Monash University Handbook 2012 Postgraduate - Units

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is used by the faculty and/or Monash Research Graduate School to enrol students undertaking Higher Degrees by Research. Students will not be able to enrol in this unit via WES.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Ms Kim Davies (Gippsland)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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

Outcomes

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: (2,000 words or equivalent. 50%)
Assessment task 2: (2,000 words or equivalent. 50%)

Chief examiner(s)

Mr Ibrahim Latheef (Peninsula)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Ms Nerissa Albon

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Ms TerriAnne Philpott (Peninsula)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Wee Tiong Seah (Peninsula)

Prohibitions

EDF1204, EDF5116, EDF4104

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

In this unit students will construct, implement and evaluate learning experiences through engaging with and exchanging different forms of knowledge, including the arts, language and numeracy. Students will participate in research that involves them in critical engagements with a range of sign systems. Commonalities between the arts and numeracy will be established including colour, shape, line, form, tone, space, rhythm, time, texture, tactility, motion and various approaches to problem-solving. Students will examine, critique and design interdisciplinary and integrated curriculum.

Outcomes

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

1. develop an understanding of integrated curriculum as a pedagogy;
2. critique integrated curriculum as a pedagogy;
3. design, plan and evaluate integrated learning experiences for a range of learners; and
4. show an understanding of the connections between the arts, language and numeracy in an educational context.

Assessment

Assessment Task 1: Research Project (2,000 words equiv, 50%)
Assessment Task 2: Integrated Unit of Work (2,000 words equiv, 50%)

Chief examiner(s)

Dr Peter De Vries

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Marc Pruyn

Prerequisites

EDF3303

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Jennifer Rennie

Prohibitions

EDF4102 EDF1203

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

In this unit students will critically engage with various theoretical views relating to curriculum and how assessment is positioned within these views. A focus of this unit will be upon what makes particular curricula and assessment approaches have educative value. Consequently the political and moral dimensions inherent in all curricula will be explored. This unit will promote the importance of developing the professional capacity of educators to make value judgments in terms of curriculum planning, action and evaluation. A key component to making such professional judgments is the capacity for engaging in philosophical aims and purposes of the curriculum and of assessment.

Outcomes

Upon experiencing this unit students will be critically inquiring into:

• how the notion of 'curriculum' is embedded in the praxis of education rather than the discourse of learning if it is to have educative value.
• the moral and political aspects inherent in all curricula and assessment;
• various curricula and assessment practices to determine their educative value;
• their beliefs about education, learning and assessment and be comparing these with theories found in professional literature;
• designing a range of methods for generating evidence of student learning, including appropriate application of ICT;
• 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%).

Chief examiner(s)

Dr Ian Mitchell

Contact hours

3 hrs per week

Prerequisites

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

Prohibitions

{EDF3001, EDF5422}

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Professor Peter Sullivan

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Stephen Keast

Contact hours

3 hrs per week

Prerequisites

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

Prohibitions

EDF5424

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Rosalie Triolo

Contact hours

3 hrs per week

Prerequisites

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

Prohibitions

EDF5423

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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:

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• reflect on how resources can help to create rich and engaging learning environments;
• reflect on and respond to advice from their peers, supervising teachers and University mentor on their development as effective teachers;
• 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

Chief examiner(s)

Dr Rachel Forgasz (Clayton, on-campus mode); Associate Professor Jeffrey Dorman (Gippsland, off-campus mode)

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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:

• develop and reflect on strategies that demonstrate empathy, positive regard for, and rapport with students;
• regard all students as capable of learning and demonstrate an understanding of and commitment to equity in their practice;
• identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning;
• 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

Chief examiner(s)

Dr Rachel Forgasz (Clayton, on-campus mode); Associate Professor Jeffrey Dorman (Gippsland, off-campus mode)

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• 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 1000 words) for EDF4072 Professional experience 2A.
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Rachel Forgasz (Clayton, on-campus); Associate Professor Jeffrey Dorman (Gippsland, off-campus)

Prerequisites

Only available to students who enrolled prior to 2009.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• 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 2B (equivalent to 1000 words) for EDF4073 Professional experience 2B.
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Rachel Forgasz (Clayton, on-campus); Associate Professor Jeffrey Dorman (Gippsland, off-campus)

Prerequisites

Only available to students who enrolled prior to 2009

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

1. develop, prepare and evaluate effective learning episodes in school arts education;
2. explore and develop instructional strategies applicable in the arts classroom such as management and occupational health and safety issues;
3. understand curriculum concepts and documentation in arts education;
4. explore and develop strategies for engendering creative and aesthetic experiences in arts education;
5. show an awareness of approaches to inclusive arts education; and
6. 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%)

Chief examiner(s)

Dr Rachel Forgasz

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit consists of four 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. Module 4 will examine a range of cross curriculum priorities that inform the teaching of Business and Economics across the compulsory Years 7-10.

Outcomes

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 abilities and interests of all learners;
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%)

Chief examiner(s)

Ms Anita Forsyth

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).

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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)

Chief examiner(s)

Dr Graham Parr

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 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.

Outcomes

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, assessing and implementing lessons and units of work; and
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.

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%)

Chief examiner(s)

Associate Professor Debbie Corrigan

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 OR EDF4424. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5458

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit utilises and integrated approach towards the teaching of Health, Outdoor and Physical Education (HOPE) within a secondary education context. Students will be introduced to methods, resources and theories which are useful in contemporary HOPE teaching. While the focus is upon the Victorian curriculum, students will be encouraged to explore HOPE teaching from national and international perspectives. Students will be expected to critically engage with a range of relevant pedagogical and professional issues.

Outcomes

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

• Provide a socio-historical perspective on the relationships between Health, Outdoor and Physical Education;
• Articulate their teaching philosophies and identify the ways in which they may have implications for their teaching and professional identity;
• Plan, develop, implement and evaluate units of work and lessons;
• Identify and apply effective and innovative approaches to teaching HOPE;
• Develop knowledge of pedagogical content;
• Become familiar with relevant curriculum documents related to teaching HOPE.

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%)

Chief examiner(s)

Dr Trent Brown

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Michael Henderson

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 (1600 words, 40%); Assessment task 2: Reflection and analysis from fieldwork placement (2400 words, 60%)

Chief examiner(s)

Ms Hazel Tan

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

EDF4415. Students must be enrolled simultaneously in a professional experience unit(s).

Prohibitions

EDF5454

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Ms Maria Gindidis

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Rosalie Triolo

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).

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Rosalie Triolo

Contact hours

3 hours per week

Prerequisites

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

Co-requisites

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

Prohibitions

EDF5472

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students 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. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course) .

Outcomes

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

Placement will be minimum 10 and maximum 15 days (total of 50 days over length of course).

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%)
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Judy Williams

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

his unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students 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. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course) .

Outcomes

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

Placement will be minimum 10 and maximum 15 days (total of 50 days over length of course).

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%)
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Michael Dyson

Prerequisites

EDF4315 Professional contexts 1A; and EDF4317 Professional contexts 2A

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students 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. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course) .

Outcomes

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

Placement will be minimum 10 and maximum 15 days (total of 50 days over length of course).

Assessment

Assessment task 1: Successful completion of placement and allied tasks (1000 words or equivalent, 50%); and Assessment task 2: A Portfolio (1000 words or equivalent, 50%). All assessment is Pass Grade Only.

Chief examiner(s)

Dr Judy Williams

Prerequisites

EDF4315 Professional contexts 1A

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is a fieldwork unit and locates students in the life and culture of the school. It will prepare students 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. Each placement will be for a minimum of 10 days and a maximum of 15 days, (up to a total of 50 days over the length of the course) .

Outcomes

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

Placement will be minimum 10 and maximum 15 days (total of 50 days over length of course).

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%)
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Michael Dyson

Prerequisites

EDF4315 Professional contexts 1A; EDF4316 Professional contexts 1B; and EDF4317 Professional contexts 2A

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

In this unit students will critically examine principles, practices and issues of health and well-being. They will explore how society and culture influence community practices, legal and quality assurance requirements relating to the health and well-being of children and adults in early childhood settings. The unit will prepare students with strategies to maintain high quality health, safety and nutritional standards in children's services and to balance work and life commitments through emotional, physical, social and spiritual self-care.

Outcomes

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

1. understand the importance of maintaining healthy lifestyles for staff and children;
2. appreciate a range of perspectives on health and well-being;
3. manage health and safety routines in early childhood settings according to appropriate laws and regulations;
4. reflect on the implications of child health and safety issues in early childhood educational and care settings, and
5. apply strategies to manage their own well being.

Assessment

Assessment task 1: Essay (2000 words 50%)
Assessment task 2: Tutorial presentation and/or diagrammatic map (2000 words or equivalent, 50% )

Chief examiner(s)

Ms Rosemary Bennett

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The socio-cultural/historical concepts of learning and development of children aged from birth to 12 years, including medical concepts of disability and special additional needs, will be explored. The policy and practical implications of learning and inclusion for teaching will feature, with particular emphasis on good practice and strategies that may be introduced to assist children and their families from varying cultural backgrounds.

Outcomes

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

1. increase their knowledge and understanding of typical and atypical trajectories of learning and development in the early years;
2. increase their knowledge and understanding of the policy and practice within early years practice and to explore ways to include children with special education needs;
3. gain insight into ways in which children, particularly those with special education needs, are supported to maximize their learning potentials through collaboration with parents from varying cultural backgrounds; and
4. explore various conceptual and theoretical perspectives about learning, development, disability, and special needs and to engage in case studies that exemplify the application of theoretical ideas and practice.

Fieldwork

Nil

Assessment

Assessment 1: Seminar presentation and supporting documentation (1600 words, 40%) Assessment 2: Case study (2400 words, 60%)

Chief examiner(s)

Dr Joseph Agbenyega

Contact hours

Equivalent to 3 contact hours (max) per week, 9 hours private study including readings, completion of set tasks and self-directed learning. On campus classes do not run during teaching practicum.

Prohibitions

EDF5413 Family studies

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit will examine the contexts for professional life as well as the identities, roles, and responsibilities of a contemporary early childhood professional. It will address the broader dimensions of being a contemporary early childhood professional including service management, professional leadership, research, advocacy, professional ethics, networking, career development and working effectively in the broader community. The notions of the 'learned professional' and the 'ethics of care', which require commitments to ethical relationships, pedagogical knowledge, critical thinking and intellectual engagement will underpin the way the unit is conceptualised. Consideration will be given to topics related to human and material resources management, service development and marketing.

Outcomes

Upon successful completion of this subject, students should have:

1. an appreciation of, and the ability to respond to, the complex roles and responsibilities which are integral to the life and identities of an early childhood professional
2. an understanding of the importance of mandated requirements and the range of issues related to the effective management and administration of Early Childhood services.
3. an understanding of the ethical dilemmas and commitments inherent in early childhood education
4. an awareness of the professional networks, resources, and agencies which are available to support the work of early childhood professionals
5. the skills required to work effectively in partnership with team members, parents and other professionals in the field.

Fieldwork

Nil

Assessment

Assignment 1: Project report (2400 words): 60%
This will be a research project related to a current issue in the early childhood field and the role of the early childhood professional as an advocate, leader within that context.
Assignment 2: Service Report (1600 words): 40%
This will be a report related to an area of management of an early childhood service and will replicate an activity that can reasonably be expected of a manager of an early childhood service.

Chief examiner(s)

Dr Denise Chapman

Contact hours

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

Prohibitions

EDF4502, EDF4506

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit prepares students to enter the early childhood education profession. They will continue to develop their ability to become reflective professionals monitoring their own thoughts and actions. They will gain an understanding of employment opportunities, processes and organisational and work conditions. Students will understand the importance of emotional, physical, social and spiritual wellbeing. They will learn strategies to balance work and life commitments. They will have a conscious understanding of themselves as professionals, their relationships with others and the importance of continuing their professional learning.

Outcomes

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

1. continue to be reflective professionals;
2. be confident in the ways to seek employment;
3. apply strategies to manage their own well being and see the significance of others; and
4. understand and be able to articulate who they are as professionals entering the profession.

Assessment

Assessment task 1: Managing wellbeing (2,000 words or equivalent, 50%)
Assessment task 2: Multimodal autobiography (2,000 words, 50%)

Chief examiner(s)

Dr Denise Chapman

Prohibitions

EDF5411

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit focuses on the planning, implementation, and evaluation of high-quality, play-based curricula in kindergarten settings. Students will develop skills in integrating a range of curriculum domains, with an emphasis on early literacy and numeracy. The unit also provides an overview of early childhood curriculum frameworks locally and nationally, in the context of wider curriculum theory. Students will develop strategies for observing and assessing children's learning as a basis for planning, and pedagogical tools to assist in communicating with parents, and for curriculum planning and evaluation.

Outcomes

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

1. systematically observe, assess, and plan for the learning of young children;
2. identify key elements of curriculum frameworks in early childhood education;
3. implement and evaluate integrated curriculum experiences with individuals, and small and large groups, across a range of curriculum domains; and
4. make systematic links between culture, community, family and individual issues in their teaching practice.

Fieldwork

15 days for BECEd; 25 days for GradDip(EC)

Assessment

Assessment task 1: Pedagogical tool kit (equivalent to 1600 words, 40%)
Assessment task 2: Successful completion of professional placement (equivalent to 2400 words, 60%)

Chief examiner(s)

Dr Hanan Sukkar

Prohibitions

EDF5410

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit is principally comprised of up to 45 days of professional placement in prior-to-school settings, supported by regular in-centre tutorial sessions during block placements.

Outcomes

1. foster professional relationships with children, families, and colleagues;
2. systematically plan and implement curricular practices that draw on explicit links to children's experiences in their families and communities;
3. effectively manage children's activities in the early childhood setting; and
4. collaborate with professional colleagues to assess their own personal professional learning and development.

Fieldwork

25 days Bachelor of Early Childhood Education 30 days Grad Dip Ed (plus15 days for students who don't have a recognised prior ECE qualification

Assessment

Assessment task 1: Professional portfolio (equivalent to 1600 words, 40%)
Assessment task 2: Successful completion of professional placement (equivalent to 2400 words, 60%)

Chief examiner(s)

Dr Sivanes Phillipson

Prohibitions

EDF5412

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Play has been traditionally viewed as an important pedagogical approach for early childhood education in most European heritage communities. However, in recent years broader and different and more culturally inclusive research has been undertaken to show how play is culturally constructed. In this unit, students will examine research which calls into question the taken for granted theories of play that have informed the work of early childhood professionals and be provided with new and different contexts to think about in relation to how play is defined and theorized. In addition, students will consider the cultural ways in which children in contemporary society play and live in their communities. Importantly, students will undertake an analysis of the contemporary theories of play, noting the research upon which particular theories are based, examining cross-cultural variations, popular culture, gendered interactions and critiquing the range of play contexts that children find themselves today. Students will be supported in their work through observing children, undertaking analyses, and through re-theorising play.

Outcomes

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

1. understand the importance of play as a pedagogical construct;
2. critically analyse the assumptions and research base underpinning the range of theoretical perspectives of play enacted locally, nationally and internationally;
3. investigate the social construction of play in a range of cross-cultural contexts;
4. analyse the use of observations of children as a mechanism to evaluate children's play; and
5. creatively explore the principles of play as a construct for learning in schools, centres and homes.

Assessment

Assessment task 1: Data collection and multimedia presentation (2,000 words or equivalent, 50%)
Assessment task 2: Concept diagram and action plan (2,000 words or equivalent, 50%)

Chief examiner(s)

Dr Avis Ridgway

Prohibitions

EDF5409

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Carly Sawatzki

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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).

Chief examiner(s)

Associate Professor Debra Panizzon

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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).

Chief examiner(s)

Associate Professor Debbie Corrigan

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

EDF4404 is a six point curriculum specialism unit which addresses the theory and practice of secondary school Drama Education. It is designed to develop students' skills and understandings as Drama educators and to prepare them for classroom teaching through the exploration of a range of theoretical, philosophical, and pragmatic perspectives.

Outcomes

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

• understand and develop a critical position with respect to fundamental concepts in drama education;
• understand and critically interpret relevant curriculum documents;
• plan purposefully for student learning in secondary drama contexts;
• understand and apply a variety of assessment strategies to evaluate diverse student learning and development in drama and;
• adopt a reflective approach to continuous improvement in teaching drama.

Assessment

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

Chief examiner(s)

Dr Rachel Forgasz

Contact hours

3 hrs per week

Prerequisites

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

Co-requisites

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

Prohibitions

EDF5475 Drama education B

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit builds on the knowledge, skills and behaviours learned in the first semester EDF4111 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.

Outcomes

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 studies;
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 a teaching and learning program related to economics and to 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%.

Chief examiner(s)

Ms Anita Forsyth

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%.

Chief examiner(s)

Dr Scott Bulfin (Clayton)

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Rosalie Triolo

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

1. develop their learners' historical knowledge;
2. facilitate learners' identification of links, similarities and differences between the past and the present and the histories of different locations
3. facilitate learners' predictions of possible futures on the basis of the above and consideration of how best to achieve preferred futures for the greater good;
4. develop learners' life, career, leisure and wider study skills and interest in lifelong learning through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of History;
5. develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways, including creatively; and
6. develop learners' 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%).

Chief examiner(s)

Dr Rosalie Triolo

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms TerriAnne Philpott (Peninsula)

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Stephen Keast

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Maria Gindidis

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Maria Gindidis

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Carly Sawatzki

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Hazel Tan

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Jennifer Bleazby

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Renee Crawford

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Louise Jenkins

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Stephen Keast

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Mrs Rebecca Cooper

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Jennifer Bleazby

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

Co-requisites

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

Prohibitions

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Associate Professor Philip Payne

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)

Co-requisites

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

Prohibitions

EDF5483

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 (2,000 words; 50%); Assessment task 2 (2,000 words; 50%).
Hurdle requirement: A minimum attendance requirement for classes of 80% for On-campus students.

Chief examiner(s)

Dr Trent Brown

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

Co-requisites

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

Prohibitions

EDF5485 Physical education B

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Dr Angela Mornane

Contact hours

3 hrs per week

Prerequisites

Minor sequence in psychology or behaviour studies, and EDF4113 General science Education.

Co-requisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Chris Peers

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

Prohibitions

EDF5479 Visual art education 1B

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Chris Peers

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

Prohibitions

EDF5481 Visual art education 2B

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Ms Carly Sawatski

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Rosalie Triolo

Contact hours

3 hrs per week

Prerequisites

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

Co-requisites

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

Prohibitions

EDF5473 Jewish studies education B

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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).

Chief examiner(s)

Dr Jennifer Miller

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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).

Chief examiner(s)

Dr Jennifer Bleazby (Clayton)

Contact hours

3 (max) contact hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Jill Brown

Contact hours

3 contact hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Margaret Plunkett (Gippsland)

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This Unit will explore Indigenous and non-Western traditional education for both students and adults within a local and 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 in your future teaching contexts.
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.

Outcomes

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.

Assessment

Assessment task 1: (equivalent 2,000 words): 50%, Title: Indigenous Education Project and Curriculum Initiative; and Assessment task 2: (equivalent 2,000 words): 50% Title: Assessment task 2: Photographic and reflective journal.

Chief examiner(s)

Mr Peter Anderson

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Mr John Pardy

Contact hours

3 (max) contact hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit aims to increase student's understanding of human development across the lifespan through the study of biological, perceptual, cognitive, personality, social and emotional changes from infancy to adulthood. Deviations from normal development will be covered within the field of developmental psychopathology. The content of the unit will reflect the view that human behaviour throughout life is multiply determined by the interaction of both environmental and constitutional influences, and the context in which development occurs. Through student presentations and class discussion, students will be introduced to a number of current topics and contrasting developmental theories.

Outcomes

On completion of this unit students will have:

1. acquired knowledge of the contemporary research, theoretical and applied issues in developmental psychology;
2. developed the skills necessary to critically appraise the current developmental literature and theories;
3. gained an appreciation of the value of informed group discussion in evaluating psychological research and ideas; and
4. further develop their oral and written communication skills.

Assessment

Presentation of discussion paper (2,000 words equivalent): 35%, Essay related to discussion paper topic (2,000 words): 40%, Participation in class discussion (25%).

Chief examiner(s)

Dr Louise McLean

Contact hours

12 hrs per week (one 2 hr lecture per week)

Prerequisites

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

Prohibitions

PSY4512

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The program includes a review of the important legislation for psychologists, professional organisations for psychologists, ethics committees and codes of professional conduct. It addresses issues of privacy, confidentiality, privilege, and informed consent, professional responsibility in relation to competence, dual relationships and conflicts of interest, the role of the psychologist in court, ethical issues raised by having children as clients, ethical issues in the use of psychological tests, ethical issues in the provision of psychological services to people from a different cultural background, managing the suicidal client, ethical issues in reporting child abuse, the prediction of dangerousness, ethical issues pertaining to service delivery over the internet and by email, and the ethics and responsibilities of supervision. Students will pursue a program of readings and assignments which direct attention to ethical, legal and social issues involved in psychological practice. These issues will cover relevant legislation, APS and other codes of professional conduct for psychologists, registration requirements, and some social ramifications of psychological practice.

Outcomes

On completion of this unit students should be able to:

1. Understand the purpose of legislation relating to the practice of psychology and how to comply with such legislation, appreciate the role of ethics in maintaining the integrity and cohesiveness of the profession;
2. Become familiar with the ethical principles to be adhered to in psychological practice;
3. Understand the psychologist's responsibilities in relation to clients;
4. Develop an appreciation of appropriate professional behaviour in a number of potentially complex situations;
5. Develop decision making strategies to assist in the maintenance of ethical conduct.

Assessment

Essay on a contemporary issue in professional practice (40%); Class presentation of ethical issues (20%); and Examination (Ethical and Legal issues) (40%)

Chief examiner(s)

Dr Christopher Boyle

Contact hours

12 hours per week (One 2 hour lecture per week)

Prerequisites

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

Prohibitions

PSY4504

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The unit will provide students with a theoretical overview of individual differences and how these may be assessed. The course of study will include the theoretical background to the development of classes of tests, detailed examination of a range of models of human ability, and other individual difference issues. The different approaches to the design and construction of personality assessment tools will also be addressed. Test evaluation methods and a review of recent trends in test development theory will also be covered. The unit will also cover the administration, scoring and interpretation of:

1. Individual intelligence tests (e.g. WISC-III, WAIS-III, SBIS, and Kaufman Scales);
2. Group pencil-and-paper tests of ability, aptitude, and achievement (e.g., ACER, AL/AQ, Raven's SPM, etc.);
3. Diagnostic educational tests;
4. Personality questionnaires and projective techniques (e.g., 16PF, MMPI-2, and TAT); and classification tools such as DSM-IV.

Outcomes

On completion of the unit students will be able to:

1. Demonstrate a sound knowledge of the theoretical and historical basis of test development, particularly in relation to measures of ability and personality;
2. Be able to decide on the appropriate assessment procedures necessary to undertake specific psychological classification;
3. Possess the basic skills necessary to summarise the findings of psychological assessments in the form of a professional report;
4. Appreciate the limitations of psychological assessment tools and how they can be

Assessment

Individual presentation (800 words equivalent): 10%, Psychological report (2000 words): 60%, and Exam (1200 words equivalent): 30%.

Chief examiner(s)

Miss Kate Jacobs

Contact hours

12 Hours per week (One 2-hour lecture per week)

Prerequisites

Successful completion of an Australian Psychology Accreditation Council (APAC) - accredited major sequence in psychology

Prohibitions

PSY4503

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit will focus on the principles and procedures of applied behaviour analysis in changing human behaviour. A range of behaviour change procedures to establish new behaviours, to increase desirable behaviours, and decrease undesirable behaviours will be studied. The characteristics of functional analysis as a bridge between effective assessment and intervention procedures will be considered. This unit will also introduce the basic issues in developing behaviour modification programs to change one's own behaviour: a process called self-management.

Outcomes

On completion of this unit students will have a clear understanding of the basic principles of Applied Behaviour Analysis including their application to establish new behaviours, increase desired behaviours, and diminish inappropriate behaviours. Students will also have gained applied knowledge and skills of observational systems and experimental design used in single subject research, considered key theoretical issues surrounding behavioural modification, and acquired a greater understanding of the social, legal and ethical context of behavioural treatment.

Assessment

Class test (equivalent to 450 words); 10 %; Case Study (1,800 words): 40%; and Essay (2,250 words): 50%.

Chief examiner(s)

Dr Angelika Anderson

Contact hours

12 Hours per week (One 2 hour lecture per week)

Prerequisites

Successful completion of an Australian Psychology Accreditation Council (APAC) - accredited major sequence in psychology

Prohibitions

PSY4513

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit covers all aspects of the conduct of research. Students undertake a study program in statistics and research design and under the guidance of a staff member plan an independent research project. This project involves designing research in relation to previous work on the topic of the study, gaining ethical approval for data collection or use of data, data gathering, data entry and analysis using appropriate statistical techniques or methodologies, and the preparation of a research report and a literature review according to the specifications of the Publication Manual of the American Psychological Association (APA).

Outcomes

Upon completion of this unit students will be able to:

1. appreciate the role of scientific research in the field of psychology,
2. describe, apply and evaluate the different research methods used by psychologists,
3. describe the strategies and processes involved in program evaluation,
4. Understand how to evaluate the validity of research conclusions,
5. collect, analyse and interpret data related to their independent research project,
6. correctly apply the appropriate statistical methods for designs commonly encountered in psychological research,
7. identify ethical issues that can arise in research in psychology and how these are to be addressed,
8. use an appropriate statistical package for analysing research data, such as the Statistical Package for the Social Sciences (SPSS),
9. produce an assessable research project in a format consistent with the specifications of the Publication Manual of the American Psychological Association (APA); and
10. produce a literature review to an acceptable standard on the topic of their search.

Assessment

Research proposal - oral presentation (hurdle requirement).
One two-hour short answer and multiple choice exam (held in Semester 1) and two short answer assignments (semester 1) on all topics covered in the statistics and research design program(15%) and a research project written in APA format, and presented as a report for assessment. The report should include a substantial literature review and may take the final form of a traditional thesis of 9000-12000 words (85%) or a literature review of 4000-5000 words (25%) accompanied by a report of the research presented in the format of a peer-reviewed scientific journal article of 5000-7000 words (60%).

Chief examiner(s)

Dr Louise McLean

Contact hours

24 hours per week (2 x 2hr weekly lectures and fortnightly tutorials in Semester One). Each student also plans, carries out and writes up an individual research project under the supervision of a staff member. In conjunction with this, students undertake an extensive literature review in the area of their research. The research is conducted over two semesters.

Prohibitions

PSY4518

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit introduces students to a range of intervention models/theories used in counselling psychology and the assumptions on which they are based. Students will examine the theoretical bases of two approaches in depth.

Outcomes

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

1. describe the origins and relevant current developments in counselling psychology
2. develop the effective use of basic counselling skills
3. describe relevant major psychotherapies
4. understand the issues concerning efficacy and effectiveness of psychotherapies.

Assessment

Theoretical essay (2000 words): 50% ; Class Presentation (2000 words equivalent) 50%

Chief examiner(s)

Dr Andrea Reupert

Contact hours

12 hours per week

Prerequisites

Successful completion of an Australian Psychology Accreditation Council (APAC) - accredited major sequence in psychology

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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:

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• reflect on how resources can help to create rich and engaging learning environments;
• reflect on and respond to advice from their peers, supervising teachers and University mentor on their development as effective teachers;
• 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

Chief examiner(s)

Dr Rachel Forgasz

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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:

• develop and reflect on strategies that demonstrate empathy, positive regard for, and rapport with students;
• regard all students as capable of learning and demonstrate an understanding of and commitment to equity in their practice;
• identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning;
• 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.

Chief examiner(s)

Dr Rachel Forgasz (Clayton, On Module); B McKenzie (Gippsland, Off Module)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• 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 1000 words) for EDF4733 Professional experience 2A.
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Rachel Forgasz (Clayton)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

• link their theoretical understandings of pedagogy and curriculum to teaching practice;
• become familiar with a variety of resources to create rich and engaging learning environments;
• be aware of assessment processes and procedures to support students' learning;
• reflect on and respond to advice from their supervisor teacher and University staff
• develop critical awareness of relevant curriculum documents;
• utilise a range of teaching approaches in diverse learning environments;
• undertake a range of teacher responsibilities; and
• 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 1000 words) for EDF4734 Professional experience 2B.
All assessment is Pass Grade Only.

Chief examiner(s)

Dr Rachel Forgasz (Clayton)

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit explores the various philosophies that have contributed to the development of early childhood education over time. The focus is on the underlying principles of various education philosophies and the links to the socio-cultural context. The unit encourages students to deconstruct a range of philosophies, beyond the artefacts, to distil key principles of learning that can be developed into a succinct pedagogical framework relevant to contemporary early childhood education. The unit meets these demands through document analysis and observation of the application of practices in the present day.

Outcomes

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

• Critical reading and literature review
• Awareness of links between current theory and contemporary practice
• Evaluate philosophical principles in current professional settings
• Rigorously articulate own pedagogical beliefs

Assessment

Assessment 1: Oral or written report (3500 words or equivalent 50%); and Assessment 2: Research project (4500 words or equivalent 50%)

Chief examiner(s)

Dr Chris Peers

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Contemporary theories of child development discuss learning as a cultural and social process whereby programming of learning is always "above'" what the child can do independently and thereby positions the educator as a pedagogical leader. Cultural ways of learning are fore-grounded. In addition, learning content and learning processes are viewed as contested, and subject to power relations. Child development is understood as representing not a single truth, but as diverse. Child development underpins the work of all early childhood educators. However, developments in this field of research and theory development are not matched with current practices within the field. An overview of child development theory helps to contextualise the contemporary focus.

Outcomes

On completion of this unit, students will have developed

• In depth knowledge of contemporary concepts of child development and learning
• The capacity to link this knowledge to pedagogy and curriculum design
• An appreciation of their own position as a pedagogical leader leading children's learning
• The capacity to discern and analyse the ways in which various cultural contexts influence both content and modes of learning
• Understanding of the contested power relations influencing perspectives on child development, learning, pedagogy and curriculum
• The ability to apply key concepts in the unit to mandatory curricula

Fieldwork

15 days of observation in a professional placement context

Assessment

Task 1: written report (3500 words, 40%); and
Task 2: research project (4500 words, 60%)

Chief examiner(s)

Dr Avis Ridgway

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit explores a range of pedagogical approaches to teaching and learning in the arts. Students will be encouraged to develop their competencies as teachers, artists and researchers across a range of art forms, such as visual art, music, dance, drama, media and literature. In doing this students will gain an understanding of the content, processes and skills as they relate to children's development and learning in the arts. Students will critically examine current theoretical perspectives in the arts and arts education research. Experiences in a variety of educational settings, such as schools, museums, and galleries will be explored. This leads to an understanding of planning and implementation of a range of arts learning experiences for school aged children, including a focus on integrating the arts across the curriculum. A focal point of the unit will be on nurturing student creativity and critical thinking skills. This unit will address issues related to ICTs, sustainability, inclusion and diversity in teaching the arts.

Outcomes

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

1. demonstrate a critical understanding of recent trends in arts education in Australia and internationally,
2. effectively plan and teach arts learning experiences for primary school children of diverse backgrounds and abilities, drawing on a range of effective and inclusive teaching strategies,
3. develop units of work in the arts that include a focus on integrating the arts across the curriculum,
4. explore and develop their own arts skills and pedagogical practices in the arts,
5. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts, and
6. show an understanding of the connections between the arts, literacies and ICTs.

Assessment

Assessment Task 1: Research assignment: Arts based inquiry; (equivalent 4000 words, 50%); and Assessment Task 2: Collaborative arts education project; (equivalent 4000 words, 50%)

Chief examiner(s)

Dr Peter de Vries

Contact hours

Contact: 3 hrs/week; private study 21 hrs/week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit develops an understanding of education policy and its various discourses in global, national, local and institutional contexts. Students explore the inter-relationships of policy discourses with educational practices in schools, the community, educational systems, professional associations, and globally coordinated projects. The unit explores international testing of literacy/numeracy, the international rights of children, and published policies of global entities (OECD, UNESCO), as well as Australia's national, state and local policies and practices, such as professional standards, curriculum, assessment, diversity, social inclusivity, ICT and Indigenous peoples.

Outcomes

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

• examine a range of education policy issues and dilemmas for educators in contemporary local, national and global contexts
• demonstrate an understanding of the pedagogical implications for educators within a range of education policies
• articulate an understanding of the multi-faceted and complex nature of educational policy and discourses at global, national, local and institutional levels
• apply their understanding of the inter-relationships between educational policy and practice in a range of educational settings
• evaluate and critique their own practice as educators in relation to policy imperatives and professional obligations, including the particular needs of students in their care
• reflect critically on themselves and their relationship to current educational policy debates.

Assessment

Assessment task 1: School Investigation and Reflection (3200 words) 40% and
Assessment task 2: Research project (4800 words) 60%

Chief examiner(s)

Dr Anne Harris

Contact hours

Average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit focuses on learning and teaching in secondary schools across a range of educational contexts and develops students' professional capacity to engage in educational inquiry about pedagogy, curriculum and assessment. Students draw upon principles of educational psychology and theories of learning to develop an understanding of what effective learning is in different contexts and how better to plan to achieve educative outcomes. The unit highlights the centrality of language and communication to all teaching and learning. Students critically inquire into the relationships and modes of communication most conducive to creating productive learning environments.

Outcomes

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

• critically examine personal beliefs, values and experiences about learning and teaching, communication and motivation
• demonstrate an awareness of the central role of language in learning
• apply an understanding of theoretical views of learning and classroom management to the planning of learner-centred teaching
• plan and build positive learning environments and relationships through effective communication
• plan the creative use of a range of learning resources in their teaching
• apply a variety of pedagogical approaches that engage school students in their learning and assessment
• apply concepts and theories from educational psychology and philosophy to analyse, reconsider and question school-based experiences and improve their teaching
• plan a unit of work designed to develop secondary students' study skills
• critically enquire into various curricula, teaching and assessment practices to determine their educative value

Assessment

Assessment task 1: Peer teaching and reflection (25%) (2000 word equivalent), Assessment task 2: Curriculum and resource development and collection (40%) (3200 word equivalent), and Assessment task 3: Practicum research task (35%) (2800 words)

Chief examiner(s)

Dr Geoff White (Berwick)

Contact hours

Average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit develops a critical understanding of the societal and cultural diversity that surrounds and informs teaching in a wide range of educational settings. It investigates how literacy and numeracy are explicit and implicit in the creation of an inclusive curriculum. It addresses significant aspects of adolescent development in the context of teacher education, as well as current understandings and practices related to differentiated curricula that engage students with diverse intellectual, emotional and social abilities. Historical and contemporary relationships between schooling, social justice and social inclusion are analysed and discussed.

Outcomes

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

• develop an understanding of the societal diversity that surrounds and embeds teaching and learning in educational settings and demonstrate how this is linked to student motivation, engagement, achievement and well-being
• demonstrate an awareness and understanding of the relationship between teacher attitudes and beliefs and how they influence student engagement
• articulate theories of adolescent development from sociological and psychological viewpoints and access relevant information on aspects of adolescent intellectual, emotional and social development, specifically in relation to students with diverse abilities
• reflect critically on the social and cultural contexts that influence education at the international, national, local, and personal level
• describe key principles of an inclusive approach to teaching and learning and how these relate to literacy and numeracy across the curriculum
• identify contemporary pedagogical practices that inform the development of differentiated curricula
• evaluate and critique how teacher, student and societal attitudes towards socio-economic status, gender, sexuality, ethnicity, indigeneity, giftedness and special needs influence the capacity to foster student engagement.

Assessment

Assessment task 1: A teaching activity (equivalent to 2000 words)
Assessment task 2: Contribution to portfolio (Resource Development Project) (3000 words)
Assessment task 3: A research task (3000 words)

Chief examiner(s)

Dr Anne Harris

Contact hours

Average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit focuses on education as a scholarly discipline and teaching as a profession. Students apply evidence-based processes, which enable their ongoing professional learning and their transition from pre-service teacher to teacher and teacher-researcher. Students consider the nature of teachers' work, including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions. They develop a sense of their emerging professional identities and engage in evidence-based articulations of their beliefs, values, and commitments as beginning teachers. A range of research methodologies are introduced and teacher professional standards are critically examined.

Outcomes

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

• engage critically with the social, political and cultural contexts of teaching as a profession, including policies and standards
• recognise and respond to the range and depth of teachers' work (including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions)
• articulate their beliefs, values, commitments, and identities as professional educators, and demonstrate these through documented evidence
• cultivate collaborative approaches to teaching, learning, and reflective practice
• engage in deep, authentic, and critical reflection about their work and responsibilities as professional educators (including planning for learning, engaging students in their learning and effective classroom management)
• understand the ways in which ongoing professional learning and teacher research enable professional educators to respond to the challenges and pressures facing the profession.

Assessment

Assessment task 1: A presentation (30%)
Assessment task 2: A personal teaching philosophy statement (30%)
Assessment task 3: A critical reflection on teacher identity and professionalism (40%)

Chief examiner(s)

Ms Julie Faulkner

Contact hours

Average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

In this unit students will learn to critique the constructions of childhood, family and community across cultures and historical periods. In particular, students will analyse images of the child found in local, national and international literature and media, and interrogate the theoretical foundations of these sources. Drawing upon contemporary learning and development theories students will analyse the relationships between children's contexts and the beliefs held about children within the particular communities under study. Visual research methodologies will be employed by students to investigate adult and child perspectives on aspects of everyday life in families and communities.

Outcomes

On completion of this unit, students will have developed:

• Historical and contemporary theories of child development to analyse and critique constructions of childhood, family and community across cultures and historical periods.
• The images of childhood and families found in local, national and international literature and media.
• Skills in use of visual research methodologies to investigate child and adult perspectives of everyday life in families and communities.
• Consider and analyse multiple views of childhood, children and families in relation to the role of the early childhood professional.

Fieldwork

20 days of fieldwork in a range of early childhood learning settings across the 0-2 age range.

Assessment

Satisfactory completion and documentation of professional practice (Equivalent 5000 words; 60%); and Research Project (3000 words or equivalent; 40%)

Chief examiner(s)

Dr Nikolai Veresov

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit principally comprises up to 25 days of professional placement in prior-to-school settings, supported by regular in-centre tutorial sessions during block placements.

Outcomes

In this unit students will actively develop, to the level of a beginning teacher, their skills to:

• Foster professional relationships with children, families, and colleagues;
• Systematically plan and implement curricular practices that draw on explicit links to children's experiences in their families and communities;
• Effectively manage children's activities in the early childhood setting; and
• Collaborate with professional colleagues to assess their own personal professional learning and development.

Assessment

Satisfactory completion of professional placement fieldwork (Equivalent 5000 words; 60%); and Professional Experience folder/tasks (3000 words or equivalent; 40%)

Chief examiner(s)

Ms Marie Hammer

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The unit specifically addresses the provision of skills in critical analysis of early childhood educational policy, by considering educational research about policy concepts and their determination by prevailing social, economic and political forces. The unit develops skills in document analysis, information literacy as well as broadening students' capacities for corporate and social responsibility. The unit provides students with opportunities to develop research interests in areas that may be significant for their current professional practice, including Quality Reform Agenda; relationships between state and Commonwealth governments; managerial reform in schools and universities; shifts in capital funding sources for educational research and their implications for educational policy.

Outcomes

On completion of this unit, students will have developed:

• Skills in critical analysis
• Policy analysis
• Information literacy
• Awareness of corporate and social responsibilities in the field of education

Assessment

Oral or written report (4000 words or equiv) 50% and Research presentation (oral or written; 4000 words equiv) 50%

Chief examiner(s)

Dr Chris Peers

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit provides early childhood professionals with opportunities to explore the field of curriculum. The early childhood sector is entering a historical phase in Australia that has produced new demands for professionals to engage with the educational structures and practices that guide and direct school-based programs. This unit meets these demands by offering early childhood professionals engagements with the discourse of curriculum design and instructional practice. Students undertake a comprehensive analysis of pedagogical, social, cultural and economic dimensions of curriculum theory and practice, including both design and evaluation. They address the key determinants surrounding the selection of content and assessment of children's programmed activities, so as to more competently and professionally develop skills in educational practice warranted by the shifting scope of early childhood care in Australia.
Students learn advanced skills in lesson planning and curriculum delivery, as well as interpretation and assessment of syllabus material for mandated outcomes and policy indices. The unit provides students with opportunities to develop research interests in areas that may be significant for their current professional practice. Such interests include matters related to curriculum planning, assessment and evaluation, and the related instructional and pedagogical practices which are necessary for the future of early childhood education.

Outcomes

On completion of this unit, students will have developed:

• Understand the elements (eg social, cultural, economic) that frame curriculum theories, design and implementation
• Apply curriculum theories and design to programs in diverse settings for children
• Use practitioner research to evaluate, assess and reflect on curriculum effectiveness in their own practice
• Develop and implement lesson plans and curriculum delivery
• Use appropriate curriculum theory to develop pedagogical awareness of their impact on the lives of children and families

Assessment

Assessment 1: Written report - 4000 words or equivalent 50%; and Assessment 2: Curriculum report - 4000 words or equivalent 50%

Chief examiner(s)

Dr Corine Rivalland

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This core unit is designed for early childhood professionals in order to enhance their own professional practice. Students/professionals engage in a critical analysis of early childhood research that informs their practice and the practice of others. The characteristics of early childhood educational research are discussed, particularly as this relates to constructing appropriate questions or problems for investigation, critical review of literature, and research design. Students/ professionals engage with early childhood research that challenges traditional thinking. The unit provides a framework for students/professionals to demonstrate an in-depth understanding of the body of knowledge in their specific professional fields. They investigate the complex areas of professionalism and praxis.

Outcomes

On completion of this unit, students will have developed:

• To critically read and analyse early childhood research literature
• Understand the relationship between epistemology, methods, methodology of early childhood research
• Understand ethical practice in early childhood research
• Conduct the research on their own professional
• Use practitioner research to inform praxis

Assessment

Assessment 1: Written assignment - 4000 words (50%); and
Assessment 2: Written assignment - 4000 words (50%)

Chief examiner(s)

TBA

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit addresses the increasing demands placed upon service administrators and professionals working in a range of service areas seeking to improve skills and knowledge with respect to three specific domains: pedagogical practice; administration and management; and leadership skills. Students orient themselves to an early childhood community and through a research inquiry examine the pedagogical practices within it. Effective pedagogical and administrative leadership provides the intellectual tools to support the development of inclusive, culturally safe and secure places for all citizens who participate in early childhood services.

Outcomes

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

• Skills in leadership of early childhood professionals
• Management and administrative policy and procedure
• Awareness of local and global perspectives on education in early childhood
• Familiarity with policies on inclusion and equitable service delivery

Assessment

Assignment 1: Project report (4500 words): 60%, and
Assignment 2: Successful completion of professional placement and Service Report (3500 words): 40%

Chief examiner(s)

TBA

Contact hours

Equivalent to an average of 24 hours per week including 3 contact hours

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph (Module 1 & 2)

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

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

Assessment

Two research papers together comprising 8000 words

Chief examiner(s)

Dr Cynthia JosephMs Hazel Tan (Module 2)

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

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

Assessment

Two research papers together comprising 8000 words

Chief examiner(s)

Dr Cynthia JosephDr Fida Sanjakdar (Module 2)

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

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

Assessment

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

Chief examiner(s)

TBA

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Staff using EDF6009 should be able to specify outcomes that are equivalent to outcomes achieved in existing units of methodology suite. These are likely to include outcomes or module 1 (i.e. core unit), outcomes from other modules, or other approved outcomes.

Assessment

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

Chief examiner(s)

Professor Susan Webb

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

By the completion of this unit students should be able to:

• identify how to understand and examine a particular work place issue or concern;
• use a range of skills in critically examining how to address their issue or concern;
• access research that is relevant to their professional lives and that impacts on their workplace issue or concern;
• identify implications for professional thinking and practice that impact on their specific workplace situation; and
• write about their professional practice for specific purposes and audiences.

Assessment

The Professional Project is the formal assessment task for this unit (6000 words): 100%. Hurdle tasks will include a written project plan and a personal reflection on the process of carrying out the research (2000 words). Students will work with the unit leader to select, research and report an issue related to their professional context. The unit leader will be responsible for supervision and assessment of each Professional Project.

Chief examiner(s)

Dr Julie Harrington

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

Assessment

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

Chief examiner(s)

Dr WeeTiong Seah

Contact hours

3 hrs per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

Assessment

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

Chief examiner(s)

TBA

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

By the completion of this unit students should be able to:

• identify how to understand and examine a particular work place issue or concern;
• use a range of skills in critically examining how to address their issue or concern;
• access research that is relevant to their professional lives and that impacts on their workplace issue or concern;
• identify implications for professional thinking and practice that impact on their specific workplace situation; and
• write about their professional practice for specific purposes and audiences.

Assessment

The Professional Project is the formal assessment task for this unit (6000 words): 100%. Hurdle tasks will include a written project plan and a personal reflection on the process of carrying out the research (2000 words). Students will work with the unit leader to select, research and report an issue related to their professional context. The unit leader will be responsible for supervision and assessment of each Professional Project.

Chief examiner(s)

Dr Julie Harrington

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph

Contact hours

24 hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph

Contact hours

24 hours per week

Prerequisites

Students must successfully complete EDF6031 Masters thesis part 1.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph

Contact hours

24 hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

Specifically, they should be able to:

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph

Contact hours

Workload: 24 hours per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

Specifically, they should be able to:

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

Assessment

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

Chief examiner(s)

Dr Cynthia Joseph

Contact hours

Workload requirement: 24 hrs per week

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The unit enables students to critique social and environmental factors which impact on sport and active leisure. Study within the unit adopts a socio-critical approach that allows students to examine and research a range of contemporary issues within the context of sport and active leisure. Key debates emerging across the sports and active leisure domains are reviewed, including participation demographics and trends in targeted populations. Students critically reflect upon sport policies that influence the provision and delivery of sport/active leisure participation opportunities. Collectively, this encourages students to examine sport and active leisure in relation to issues of equity, exclusion and social justice.

Outcomes

Upon completion of this unit students should:

• Identify and explain key issues affecting sport and active leisure.
• Analyse how particular practices and issues within sport and active leisure have emerged.
• Use appropriate socio-cultural critical theory to research and deconstruct particular policy and practice in sport and active leisure.
• Critique sport and active leisure in relation to concepts of equity, inclusion and social justice.

Assessment

Assessment 1: 50% (4000 words or equivalent); and
Assessment 2: 50% (4000 words or equivalent)

Chief examiner(s)

Dr Ruth Jeanes

Contact hours

3 hrs contact time, 12 hours preparation

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

• identify and discriminate between the intended, enacted and realised curriculum;
• use key concepts in curriculum theory to develop criteria for critically analysing curriculum policy, principles and practices, as evidenced in materials and documentation;
• systematically inquire into and critique a curriculum - including its philosophy, values, culture, orientation and constituent elements;
• propose feasible investigative processes to evaluate the appropriateness and efficacy of a curriculum-in-action from the multiple perspectives of various stakeholders;
• design appropriate curriculum for specific groups of students, incorporating key features of quality curriculum; and
• construct practical curriculum change initiatives that take into account both the complexities of change and the interests of the stakeholders.

Assessment

1. A Reaction Paper on a curriculum design challenge (3000 words, 30%); 2. A Curriculum Critique and Change Paper (5000 words, 70%).

Chief examiner(s)

Dr Fida Sanjakdar

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The main objectives of the unit are to:

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

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

Assessment

Assessment in this unit is based on two pieces of work: 2,000 words (33%); and 6,000 words (66%).
In the first task, students are required to identify a significant debate central to research in the area of communication practices and the use of new media and to prepare a commentary indicating why it is of significance. In the second task, students are required to identify an issue related to communication practices and the use of new media, review the associated literature, then consider the implications for further research and for professional practice. It should be different in focus to the debate identified in Task 1

Chief examiner(s)

Dr Scott Bulfin

Contact hours

3 hrs per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

1. Describe and critically discuss major motivation-related theories introduced in the unit, and relate these to learning outcomes.
2. Read relevant theoretical and empirical studies with discernment, and evaluate the utility of relevant research given the internal and external validity of the research design.
3. Understand and critically assess the contextual influences of learning environment, family and peer contexts, task features, gender, ethnicity and developmental stage on learner motivations and emotions.
4. Demonstrate understanding of the pedagogical relevance and benefits of the psychological theories by applying key concepts to develop facilitative learning settings.

Assessment

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

1. Class presentations and summaries

2. Final Paper

Chief examiner(s)

TBA

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should have:

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

Assessment

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

Chief examiner(s)

Associate Professor Phillip Payne

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

• identify sound principles for the introduction of bilingual/immersion programs in a range of educational settings;
• demonstrate an understanding of the influence of bilingual/immersion education on language acquisition; and
• analyse critically the political and educational contexts in Australia or their country which support and/or deter the introduction of a bilingual program in their educational setting.

Assessment

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

Chief examiner(s)

Ms Maria Gindidis

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The learning objectives of this unit are to familiarize students with a range of purposes and uses of language assessment; acquaint them with the basic testing terminology required to read and understand key literature on language assessment; raise their awareness of issues of fairness and impact in language testing. They also include enabling students to review recent debates and developments in language testing research and practice (including dynamic assessment, performance assessment, new approaches to language test validation); the provision of a conceptual framework for evaluating the validity and usefulness of a number of widely used tests and assessment frameworks in English and other languages; development of skills in test design and analysis.

Assessment

Two assessment tasks:
Critical Review (3200 words): 40%; and Project (4800 words): 60%.

Chief examiner(s)

Dr Anna Filipi

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

A thorough grounding in principles of second language acquisition (SLA) and their relationship to foreign/second language teaching methodology impacting directly on classroom practice. Communicative/interactive approaches and their application to a range of educational settings with a variety of learner backgrounds. Assessment practices and curriculum design relevant to the teaching and learning of languages.

Outcomes

Upon successful completion of this unit, students will have;

1. developed knowledge and understanding of the second language acquisition principles which inform current classroom teaching approaches in languages;
2. been exposed to a range of communicative/interactive models of L2 learning and teaching;
3. have acquired knowledge and understanding of a variety of assessment practices relevant to languages;
4. have acquired knowledge and understanding of the theoretical principles underpinning the development of the four macro-skills in their language;
5. developed a reflective approach to the teaching and learning of languages in Victorian primary and secondary schools;
6. been exposed to ways of teaching and learning for mother tongue maintenance, partial immersion, content-based and language arts programmes;
7. developed and evaluated a sequence of lesson plans for a range of learners and learning skills in a specific educational setting.

Assessment

Responses to set tasks (4000 words):50%; Development of a unit for work (2500 words): 35%; and A description of a syllabus outline or series of topics for one year level (1500 words): 15%

Chief examiner(s)

TBA

Prerequisites

A major, post-Year 12 or its recognised equivalent, in a language other than English and a recognised initial teaching qualification

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should:

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

Assessment

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

Chief examiner(s)

TBA

Contact hours

Classes only in first semester
all year practicum

Prerequisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit focuses on how content can be taught through a foreign or second language. It is informed by both traditional approaches to content-based teaching in second languages and by the content and language integrated learning movement which has been developed across Europe for the teaching of foreign languages in primary, secondary and vocational education settings. Examples of successful models of content and language integrated teaching will be presented and analysed so that students can determine how to apply the principles to their own language teaching and learning contexts.

Outcomes

The learning objectives for this unit are to enable students to:

• understand the process of language acquisition through content-based teaching;
• examine and reflect upon the implementation of a content and language integrated learning approach in their particular education setting;
• devise language strategies (verbal and non-verbal) for teaching subject matter content in their particular language; and
• enable students design at least one content and language integrated series of lessons.

Assessment

Report or critical review or annotated bibliography 50%
Materials Design 50%.

Chief examiner(s)

Ms Maria Gindidis

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The learning objectives of this unit are:

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

Assessment

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

Chief examiner(s)

Dr Dat Boa

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The learning objectives of this unit are to:

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

Assessment

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

Chief examiner(s)

Dr Dat Bao

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The learning objectives of this unit are to:

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

Assessment

Two assessment tasks: Critical review (4000 words): 50%; and Extended essay (4000 words): 50%

Chief examiner(s)

Dr Dat Bao

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should have:

• developed an understanding of language as social, cultural and political practice;
• developed an understanding of the social, historical and political contexts in which language is shaped in contemporary Australian society and the implications for education and training in a range of learning environments including primary, secondary and higher education, workplaces and community settings.
• Explored how these understandings are relevant for themselves as educators both in Australia and overseas.

Assessment

Essay (literature review) (3,200 words equivalent): 40%
Research essay (4,800 words equivalent): 60%.

Chief examiner(s)

Dr Ha Phan

Contact hours

3 hours per week local students; (for Singapore students, please refer "Unit Schedule")

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

The principal learning objective of this unit is to develop the knowledge and skills of teachers of English to speakers of other languages. This may include the explicit:

• knowledge about the way the English language works as a linguistic system;
• knowledge of meta-language to describe this system when required to do so;
• knowledge of current curriculum, methodology and assessment models in English language teaching;
• skill in presenting language in context so that learners can use the language system in socially appropriate ways;
• skill in designing practice opportunities for learners that encourage language use which matches real life needs; and
• skill in adapting and developing learning materials as required.

Assessment

Assessment 1: Professional development: a mini-lesson and a critical review of an approach to ESL teaching, and its underlying view of L2 acquisition, teaching and learning (4000 words): 50%, and
Assessment 2: Professional practice: successful completion of 22 day placement including (4000 word practicum folio): 50%

Chief examiner(s)

Dr Anna Filipi

Contact hours

3 hours per week

Prerequisites

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

Co-requisites

EDF6233 and at least 22 days teaching practice

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

Assessment

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

Chief examiner(s)

Assoc. Prof. Paul Richardson

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should:

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

Assessment

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

Chief examiner(s)

Dr Miriam Faine

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

• To extend students' knowledge of the federal and state education policy frameworks shaping Indigenous education in Australia
• To extend students' critical understanding of pedagogical issues in Indigenous Education
• To extend students' critical understanding of curriculum issues in Indigenous Education
• To extend students' critical understanding of assessment and measurement issues in Indigenous Education

Assessment

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

Chief examiner(s)

Dr Zane Ma Rhea

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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

• demonstrate an understanding of current arts education policy and the position of music education in Australian schools;
• appreciate the historical and philosophical influences that have shaped music education policy and practice in Australia; and
• compare and evaluate alternative approaches to school music education from systems outside Australia.

Assessment

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

Chief examiner(s)

Dr Peter De Vries

Off-campus attendance requirements

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

• demonstrate an understanding of selected issues in recent research in music education;
• evaluate different theories of learning and their application to music education; and
• review current writings on the issues studied.

Assessment

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

Chief examiner(s)

Dr Peter De Vries

Off-campus attendance requirements

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon completion of this unit students should be able to:

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

Assessment

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

Chief examiner(s)

Associate Professor Jane Southcott

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.
This unit recognises the complex literate demands placed on students due to technological advancements, an increasingly globalised world, diverse classroom contexts, and the importance literacy plays in learning, employment and community participation. Participants explore what literacy means in contemporary society and they investigate both national and international literacy policy environments. Further they will gain an understanding of the important links between improved literacy standards and school performance through building teacher capacity, investing in professional learning, evidence based practice, effective leadership and community partnerships.

Outcomes

1. Develop a sound understanding of the roles and functions of literacy and multi-literacies as a means by which individuals think, learn and communicate in the 21st century
2. Develop a theoretical understanding of contemporary ideas related to knowledge and learning
3. Develop a knowledge of the changing nature of literacy with reference to emerging technologies
4. Investigate national and international policy environments in relation to literacy reform.
5. Develop an understanding of the complex literacy issues both national and international in relation to the diverse student population of contemporary classrooms.
6. Develop an understanding of the important links between improved literacy standards and school performance through building teacher capacity; investing in professional learning, evidence based practice, effective leadership and community partnerships.
7. Develop a knowledge of the broad research base that points to effective elements of literacy improvement and school reform.

Assessment

1. Report - Compare and contrast an international literacy policy environment with current policies in DEECD - 50% (equivalent 4000 words) -Objectives 4,5,6 & 7, and
2. Group project - Develop workshop for colleagues on incorporating multi-literacies across the curriculum - 50% (equivalent 4000 words) - Objectives 1,2,3, 6 & 7.

Chief examiner(s)

Dr Jennifer Rennie

Contact hours

Workload requirement of 24 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.
This unit presents the theoretical and empirical bases of effective literacy instruction, the learning process and the principles, strategies, skills and knowledge for effective literacy teaching. It incorporates important ideas from relevant curriculum documents and teaching frameworks (VELS, PoLT E5 etc). It advocates explicit teaching, integrating literacy learning across the curriculum and the use of data to inform teaching and learning.

Outcomes

1. Develop an understanding of the principles of learning and teaching (PoLT) and how this relates to effective literacy pedagogy and student outcomes
2. Develop a knowledge of evidence based strategies that support the development of reading, writing, viewing and oral language in both the early and middle years of school
3. Explore explicit teaching practices in relation to aspects of literacy such as reading, grammar, phonics, writing etc
4. Develop a critical understanding of various literacy assessment strategies including running records, observation surveys, moderation, NAPLAN, TORCH, on line survey etc
5. Apply the E5 instructional model in relation to literacy pedagogy in roles both as a literacy leader and educator.
6. Develop a knowledge of the various debates surrounding literacy teaching and learning and the new theoretical frameworks that inform both a socio-cultural and a pedagogy of multi-literacies
7. Develop a knowledge of the research related to underperforming groups in literacy eg boys, low socio economic, Indigenous, ESL
8. Examine the various approaches and strategies related to underperforming groups in literacy.

Assessment

1. Workshop: Individually or in pairs design and implement a workshop for colleagues using the E5 instructional framework related to some aspect of effective literacy learning (4000 words, Objectives 1,2,3,4,5 & 6): 50%; and
2. Research paper: Write a research paper related to an underperforming group of students (eg. Boys, Indigenous, ESL etc) (4000 words, Objectives 7 & 8):50%

Chief examiner(s)

Dr. Jennifer Rennie

Contact hours

Workload requirement of 24 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.
This unit is based on the premises inherent in the Effective Schools Model and the Developmental framework for school Leadership. It will offer participants strategies to provide effective literacy leadership in their schools. Participants will develop the skills and confidence to plan, implement and evaluate whole school literacy initiatives aimed at improving student outcomes and school performance.

Outcomes

1. Explore the Effective Schools Model and Developmental Framework for School Leadership
2. Appraise their leadership potential and capacity through iLead
3. Explore and apply models of peer support such as coaching
4. Examine the process and approach to evidence based practice for strategic planning and leadership to improve student literacy outcomes.
5. Develop a familiarity and working knowledge of a range of diagnostic instruments and other data eg NAPLAN to assist school assessment and reports to parents and students on progress and strategic targets
6. Learn to set targets and sensible and effective goals to improve student literacy outcomes
7. Learn how to develop a community of literacy educators including teachers, parents, students and community with a common vision
8. Develop an understanding of the departmental requirements for strategic planning, in particular literacy, including their design, implementation and ongoing evaluation
9. Understand the links between strategic planning, professional development and resourcing

Assessment

1. Individual research report - Critical reflection of their current and potential leadership capacity - 40% (4000 words); and 2. A synthesis and critical analysis of current systemic literacy assessment tools that support strategic planning and literacy reform - 60% (4000 words)

Chief examiner(s)

Dr Jennifer Rennie

Contact hours

Workload requirement: 24hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should:

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

Assessment

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

Chief examiner(s)

Dr Ian Mitchell

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

Upon successful completion of this unit, students should understand:

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

Assessment

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

Chief examiner(s)

Associate Professor Helen Forgasz

Contact hours

3 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.
This unit examines the processes for working with numeracy and mathematics teachers to support them in their work. This includes communication processes, effective leadership skills, characteristics of successful leaders, strategies for leading improvement and characteristics of staff motivation, the role of emotions, resources management, and effective facilitation of meetings.
It also examines the nature of numeracy, the ways that it relates to mathematics and to the curriculum broadly, the ways of incorporating numeracy into the curriculum, and its connection to international, national, and school based assessment.
Candidates will also demonstrate knowledge and understanding of recent research and/or professional developments; engage and interact with leaders of numeracy learning from other schools; and access and use effectively, relevant library and other information services.

Outcomes

The participants will:

• Examine strategies for effective leadership of mathematics and numeracy teachers
• Explore issues associated with management of departments and groups, including managing budgets and resources
• Critique research and commentary on numeracy, its relationship to mathematics, and its role within all other curriculum areas
• Review approaches to Numeracy across the Curriculum
• Develop an appropriate strategy for promoting effective numeracy teaching among teachers.

Assessment

Analytical Report (4000 word equivalent): 50%; and Developmental Project (4000 word equivalent): 50%.

Chief examiner(s)

Professor Mike Askew

Contact hours

Workload requirement of 24 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.
There are two main foci for this unit. The first involves examination of key theories of learning, how these apply to numeracy learning, the nature of engagement in learning, key environmental factors influencing numeracy learning such as language, gender, cultural background, SES, and the role of beliefs, motivation, and persistence. The issues of equity will be addressed, as will approaches to redress differences in achievement, along with processes for intervention to support individual learners.
The second focus relates to the nature of curriculum and the role of numeracy. Noting the commitment of Victoria to implementing the national curriculum and the key role of numeracy within that curriculum, this study will include examination of the principles of the curriculum generally, the role and contribution of numeracy to each of the curricula written, the implication of these for school based programs, the ways that learning is assessed. In particular the implications for school, level, and class planning and teaching will be considered.

Outcomes

The participants will:

• Examine theories of learning numeracy and mathematics
• Explore key environmental factors that influence learning, and ways of addressing those factors
• Review both theories of curriculum and current curricula, especially as they related to numeracy and mathematics
• Critique processes for assessing and reporting on numeracy learning
• Consider process for initiating and sustaining school based improvement in learning, curriculum development and assessment of numeracy.

Assessment

Analytical Report (4000 words) :50%; and Developmental Project (4000 words) :50%

Chief examiner(s)

Associate Professor Barbara Clarke

Contact hours

Workload requirement of 24 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Only offered to Cohorts.

This module examines the challenge of leading improvement in numeracy and mathematics teaching, which involves establishing possible goals for teaching, establishing relevant baselines, using evidence to inform planning and teaching, establishing interim targets, and considering processes for prompting and supporting teacher improvement.

This includes examination of models of teaching mathematics and models of numeracy teacher learning, and the challenges associated with the various models. In particular the E5 model for planning teaching and evaluating teaching mathematics and numeracy will be examined in detail and the ways that this can be used to inform teacher self evaluation.

The unit also includes the processes for gathering evidence about numeracy teaching and student learning, the processes for analysing such evidence, and the techniques of preparing reports that can serve as an initiator of improvement.

Outcomes

The participants will:

• Examine the nature of knowledge for teaching numeracy and mathematics, and ways of defining and enhancing such knowledge
• Explore processes for working with teachers that can allow critique of numeracy, mathematics and the ways these are learned
• Develop strategies for working with teachers that have the effect of engaging them in numeracy learning while examining their own beliefs about numeracy and mathematics teaching
• Gather and analyse evidence of numeracy learning
• Consider the approaches and processes of whole school numeracy and mathematics plans.

Assessment

Analytical Report : 50% (4000 words); Developmental Project : 50% (4000 words)

Chief examiner(s)

Professor Peter Sullivan

Contact hours

Workload requirement: 24 hrs per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.