate a pathway of personal learning under the guidance of a mentor/ supervisor

2. demonstrate the ability to identify an educational issue and initiate an investigation

3. write an initial proposal and consult mentor / supervisor

4. plan with the mentor / supervisor the full investigation into the chosen area and take full responsibility for the development into the area of investigation

5. collect data, source material and or develop materials as appropriate

6. write a report (which may also include the development of materials) related to the focus of the area chosen.

Assessment

Proposal (compulsory requirement, 500 words, ungraded)
Written report (3500 words): 100%

Contact hours

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

Leader(s): Ms C Charles

Offered

Gippsland Second semester 2009 (Off-campus)

Synopsis

Curriculum and pedagogies of literacy in primary and secondary schools. The unit focuses on whole language pedagogy using it as a case study for discussion of curriculum and pedagogical issues, and to examine the theoretical underpinnings of a range of literacy pedagogies. Factors which impede access to literacy education in schools will also be of interest.

Objectives

At the completion of this unit students will have re-examined what is meant by whole language; developed an understanding of literacies as socio-cultural constructs; examined the theoretical underpinnings of whole language pedagogy; reviewed and evaluated various critiques of whole language pedagogy; examined differing pedagogues of literacy education in relation to current State-based literacy curriculum documents; developed a familiarity with the issues related to differential access to literacy education through schooling.

Assessment

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

Off-campus attendance requirements

Students studying in the off-campus (distance) mode should expect to spend roughly 12 hours a week on the Readings and other activities.

Leader(s): Associate Professor T Taylor

Offered

Not offered in 2009

Synopsis

A research-based study of place of history in the school curriculum and its relationship with other areas of study including Studies of Society and Environment (or Human Society and its Environment in New South Wales) - as well as, with Civics and Citizenship Education. This unit will survey best practice and current research in the field and will ask students to apply these findings to their workplace.

Objectives

This unit will introduce practising teachers of History to the latest national and international research findings in history education and will suggest ways that these findings may be implemented in the classroom.

Assessment

One minor introductory assignment 35% (2000 words)
One major research-based assignment 65% (4000 words)

Contact hours

2 hours per week

Leader(s): Dr J Ryan (Clayton; Gippsland)

Offered

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

Synopsis

This unit will further develop students' skills and understanding of positive learning environments and effective classroom management. The unit will focus on understanding classroom relationships and the connection between learning and behaviour, and positive learning environments and relationships. It will cover the causes of challenging behaviours and ways to respond in preventative and reactive, and ethical and professional, ways. Students will examine their own beliefs about classroom relations and develop strategies to respond to the learning needs of students with potentially challenging behaviours and to better manage the situations that can give rise to such behaviours.

Objectives

In the process of studying this unit students are expected to:

1. understand the relationship between positive learning environments and relationships and classroom behaviour;
2. examine their own beliefs about classroom relations and professional and ethical issues surrounding their interactions with students;
3. understand the medical, ecological, organisational and relationship factors that can influence students' learning and behaviour;
4. develop an awareness of the affects on learning and behaviour of conditions such as learning disabilities, learning difficulties, mental health conditions and conduct disorders;
5. understand the impact of these on students' cognitive, social and emotional well-being;
6. develop a repertoire of effective behaviour management strategies including problem-solving and relationship-building skills with students; and
7. learn to work effectively with students, their families and other professionals in meeting the broader needs of students.

Assessment

A Case Study (1,500 words; 40%) and a Project Plan (2,500 words or equivalent; 60%).

Contact hours

2 hours contact per week or equivalent

Leader(s): Dr M Blaise (Peninsula)

Offered

Singapore Term 2 2009 (Off-campus)
Peninsula First semester 2009 (Day)

Synopsis

This unit includes methods for conducting teacher research and issues associated with undertaking research in teaching and learning in the range of settings that impact on student learning. Students will examine how their research findings can be used to help improve educational outcomes. Students will research classrooms and other settings in order to better understand how practice influences learning, and the development of teacher knowledge through a teacher as researcher approach. Students will see how research by teachers in their own classrooms and other settings can improve understanding of teaching and learning through a teacher's work in both formal and informal contexts.

Objectives

The broad aims of this unit are for students to demonstrate evidence of having gained knowledge of the nature of and methods for conducting teacher research; issues associated with undertaking teacher research in a range of educational settings; how research can improve teaching, learning and administrative issues, and how research is a part of teachers' everyday work.

Assessment

Research proposal and assignment (4000 words): 60%; seminar presentation 40%
Hurdle requirement: Satisfactory completion of all tutorial tasks.

Contact hours

2 hours per week

Leader(s): Dr Amy Cutter-McKenzie (Peninsula); Dr Michael Dyson (Gippsland)

Offered

Not offered in 2009

Synopsis

This unit locates students in the life and culture of the school. It will prepare them for their professional practice by giving them the opportunities to plan and implement whole programs, design and manage learning environments, and develop professional relationships with students, other colleagues, parents and the wider community. Utilising information and communication technologies, in planning for and delivering sessions forms part of this unit. The professional placement enables the students to refine and research their own practice and recognise what constitutes best practice in the profession.

Objectives

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

1. plan, implement and evaluate learning programs;
2. design and manage learning environments;
3. develop professional relationships with students;
4. liaise with colleagues, parents and community bodies; and
5. document their professional learning and experience.

Fieldwork

20 days Double degrees; 20 days Bachelor of Primary Education (Gipps and Pen);Middle school option 5 days (plus 15 days to be done in secondary setting)

Assessment

Assessment task 1: Successful completion of placement and allied tasks (2,000 words, 50%)
Assessment task 2: Portfolio which incorporates Action Research and ICT Part 1 (equivalent to 2000 words, 50%)

Contact hours

This is a professional experience unit. It requires students to do up to 20 days of professional placement. Only a limited number of seminar days and in-school tutorials should be incorporated

Prohibitions

Prohibited combinations: EDF4105 and EDF5110

Leader(s): Dr Amy Cutter-McKenzie (Peninsula); Professor Margaret Somerville (Gippsland)

Offered

Not offered in 2009

Synopsis

In this unit students will gain confidence to enter the teaching profession. It will provide them opportunities to engage with every facet of the culture and professional life of teaching. Students will engage in reflective conversations with their peers and identify their strengths and what they contribute to the educational community, as well as to engage in professional learning. They will research and refine an aspect of their professional practice, continue to document their professional experiences and learning through their professional portfolio and recognise the significance of ICT for Teaching and learning in the 21st century.

Objectives

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

1. plan, implement and evaluate learning programs;
2. design and manage learning environments;
3. develop professional relationships with students, colleagues, parents and community bodies;
4. document their professional learning and experience in their professional portfolio; and
5. research, refine and document an aspect of their professional learning and experience.

Fieldwork

20 days placement. Middle school option 5 days (+ 15 days to be done in secondary setting)

Assessment

Assessment task 1: Successful completion of placement and allied tasks (2,000 words or equivalent, 50%)
Assessment task 2: A Portfolio (2,000 words or equivalent, 50%)

Contact hours

This is a professional experience unit. It requires students to do up to 20 days of professional placement. Only a limited number of seminar days and in-school tutorials should be incorporated

Prerequisites

EDF4311 Professional Contexts 1

Prohibitions

EDF4106, EDF5111

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): 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): 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 J Robbins (Peninsula); Dr J Robbins (Singapore)

Offered

Peninsula First semester 2009 (Day)
Peninsula Term 2 2009 (Off-campus block of classes)

Synopsis

Internationally, early childhood education has moved from framing teaching and learning from a developmental perspective to utilising sociocultural theory. In line with this recent theoretical shift, this unit examines how learning in science, technology and mathematics can be introduced to children following a socio-cultural approach

Objectives

The broad aims of this unit are for you to demonstrate evidence of:

• developing knowledge and understanding of how young children develop mathematical, scientific and technological understandings, abilities and attitudes;
• analysing the construction and reproduction of knowledge in mathematics, science and technology and make judgments on the implications of this for young children's learning in these areas;
• implementing a socio-cultural framework to observe, assess, and document maths, science and technology experiences in an early childhood setting, and
• confidently be able to assess, plan, prepare and implement appropriate experiences in these areas across a range of early childhood settings following a socio-cultural perspective.

Assessment

Research paper: 50% (2000 words)
Socio-cultural analysis of early childhood science, technology and mathematics: 50% (equivalent to 2000 words)

Contact hours

Equivalent of 3 hours

Leader(s): Dr J Nuttall (Peninsula)

Offered

Singapore Term 2 2009 (Off-campus)
Peninsula Second semester 2009 (Day)

Synopsis

The unit will address the dimensions of being a contemporary early childhood professional including professional development, advocacy, professional ethics, networking, career development, and working effectively in the broader community. There will be exploration of various roles played by early childhood professionals. Because of the nature of this unit, students will be expected to have completed the equivalent of three years of tertiary study before enrolling in it.

Objectives

Upon successful completion of this unit students should be able to demonstrate an appreciation for and understanding of the diversity of roles and responsibilities undertaken by an early childhood professional and the contexts where that work occurs; understanding of the AECA Code of Ethics and an appreciation of its role in early childhood professional decision making; understanding of the key issues concerned with advocacy for the profession; ability to articulate and defend their personal early childhood philosophy especially through their professional portfolio; awareness of the professional associations, resource and training agencies that are available to support them as professionals.

Assessment

Written assignment (2500 words): 60%
Service report (1500 words): 40%.

Contact hours

2 hours per week

Leader(s): Ms M Hammer (Peninsula); Ms J Hansen (City BECS students, Term 1)

Offered

Singapore Term 3 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Term 1 2009 (Off-campus block of classes)

Synopsis

This unit consists of an in-depth examination of a range of current political, social, professional and community issues confronting the early childhood professional. Content will vary to some extent depending on the prominent topics at the time. Readings will be taken from current editions of professional and academic journals as well as the media. Because of the nature of this unit, students will be expected to have completed the equivalent of three years of tertiary study before enrolling in it.

Objectives

As a result of studying this unit students are expected to understand, identify and discuss the major professional, educational political and philosophical issues that impact on the work of contemporary early childhood professionals working in a range of contexts; analyse issues related to the provision of appropriate early childhood services in a culturally diverse communities.

Assessment

Service Mapping (2000 words): 50%
Research Paper (2000 words): 50%

Contact hours

2 hours per week

Leader(s): Ms J Hansen

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The unit will examine a range of issues related to areas of effective management and administration in early childhood services. Consideration will be given to topics related to human and material resource management and service development and marketing.

Objectives

Upon successful completion of this unit students should have knowledge and understanding of a range of issues related to the effective management and administration of early Childhood services; the importance of mandated requirements as a manager of an Early Childhood Service; the Children's Services Regulation 1998 and the Children's Services Act 1996; the ability to develop appropriate strategies in marketing an early childhood service development; the skills required to undertake the administrative tasks of an Early Childhood administrator/manager.

Assessment

Written assignment (4 sub-tasks x 1000 equivalent = 4000 words equivalent): 70%; and Completion of a Professional Portfolio: 30% (500 words equivalent)

Contact hours

2 hrs per week

Leader(s): Dr J Nuttall

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit will focus on: Leading a team in integrated curriculum development; planning to meet the needs of individuals and groups of children (3-5 year olds); the interface between teaching practice and new theories of learning and development; learning as a process and the role of the teacher in facilitating that process. Students will undertake twenty-five days of supervised practicum in an early childhood centre for 3-5 year old children.

Objectives

As a result of studying this unit students are expected to demonstrate knowledge and understanding of a variety of methods of curriculum development and planning in early childhood settings (with an emphasis on meeting the needs of 3-5 year olds); skills in critiquing a range of approaches to observing children; skill at planning, implementing, evaluating and reflecting on an effective method of programming that meets community, institutional and personal needs; understanding of the limitations and strengths of the approaches adopted locally, nationally and internationally, and be equipped to engage in future redevelopments of curricula and observational approaches; ability to work effectively as a member of a team; competence in carrying out a range of administrative tasks associated with working in an early childhood service; an attitude of enjoyment in teaching; a willingness to undertake teaching and management tasks on practicum placements; and reflection, confidentiality and professionalism in regard to teaching practice.

Assessment

Assessment: Poster (1000 words): 20%
Report (3000 words): 75%
Hurdle requirement: Satisfactory completion of practicum and all tutorial tasks.

Contact hours

3 hours per week plus practicum

Prerequisites

EDF1503, EDF2507, and EDF3508

Leader(s): Dr J Robbins

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit builds on fore-going early childhood teaching studies units, and will provide students with the opportunity to examine best practice teaching and learning at an advanced level. Students will be required to undertake an approved 15 day (supervised) negotiated preferential practicum placement. This negotiated practicum will have a focus on quality, and the nature of teaching or practical experience that students conduct is expected to be commensurate with a professional 'almost qualified' to take her or his place alongside other professionals within the particular chosen setting.

Objectives

As a result of studying this unit students are expected to develop their knowledge, skills and understanding either of working in a particular early childhood or primary school setting beyond those already experienced as part of the BECEd or BECS, or of working in a related service or agency that supports early childhood or primary school settings and programs; negotiate with the unit coordinator and the work place supervisor, the role she or he will have within the setting in meeting a designated need - i.e., in developing, implementing and evaluating a program or process that substantially contributes to, improves or extends existing work place practices, while at the same time further developing the student's own knowledge, understandings, and skills, work in a collaborative manner with work place providers; examine the nature of 'best practice' conventions within their chosen setting and focus task, conduct and report on a small applied or action study project related to the practicum setting or focus of the practicum; determine relevant personal and work place goals; develop and apply strategies for successful implementation of practicum tasks; determine appropriate indicators to evaluate the quality of outcomes set for practicum; demonstrate professional, confidential behaviour at all times.

Assessment

Pass grade only (PGO) - Journal and Placement diary, Research paper and Seminar presentation
Hurdle requirement: satisfactory completion of practicum and all tutorial tasks.

Contact hours

3 hours per week

Prerequisites

EDF4507 and EDF4303

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 J Robbins

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Singapore Term 1 2009 (Off-campus)
Singapore Term 2 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)
Peninsula Term 4 2009 (Day)

Synopsis

This unit is designed to give students experience working in their chosen profession under the guidance/mentoring of experts. The students will experience up to 5 weeks full-time work within the organization and reflect on their experiences and what they have learnt through the completion of a learning log.

Objectives

Students undertaking this unit will work under the guidance of experienced professionals to gain practice in the skills required to work in the profession; and, gain some understanding of the professional's role in the organization and administration.

Assessment

Successful completion by students of a learning log to monitor their experiences and learning;
completion by workplace supervisors/mentors of a performance report. Pass Grade Only.

Contact hours

up to 5 weeks full time fieldwork placement

Leader(s): Dr J Robbins

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Gippsland Second semester 2009 (Off-campus)
Singapore Term 1 2009 (Off-campus)
Singapore Term 2 2009 (Off-campus)
Singapore Term 3 2009 (Off-campus)
Singapore Term 4 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit is designed to give students experience working in their chosen profession under the guidance/mentoring of experts. The students will experience up to 5 weeks full-time work within the organization and reflect on their experiences and what they have learnt through the completion of a learning log.

Objectives

Students undertaking this unit will work under the guidance of experienced professionals to gain practice in the skills required to work in the profession; and, gain some understanding of the professional's role in the organization and administration.

Assessment

Successful completion by students of a learning log to monitor their experiences and learning;
completion by workplace supervisors/mentors of a performance report. Pass Grade Only.

Contact hours

up to 5 weeks full time fieldwork placement

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 A Berry

Offered

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

Synopsis

The Honours thesis is a research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present their research proposal at a research seminar. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Honours 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 doctorate programs.

Objectives

By the completion of this unit (and EDF5152 Honours 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:

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; and

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

Assessment

The Honours thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF5152).

Contact hours

24 hours per week

Prerequisites

Enrolment in the Honours thesis part 1 will usually occur when students have successfully completed the compulsory research unit. However, students may, with the written agreement of the course adviser, undertake a thesis before completing all the coursework requirements.

Leader(s): Dr A Berry

Offered

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

Synopsis

The Honours thesis is a research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present their research proposal at a research seminar. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Honours 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 doctorate programs.

Objectives

By the completion of this unit (and EDF5151 Honours 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 Honours degree of Bachelor of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF5151).

Contact hours

24 hours per week

Prerequisites

Enrolment in the Honours thesis Part 2 will usually occur when students have successfully completed the Honours thesis Part 1.

Leader(s): Dr A Berry

Offered

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

Synopsis

The Honours thesis is a research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present their research proposal at a research seminar. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Honours 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 doctorate programs.

Objectives

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 Honours degree of Bachelor of Education thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF5151 and EDF5152).

Contact hours

24 hours per week workload

Prerequisites

Enrolment in the Honours thesis extension 1 will usually occur when, due to extenuating circumstances, students require more time to complete their theses. A case needs to be made, and with the support of their supervisors, students may enrol in EDF5153

Leader(s): Dr A Berry

Offered

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

Synopsis

The Honours thesis is a research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present their research proposal at a research seminar. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Honours 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 doctorate programs.

Objectives

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 Honours thesis is a 16,000 word dissertation and is the formal assessment task for this unit (together with EDF5151, EDF5152 and EDF5153).

Contact hours

24 hrs per week workload

Prerequisites

Enrolment in the Honours thesis extension 2 will usually occur when, due to extenuating circumstances, students require more time to complete their theses. A case needs to be made, and with the support of their supervisors, students may enrol in EDF5154