Monash University Handbook 2012 Undergraduate - 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 to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 Australian historical and cross-cultural knowledge which will develop their understandings of the range of cultural experiences within the Australian community. Emphasis will be placed on how historical events have helped shape culture; how Aboriginal culture and Torres Strait Islander culture have changed in response to the arrival of foreign cultures and people; and how imported cultures have been changed with transportation to Australia.
This unit assists students to explore our cultural diversity. It provides information on the contributions that different cultural groups have made to the development of Australian society and on the various views towards immigration and multiculturalism that have historically influenced government policies and programs and transformed the Australian population.

Outcomes

Upon successful completion of this unit, students are expected to

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

Assessment

Assessment task 1: Research & Fieldwork Report (2,000 words, 50%)
Assessment task 2: Individual Project (2,000 words or equivalent, 50%)

Chief examiner(s)

Dr Marc Pruyn

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Nathan Brubaker

Contact hours

2 hours per week

Prohibitions

EDF4220

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Clare Hall

Contact hours

2 hours per week

Prohibitions

EDF4325

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 a futures orientated approach is taken in an exploration of sustainability and its implications for education. Students will critically examine environmental education, in addition to planning, implementing and evaluating environmental education learning experiences. The initial focus of the unit will be a personal reflective one moving on to a broader social and ecological focus.

Outcomes

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

1. critically reflect upon their own environmental and sustainability experiences and philosophies;
2. develop an understanding of the principles of sustainability;
3. engage in critical debate and discussion concerning issues of sustainability and education;
4. participate in experiential and place-based environmental education experiences; and
5. plan, implement and evaluate environmental education learning experiences.

Assessment

Assessment Task 1: Debate Dilemma / Scenario (1,500 words or equivalent, 40%)
Assessment Task 2: Environmental Education Learning Experiences (2,500 words or equivalent 60%)

Chief examiner(s)

Associate Professor Alan Reid

Prohibitions

EDF2203

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

Outcomes

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

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

Assessment

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

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.

Prohibitions

EDF1201

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 wide range of fundamental science concepts, not only relevant for themselves but also for the teaching of primary school children. Important conceptual ideas and processes, including the scientific method, developing scientific literacy and the ability to communicate scientific understandings are fundamental to the unit. Students will explore theoretical concepts and contemporary issues from the disciplines of chemistry, biology and physics in ways which provide a lens to critically examine the natural environment.

Outcomes

Having completed this unit, students will:

• understand fundamental concepts of general science
• appreciate that many current issues have a scientific basis
• have the tools to search for scientific information and the capacity

Fieldwork

None

Assessment

5 on-line quizzes (MCQ or short answer) and 5 graded activities:50%; and Major assignment (2000 words): 50%

Chief examiner(s)

Dr Adam Bertram

Contact hours

Each week: one 1-hour seminar, one 1-hour lecture, one 2-hour workshop (12 weeks)

Prohibitions

EDF1121 Exploring Science

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

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

Outcomes

Upon completing this unit the student will:

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

Fieldwork

None

Assessment

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

Chief examiner(s)

Associate Professor Bruce Waldrip (Gippsland)

Contact hours

One 1-hour lecture, one 2-hour workshop, one optional 1-hour tutorial per week

Prohibitions

EDF2123 Exploring Mathematics (Peninsula campus)

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 the introduction to the major influences on language and literacy development in young children. It examines relevant theoretical models and focuses on the range of ways young children encounter and use symbol systems whilst exploring their diverse everyday worlds. Students critically engage with current research, practice and policy in literacy in multiple contexts. They begin to develop pedagogical tools that will enable them to successfully support children's literacy learning in the early years of school and are introduced to relevant school-based curriculum.

Outcomes

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

• explore the importance of understanding the connections between home, community and school literate practices for the teaching and learning of literacy in school
• demonstrate a critical understanding of key theoretical ideas including multi-literacies related to young children's language and literacy development
• develop a wide range of pedagogical and assessment practices for effective literacy teaching and learning in the early years of school
• demonstrate an understanding of key curriculum principles relating to literacy for young children
• 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

1. Critique of literacy events - equivalent 2000 words
2. Planning task - equivalent 2000 words

Chief examiner(s)

Dr Jane Kirkby

Contact hours

12 hours per week (equivalent)

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 for students in the BEd(P-10) course. It develops knowledge, skills and attitudes about teaching and learning in primary and secondary school mathematics. There is a particular focus on learner's mathematical and numeracy development in number and algebra, measurement and geometry, and statistics and probability. Students explore how mathematical learning might be facilitated by the appropriate harnessing of ICT and calculators, and of affective and socio-cultural factors. Students are also introduced to the cognitive mechanisms that relate to learning disabilities, and to gifted/talented/precocious learning in various mathematical domains.

Outcomes

Upon successful completion of the unit, students should:

• be able to provide a rationale for the inclusion of mathematics in the school curriculum,
• be aware of all content areas outlined in the Australian Curriculum and associated documents,
• identify key aspects in the development of mathematical and numeracy concepts and skills in a learner's experience across the school years from P to 10,
• have developed an understanding of how effective learning of mathematics and numeracy can be further supported or impeded by affective and socio-cultural factors (eg socio-economic status, home language, gender, values, migrants, refugees, Aboriginal and Torres Strait Islanders); and
• understand the role of ICT and calculators in the school mathematics classroom.

Assessment

Task 1: Observation and analysis of an everyday mathematics/numeracy learning scenario for a learner (2000 words, 50%); and Task 2: Critique of how a chosen learning technology supports learners' construction of mathematical understanding and skills (2000 words, 50%)

Chief examiner(s)

Dr Sarah Hopkins

Contact hours

12 hours per week (equivalent)

Prohibitions

EDF1204, EDF1307

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

Outcomes

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

1. develop an understanding of a range of critical perspectives on learning
2. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on any learning experience
3. develop an understanding of a range of theories of learning and their continuing impacts on education and teaching
4. explore various ideas central to learning such as constructivism; notions of ability; approaches to learning; the importance of engagement, motivation and interest; and metacognition and the implications of these for teaching
5. reflect critically on themselves as learners and their own diverse experiences of learning and apply this understanding to other learning contexts
6. be able to articulate their beliefs, knowledge and values central to their emerging perspectives on learning which will be central to the on-going development of their professional identity as teachers
7. develop and apply a range of skills and knowledge in the areas of educational inquiry and academic literacy.

Fieldwork

For course 3750 BEd(P-10): 10 days fieldwork placement in a school or community setting. For all other courses: 5 days professional placement in a primary school or community setting

Assessment

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

Chief examiner(s)

Associate Professor Debbie Corrigan

Contact hours

2 hours per week

Prerequisites

Entry to BEd program

Prohibitions

EDF1301

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

Outcomes

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

1. understand the role of language and communication in teaching and in formal and informal learning environments
2. develop an awareness of teaching and learning as complex dialogic, communicative fields
3. understand the role of language and communication in generating thought and new ideas and knowledge through questioning and dialogue
4. learn how to build positive learning environments and relationships through effective communication and dialogue
5. understand the implications for learners, teachers, schools and the broader community, of changing communication practices in schools and in the community
6. learn about new communication technologies and their impact on social and cultural interactions
7. develop a range of effective communication skills and practices.

Fieldwork

For course 3750 BEd(P-10): 10 days fieldwork placement in a school or community setting. For all other courses: 5 days professional placement in a primary school or community setting

Assessment

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

Chief examiner(s)

Associate Professor Debbie Corrigan (Clayton)

Contact hours

2 hours per week

Prerequisites

Usually EDF1303

Prohibitions

EDF1302

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

Outcomes

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

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

Fieldwork

Nil

Assessment

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

Chief examiner(s)

Dr Michael Dyson

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

Outcomes

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

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

Fieldwork

N/A

Assessment

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

Chief examiner(s)

Ms Jill Cheeseman

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 focuses on the range of ways young children encounter and use literacy from exploring their diverse everyday worlds. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about literate representations and communication from infancy through to the early years of school Students will explore the importance of translating home and community learning into various institutional settings. The teaching of literacy will be examined from a number of current theoretical perspectives, and students will be assisted to develop appropriate pedagogical practices that support children's learning.

Outcomes

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

• demonstrate understanding of key curriculum principles relating to literacy for young children
• understand a number of interpretations of what constitutes literacy
• recognise how key literate concepts are practiced in early learning settings such as homes, communities, child care, preschools and the early years of school
• appreciate that literacy learning occur in multiple contexts and in multiple ways, and
• identify and employ a range of pedagogical tools to support children's learning in literacy.

Fieldwork

Course 1514: 10 days Gippsland and Peninsula; Double degrees, courses 1541, 3725, 3717, 3711, 2070, 3712, 4208: 10 days; Course 1515: 5 days Peninsula

Assessment

Assessment Task 1: Critique (2000 words or equivalent, 50%); and Assessment Task 2: Successful completion of placement and allied documentation (2000 words or equivalent, 50%)

Chief examiner(s)

Dr Jennifer Rennie

Contact hours

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

Prohibitions

EDF1307

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

Outcomes

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

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

Fieldwork

Nil

Assessment

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

Chief examiner(s)

Ms Rosemary Bennett

Contact hours

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

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

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Sivanes Phillipson

Contact hours

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

Prohibitions

EDF4501

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Clare Hall

Contact hours

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

Prohibitions

EDF1514

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

Synopsis

This introductory unit is about the assessment of teaching practices, environment and student learning, across the school years. An important aspect of teaching learners with diverse needs is to understand the learner well. Students will learn the practical assessment processes of gathering and interpreting information for use by learners and their teachers, to decide where the learners are in their learning, what impacts on progress, where they need to go and how best to get there. The focus of this unit will be on assessment for learning rather than assessment of learning. Assessment for learning involves issues of self-reflection and self-assessment that allows teachers to make better learning and teaching decisions but also develops learners' own understanding of how their learning is taking place and how it can be developed.

Outcomes

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

1. recognise different approaches of assessment used in the inclusive classroom context across the school years (eg assessment for learning),
2. discover various ways a teacher can determine strengths of learners with diverse needs,
3. understand ways standardised assessments could be adapted to assess learning of learners with diverse needs, and
4. determine how the process of assessment can enhance the inclusion and participation of learners with diverse needs, including transition periods.

Assessment

Assessment Task 1: Research essay; (2000 words, 50%) & Assessment Task 2: Class presentation; (2000 word equivalent, 50%)

Chief examiner(s)

Dr Umesh Sharma

Contact hours

Contact 2 hrs/week; private study 10 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 enables students to develop a comprehensive knowledge and understanding of Health and Physical Education (HPE) as a Key Learning Area within Australian Primary schools, enhancing the students' ability to critically analyse issues and learning episodes.
Students are introduced to the impact science has had on the HPE key learning area within schools, in particular through functional human anatomy, biomechanics, basic principles of exercise physiology, neurology, human growth and development. Students investigate contemporary Health and Physical Education in Australian schools through lectures, practical workshops and readings. Topics and issues include: the nature, purpose and role of Health and Physical Education; the policy for Physical Education in schools (curriculum documents); the socio- cultural approach; the history of the discipline; learning through movement; the Physical Education teacher's role; inclusion and safety aspects.
Building on their investigations students will develop an understanding in relation to how scientific knowledge can be successfully applied by teachers to assist with skill acquisition and the implementation of 'learning through movement' in an inclusive, enjoyable and challenging, yet non threatening manner for Primary school students.

Outcomes

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

1. Develop a broad and critical knowledge and understanding of HPE as a discipline,
2. Understand the socio-cultural influences on physical activity and health,
3. Relate motor learning and biomechanical principles to the teaching and learning of correct skill technique and effective teaching of movement skills,
4. Explain how physical activity inclusively caters for the needs of young people,
5. Identify fundamental motor skills and dominant movement patterns that are developmentally appropriate for various abilities,
6. Understand the importance of providing children with opportunities to prepare physically and mentally for physical activities and a lifelong active lifestyle,
7. Understand the importance of quality learning experiences in HPE,
8. Develop and implement quality learning experiences that promote enjoyment, maximum participation, inclusion and safety,
9. Develop verbal and written communication skills
10. Understand the wide range of movement skills that contribute to the HPE curriculum.

Assessment

Assessment Task 1 (1600 word equivalent): 50%; and Assessment Task 2 End of semester exam: 50%

Chief examiner(s)

Dr Timothy Lynch

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 introduces students to the field of sport and outdoor recreation. Foundational concepts related to play; games and leisure will be examined as they relate to the applied contexts of sport, physical activity, movement and outdoor recreation. Practical components within the unit will include fundamental movement skill acquisition and modified/minor game development as it applies to sporting and outdoor activity pursuits. This unit includes a four-day experiential learning program (ELP).

Outcomes

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

1. Comprehend and utilise appropriate language associated with a foundational sport and outdoor recreation unit.
2. Analyse how play, games, sport and outdoor recreation contribute to students' lives and the lives of others.
3. Apply and examine notions of sport, physical activity, movement and outdoor recreation through a variety of theoretical lenses.
4. Recognise, distinguish and evaluate how the various "ways of knowing" sport and outdoor recreation activities can contribute to professional practices.
5. Apply theoretical concepts and demonstrate practical competencies in various sport and outdoor recreation environments (e.g. fundamental motor skills/minor games, camp based settings)

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%
Satisfactory completion of practical components and fieldwork

Chief examiner(s)

Dr Trent Brown

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

Students will be introduced to the philosophy and practice of outdoor recreation as it relates to a range of physical activity and movement experiences. This will involve an overview of principles and practices related to both unstructured and structured approaches to physically activity in a range of social and environmental settings and the contribution that they make to healthy and active lifestyles. This unit will focus on the interrelationships of setting, participants and outdoor recreation activities by drawing upon concepts from biophysical, socio-ecological and philosophical perspectives. This unit includes eight days of experiential experiential learning programs.

Outcomes

Upon successful completion of this unit, students will demonstrate an understanding of:

• the philosophical, historical, and biophysical foundations of physically active forms of outdoor recreation,
• the principles and practices of outdoor recreation,
• the specific human movement requirements of physically active outdoor recreation activities
• the contribution of outdoor recreation to healthy individuals, communities, and society,
• practical competencies in selected outdoor recreation activities,
• the role of the natural environment in outdoor recreation, and
• administration and management issues of outdoor recreation

Assessment

Assessment one (equivalent to 2000 words): 50% ; and Assessment two (equivalent to 2000 words): 50%. Satisfactory completion of fieldwork planning as well as fieldwork.

Chief examiner(s)

Mr Beau Miles

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

Outcomes

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

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

Assessment

Assessment task 1 (1200 word equivalent): 30%
Assessment task 2 (1200 word equivalent): 30%
Assessment task 3: (1600 word equivalent): 40%;
Satisfactory completion of practical components

Chief examiner(s)

Dr Justen O'Connor

Contact hours

3 contact hours per week, 9 hours private study including readings, completions 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 the discipline studies from first semester and introduces human physiology with a particular focus on physical activity, exercise and physical education. The unit seeks to apply understandings of the various physiological systems used and grounds these within a broader understanding of their interdependence within the body, and the body within its environment. The scientific principles underpinning the field of exercise physiology will be applied in laboratory practice. Sporting, physical and outdoor activity pursuits will be used to progress understandings of physiological adaptation within a broader socio-ecological context.

Outcomes

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

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

Assessment

Assessment task 1 (1200 word equivalent): 40%
Assessment task 2 (1200 word equivalent): 20%
Assessment task 3 (1600 word equivalent): 40%;
Satisfactory completion of practical components.

Chief examiner(s)

Dr Laura Alfrey

Contact hours

3 hours per week

Prerequisites

EDF1602 or EDF1613

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

Synopsis

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

Outcomes

At the completion of this unit, students should have:

• critically reflected upon their own environmental experiences and philosophies;
• explored ecosystems, developing an understanding of the principles of ecology and sustainability;
• engaged in critical debate and discussion concerning issues of ecology, sustainability and education;
• ascertained place-based and experiential education pedagogical strategies and approaches in teaching and learning environmental education; and
• designed, implemented and evaluated environmental education experiences in school and non-school settings.

Fieldwork

The unit includes fieldwork both on and off campus with cross collaboration between BSOR units through the BSOR 1st year camp and other fieldwork experiences and a dedicated EDF1615 environmental education camp.

Assessment

Assessment 1 (equivalent 1,500 words): 40%; Assessment 2 (equivalent 2,500 words): 60%;
Satisfactory completion of practical components and fieldwork.

Chief examiner(s)

Ms TerriAnne Philpott

Contact hours

3 hours per week equivalent including required fieldwork days and the EDF1615 camp.

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

Synopsis

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

Outcomes

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

• demonstrate an understanding of the relationships between physical activity, nutrition, stress management techniques and health;
• experience a range of lifespan physical activities including yoga, Swiss ball training, circuit and resistance training, running and flexibility training;
• utilise the Stage of Change Model to modify their own behavior;
• evaluate different methods of physical activity measurement;
• understand and use terms such as heart rate reserve, threshold of training, and repetition maximum in the correct context;
• summarise and understand the current participatory patterns of the general population in sport and physical activity while reflecting on their own participation behaviours.

Assessment

Assessment Task 1: 50% (2000 words)
Assessment Task 2: 50% (2000 words equivalent)
Satisfactory completion of practical components.

Chief examiner(s)

Dr Laura Alfrey

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

Within this unit students will examine sport and its significance in contemporary culture. The unit is an introductory one, covering a range of topics but providing students with a foundation to understand the key ideas within cultural analyses of sport. Students will use concepts from cultural studies theory to question why sport is so important in today's world and how can sport help with understanding society. Topics covered will include the relationship of sport to culture, nationalism and politics and understanding how sport, for example AFL, has been used by some groups to resist dominant cultures. Students will also learn about the growth of the sports industry and examine within this sport and the media, the rise of the sports celebrity and sport and governance.

Outcomes

Upon completion of this unit student should:

1. Articulate their understanding of sport and culture in a local and national context.
2. Identify and discuss key aspects of the sports industry.
3. Explain the significance of sport within local, national and global culture and industry.
4. Understand cultural theory concepts of ideology and hegemony and power and how they relate to sport.

Fieldwork

N/A

Assessment

Assessment 1 (1200 words equivalent):30%; and Assessment 2 (2800 words equivalent):70%

Chief examiner(s)

Dr Toni Hilland

Contact hours

3 hours per week contact time (lectures/tutorials and workshops) plus 9 hours private study time

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 issues related to educational curricula. Students will use multiple perspectives gained through studying a range of theoretical literature which they will be able to use to critically navigate through various contemporary issues regarding the curriculum. The implications for the curriculum will concurrently involve pedagogy in relation to educative experiences. Unit learning and assessment tasks will require students to draw on the knowledge and understanding they have already developed about teaching and learning and extend these with a more theoretical understanding of education. Not all teaching and learning are educative and so students will learn the nature of criteria which can be drawn upon to make this distinction. This unit will incorporate a 5 day professional experience placement in a secondary school setting where students will usually work in 'buddy' pairs with another student.

Outcomes

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

• understand the philosophical, political, cultural, intellectual and creative dimensions of educators' work,
• relate theories of education regarding the curriculum to critically engage with issues of education practices,
• examine a range of issues and dilemmas for educators in contemporary contexts;
• explore educative approaches to designing curricula that engage a diverse range of learners in order to create experiences which are specifically educative,
• develop an awareness of the operation of schools and the culture of classrooms including the various dimensions, dynamics and perspectives within and beyond classrooms in different contexts which affect the curriculum and professionalism of educators, and
• be aware of the complexities of political interests and how these relate to the identity of educators as professionals .

Fieldwork

There is to be five (5) days of professional fieldwork associated with completing this unit.

Assessment

Minor assessment task 40% (1600 word equivalent), written assignment 60% (2400 words).

Chief examiner(s)

Dr Jennifer Bleazby

Contact hours

2 hours contact per week

Prerequisites

Usually EDF1303 and EDF1304

Prohibitions

EDF2001 Beyond the Classroom

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Angela Mornane

Contact hours

2 hours contact per week

Prerequisites

Usually EDF1303, EDF1304 and EDF2004

Prohibitions

EDF2002 The Teachers World

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

Chief examiner(s)

Dr David Zyngier

Contact hours

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

Outcomes

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

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

Assessment

Assignment 1: Design of mathematics activity worksheets (1000 words, 25%)
Assignment 2: Design of a mathematics trail (3000 words,75%)

Chief examiner(s)

Professor Michael Askew

Contact hours

2 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

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Rosemary Bennett

Contact hours

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Geraldine Burke

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 has been designed to provide the opportunity for students to explore significant aspects of child and adolescent development within the context of teacher education. It considers psychological, motivational, social, cognitive, biological and socio-cultural perspectives of child and adolescent development and the possible implications for learning. Students inquire into strategies for teaching and learning with children and adolescents based on contemporary knowledge of development, which takes into consideration the range of diversity that is now common in P-10 classrooms.

Outcomes

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

• understand both childhood and adolescence as discrete but also diverse periods of individual development in our society
• identify how development of children and adolescents in general and specific behaviours and skills of individuals link to contemporary theoretical perspectives
• examine the likely impact of factors such as culture, family, genetic inheritance and life experiences on child and adolescent development
• analyse a range of learning theories, particularly related to the education of children from entry to primary school until the end of Year 10
• examine how teacher-student relationships are influenced by issues of development.

Fieldwork

10 days professional placement

Assessment

Task 1: Case Study (2000 words) 50% and Task 2: Research paper (2000 words) 50%

Chief examiner(s)

Dr Angela Fitzgerald

Contact hours

12 hours per week equivalent

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 pedagogical practices of teachers. Students are encouraged to research changing practices, critically reflect on their own teaching practices and those of others, and develop a robust theoretical perspective on the profession and their own classroom practice. The unit also provides opportunity for practical application of knowledge through hands-on interactive learning tasks

Outcomes

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

• identify a range of theoretical perspectives on classroom practice, and critically examine these in light of their own developing practice
• demonstrate their understanding of a range of effective and inclusive teaching strategies for use in the primary classroom
• explore and develop their own pedagogical and classroom practice
• reflect upon their own practices in relation to effective teaching.

Assessment

Task 1 (2000 word equivalent, 50%); and Task 2 (2000 word equivalent, 50%)

Chief examiner(s)

Dr Angela Fitzgerald

Contact hours

Contact of 3-hour lecture/workshop, total commitment equivalent 12 hours per week which includes on campus attendance, reading, assessment tasks and on line discussion forums.

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 pedagogical and curriculum-related issues in arts education, spanning Prep to Year 10. It provides students with an overview of different approaches to theories and practices of arts education. It prepares students for the tasks of selecting content and designing units of work in the arts. Students explore discipline-based arts (music, dance, drama, visual arts), as well as cross curricula and integrative approaches to the arts.

Outcomes

Upon successful completion of the unit, students will:

• develop a critical understanding of issues in arts education
• understand current research in arts education pedagogy
• develop an awareness of disciplinary skills and concepts in the arts
• obtain skills in content selection and curriculum design in the arts
• engage with arts practices and experiences.

Assessment

Assessment task 1: Research assignment (2000 words or equivalent, 50%); and Assessment task 2: Arts project (2000 words or equivalent, 50%)

Chief examiner(s)

Dr Anne Harris

Contact hours

12 hours per week (equivalent)

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 revisits a range of theoretical perspectives on the learning and teaching of literacy, particularly in relation to the middle and upper primary years. Students are 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. Students critically examine current literacy practices, including assessment, curriculum and reporting of literacy learning, in order to develop effective methods of literacy pedagogy and planning in their own teaching. Students' pedagogical practices take into account the changing social futures and needs of primary school students.

Outcomes

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

• identify a range of theoretical perspectives on effective literacy learning in the middle and upper primary years
• reflect on their personal professional learning during placement and implement teaching and learning strategies that demonstrate an understanding of a range of effective and inclusive teaching strategies for literacy in the middle and upper primary classroom, including approaches to planning, assessment and reporting
• explore ways to integrate literacy teaching across the curriculum

• 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.

Fieldwork

10 days placement

Assessment

1. Planning task (equivalent 2000 words, 50%); and 2. Professional portfolio (equivalent 2000 words, 50%)

Chief examiner(s)

Ms Julie Faulkner

Contact hours

12 hours per week (equivalent)

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

Outcomes

It is anticipated that by the end of the unit students should have developed the ability to:

• critically analyse a range of popular cultural texts, in particular, film and television texts;
• understand the role the media plays in educational and social contexts;
• analyse their own and other adults' uses of television; and
• examine the influences of television on children and adults.

Assessment

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

Chief examiner(s)

Dr Peter DeVries

Contact hours

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Jill Cheeseman (Peninsula)

Contact hours

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

Prerequisites

EDF1307

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Liang Li

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

Outcomes

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

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

Fieldwork

20 days placement

Assessment

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

Chief examiner(s)

Dr Marc Pruyn

Contact hours

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

Prohibitions

EDF2508

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

Outcomes

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

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

Fieldwork

20 days of placement

Assessment

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

Chief examiner(s)

Dr Marc Pruyn

Contact hours

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

Prohibitions

EDF3507

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Associate Professor J Dorman

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 will provide an overview of effective, as well as evidence-based, learning and teaching practices in various educational settings for students with diverse needs. Generic learning and teaching strategies that can be applied in a variety of educational settings will be promoted, with a particular focus on peer-assisted learning, cooperative learning, reciprocal teaching, providing feedback, differentiated instruction and ways in which positive relationships between teachers and students might be promoted. Finally, students will be encouraged to critically analyse different forms of evidence and the ways they might evaluate their own teaching practice.

Outcomes

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

1. critically analyse research evidence that supports the use of different learning and teaching practices,
2. identify and practise a range of effective and evidence-based learning and teaching strategies for students with diverse needs,
3. develop and practise positive relationship and communication skills between teachers and students, and
4. reflect on the manner in which educators might evaluate their own practice.

Assessment

Assessment Task 1: Essay; (2000 words, 50%) & Assessment Task 2: Class presentation; (equivalent to 2000 words, 50%)

Chief examiner(s)

Dr Umesh Sharma

Contact hours

Contact 2 hrs/week; private study 10 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 examines aquatic education in a variety of coastal, inland and closed aquatic environments. Australia's climate and diverse environments shape different social, cultural and environmental understandings associated with aquatics. Aquatic education is therefore explored within a socio-ecological framework that provides students with a critical understanding of education, risk management and programming practices. Students will be presented with the opportunity to participate in a range of experiences that further refine practice across diverse aquatic teaching contexts.

Outcomes

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

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

Assessment

Assessment task 1 (2000 words): 50%
Assessment task 2 (2000 words): 50%
Satisfactory completion of practical components and fieldwork.

Chief examiner(s)

Dr Laura Alfrey

Contact hours

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

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

Outcomes

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

• Articulate their understanding of experiential education in a sporting or outdoor context.
• Interpret and critically assess a range of experiential education theories and approaches
• Demonstrate the ability to plan and organise an experiential learning service activity
• Reflect on the practice of experiential learning.

Assessment

Assessment task 1: Scholarly presentation and teaching plan (2000 words equivalent): 50%; Assessment task 2: Critical reflections essay (2000 words equivalent): 50%; Satisfactory completion of fieldwork planning and fieldwork.

Chief examiner(s)

Dr Brian Wattchow

Contact hours

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

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

Outcomes

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

Assessment

Assessment Task 1 (2000 words): 50%; Assessment Task 2 (2000 words): 50%; Satisfactory completion of fieldwork planning and fieldwork

Chief examiner(s)

Dr Brian Wattchow

Contact hours

3 hours per week equivalent including required fieldwork days

Prerequisites

EDF1604 or EDF1612

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

Outcomes

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

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

Assessment

Assessment Task 1: Class test (1000 word equivalent): 25%
Assessment Task 2: Practical Leadership Skills Assessment (2000 word equivalent - Students must achieve a pass grade in this assessment task): 50%
Assessment Task 3: Fieldwork journal (1000 words): 25%. Satisfactory completion of fieldwork planning and fieldwork.

Chief examiner(s)

Mr Beau Miles

Contact hours

3 hours per week

Prerequisites

EDF1604 or EDF1612

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

Outcomes

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

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

Assessment

Assessment Task 1 (1600 words): 40%
Assessment Task 2 (2400 words): 60%
Satisfactory completion of practical components and fieldwork

Chief examiner(s)

Dr Justen O'Connor

Contact hours

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

Prerequisites

EDF1605 or EDF1616 or approved equivalent

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

Outcomes

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

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

Assessment

Assessment task 1 30% (1200 words equivalent)
Assessment task 2 70% (2800 words)
Satisfactory completion of practical components

Chief examiner(s)

Dr Toni HIlland (Peninsula)

Contact hours

3 contact hours per week, 9 hrs private study including readings, completions 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

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

Outcomes

Upon successful completion of this unit, students should have:

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

Assessment

Essay (2000 words): 40%
Dance composition: 30%
Oral presentation: 30%
Satisfactory completion of practical components

Chief examiner(s)

Ms Rosemary Bennett

Contact hours

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

Outcomes

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

Assessment

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

Chief examiner(s)

Dr Allie Clemans

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Outcomes

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

Assessment

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

Chief examiner(s)

Mr Damon Anderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 bridges the knowledge and writing that is common to the workplace and that which is common to higher education learning. It develops awareness of the multiple knowledges that are valued in workplace and academic contexts. It provides students with opportunities to critically reflect on the contested nature of theoretical and experiential knowledge and to draw these into their academic research and writing.

Outcomes

Participants will enhance their abilities to critically reflect on academic and workplace texts and practices and through these, develop the skills required to successfully complete the research and writing outcomes of the BAL& D program.

Assessment

Critical peer review (1600 words equivalent): 40% ; Critical review of practice (2400 words equivalent): 60% ; NOTE: This unit is assessed at Pass Grade Only (PGO)

Chief examiner(s)

Dr Allie Clemans

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 has been developed in response to radical changes in the way that education and training are being constructed and delivered. The unit will develop students' understandings of the impact that the convergence of information technology and telecommunications is having upon the learner, the teacher, the workplace, the education provider and society in general. Attention will be given to the various government and organisational influences which are directing these changes. Through a study of technology, teaching and learning theory and research, students will be introduced to the basic principles underpinning the design of educational multimedia resources

Outcomes

Upon successful completion of this unit students should be able to outline national and state policies in relation to multimedia and the delivery of education and training; identify and understand the links, in the context of the information economy, between the learner, the teacher, the workplace, the provider and society; demonstrate an awareness of the requirements in developing an effective multimedia learning environment; understand the links between research, adult education and multimedia; and examine the processes required to construct an educational multimedia resource.

Assessment

Assignment 1 Research or Policy critique (1,500 words) 20%, Assignment 2 Action plan (2,500 words) 80%

Chief examiner(s)

Dr Michael Henderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Outcomes

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

Assessment

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

Chief examiner(s)

Dr Michael Henderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Synopsis

EDF 2809 Workplace learning and development critically considers the ways in which work and workplaces have been changing in recent years, and the implications of these changes for workplace educators and others with an interest in how people learn at work. The unit explores and critiques a range of perspectives on workplace learning. A key part of this is an analysis of the role of the adult or workplace educator in facilitating learning at work.

Outcomes

Upon successful completion of this unit, participants should have:

1. An understanding of current trends in the world of work and of organisations
2. An understanding of different theoretical approaches to workplace learning
3. A capacity to critically reflect on their own workplace contexts; and
4. Further developed skills in designing work-based learning strategies sensitive to the contexts of the organisations in which they work.

Assessment

The unit has 2 assessment tasks:
1. Critique of a workplace learning strategy (1,600 words equivalent): 40%
2. Workplace learning strategy or case study analysis (2,400 words equivalent): 60%

Chief examiner(s)

Professor Susan Webb

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 theory and practice of program design and delivery. Students will reflect on their own experiences and other case studies in order to identify and assess different approaches to program design, the role of the designer, underlying design principles, and intended outcomes. Students will examine concepts of program design and evaluation; understand the links between particular approaches to program design and delivery and certain situations; and learn to justify why particular design strategies are preferred in different situations.

Outcomes

Upon successful completion of this unit, students should have an understanding of the theory and practice of program design and delivery; be able to identify and describe different approaches to program design and their implications for teaching, learning and assessment; be able to describe a variety of evaluation approaches and the situations in which they are best used; and be able to undertake or analyse program design and delivery taking into account a variety of situational, learner and social parameters.

Assessment

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

Chief examiner(s)

Mr John Pardy

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

Prohibitions

EDF3801

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 conceptual and practical issues relating to 'difference' and socio-cultural diversity among adult learners in workplace and community settings. Students will examine policies and strategies for recognising and accommodating difference in the design and delivery of adult education and training programs.

Outcomes

Upon successful completion of this unit, students should understand how 'difference' has been conceptualised in relation to adult learning and development; appreciate how social, cultural and other differences interact with and shape processes of adult learning and development; recognise the implications of difference among adult learners for program design and delivery; and acquire skills and strategies for working with difference among adult learners in workplace and community settings.

Assessment

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

Chief examiner(s)

Mr John Pardy

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

Prohibitions

EDF3803

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

Synopsis

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Geraldine Burke

Contact hours

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Assoc. Prof. Paul Richardson

Contact hours

2 hrs per week

Prerequisites

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

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Scott Bulfin

Contact hours

2 hrs per week

Prerequisites

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

Prohibitions

{EDF3001, EDF4112}

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Rachel Forgasz

Contact hours

2 hrs per week

Prerequisites

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

Prohibitions

EDF4303

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

Outcomes

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

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

Fieldwork

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

Assessment

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

Chief examiner(s)

Dr Mary-Lou Rasmussen

Contact hours

2 hrs per week

Prerequisites

Must have passed 3 units in {EDF1303, EDF1304, EDF2003, EDF2004, EDF2005, EDF3002}

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Denise Chapman

Contact hours

2 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 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 explore the components of place and space in the context of local and global educational settings and contexts. Students will engage in their own communities through local history, culture and environment. There is a significant focus on children's place making in their own educational settings and communities. The unit also considers how places affect relationships to other people and other places.

Outcomes

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

1. appreciate and understand their own communities through local history, culture and environment;
2. plan, implement and evaluate experiences that connect educational settings and communities;
3. engage children in place making in their own educational settings and communities, and
4. consider how places affect relationships to other people and other places.

Fieldwork

15 days placement. For middle school reduced to 5 days + (10 days to be done in secondary school setting)

Assessment

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

Chief examiner(s)

Ms Monica Green

Contact hours

3 contact hours (max) 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 will introduce students to a range of ways to identify, investigate, and make professional judgments about children's learning and development in early childhood settings, including homes, schools, and early childhood services. An emphasis on assessment for learning (rather than assessment of learning) will be taken. Students will participate in a range of assessment activities, using a variety of digital and other tools. Students will learn how to communicate with families about children's learning and development, and how to involve children in making judgments about their own learning and their learning goals.

Outcomes

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

1. systematically observe and document learning episodes using a range of technologies;
2. make explicit links between observed behaviours and children's development of specific knowledge, skills, attitudes, and learning dispositions;
3. express assessment information in a way that is accessible to children and their families;
4. involve children in reflecting on their learning and identifying their own learning goals, and
5. reflect critically on contemporary assessment discourse in schools and early childhood services.

Assessment

Assessment task 1: One portfolio item demonstrating an assessment technique (2,000 words or equivalent, 50%).
Assessment task 2: One portfolio item demonstrating reporting to children and/or parents (2,000 words or equivalent, 50%).

Chief examiner(s)

Dr Corine Rivalland

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 provides students in the Bachelor of Early Childhood Education and Bachelor of Early Childhood Studies with the opportunity to engage with curriculum and pedagogy with children under the age of three years in child care settings. Students are expected to demonstrate professional knowledge and practice drawn from other units in the course, and the attitudes and dispositions appropriate to teaching in infant and toddler settings.

Outcomes

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

1. demonstrate professional judgments about infant and toddler learning and development from a variety of theoretical perspectives;

2. use their professional judgments about infant and toddler learning and development to systematically identify learning goals for children, plan experiences to foster these learning goals, and research the effectiveness of these plans;

3. prepare and implement experiences for infants and toddlers to achieve differentiated learning and development goals across diverse learners; and

4. creates learning environments that foster appropriate learning dispositions and behaviours, including responding confidently and appropriately to instances of children's inappropriate behaviour.

Fieldwork

20 days placement

Assessment

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

Chief examiner(s)

Dr Iris Duhn

Contact hours

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

Prohibitions

EDF3508 Early childhood teaching studies 4

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 in the Bachelor of Early Childhood Education and Bachelor of Early Childhood Studies with the opportunity to engage with curriculum and pedagogy with children over the age of three years in child care settings. Students are expected to demonstrate professional knowledge and practice drawn from other units in the course, and the attitudes and dispositions appropriate to teaching in child care settings.

Outcomes

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

1. demonstrate professional judgments about children's learning and development from a variety of theoretical perspectives;
2. use their professional judgments about children's learning and development to systematically identify learning goals for children, plan experiences to foster these learning goals, and research the effectiveness of these plans ;
3. prepare and implement experiences in the child care setting to achieve differentiated learning and development goals across diverse learners; and
4. creates learning environments that foster appropriate learning dispositions and behaviours, including responding confidently and appropriately to instances of children's inappropriate behaviour.

Fieldwork

20 days placement

Assessment

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

Chief examiner(s)

Dr Hilary Monk

Contact hours

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

Prohibitions

EDF2507 Early childhood teaching studies 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 cultural nature of the development of children birth to twelve years will be explored. The implications of development for learning and teaching will feature. All aspects of teaching in the early and middle childhood years will be examined through participation in a Problem Based Learning scenario where students adopt relevant role plays related to the case study of a child and his/her family and respond to life events for the case study child as they unfold in real time.

Outcomes

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

1. assess the likely impact of culture, family, genetic inheritance, birth order and life experience on development;
2. observe development sensitively and record precise, relevant and accurate information that can be used in program planning and evaluation;
3. apply understanding of and knowledge about development to program planning, implementation and evaluation; and
4. link the development of children in general and specific behaviours and skills of individual children to several contemporary theoretical perspectives.

Assessment

Assessment task 1: Seminar Presentation and Supporting Documentation (1600 words, 40%) and Assessment task 2: Essay (2400 words, 60%)

Chief examiner(s)

Dr Sivanes Phillipson

Contact hours

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

Prohibitions

EDF2201 Child development 1, EDF2202 Child development 2

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 successfully in inclusive classrooms by learning about various ways the curriculum can be adapted to meet the learning and teaching needs of learners with diverse needs. Students will learn about various teaching practices that could reduce the ability of learners with diverse needs to access the taught curriculum. They will also learn about the key principles of adapting curriculum generally, but also at key tranisition periods, including when students move into primary school, from primary to secondary settings and from secondary settings to work. They will gain skills in adapting text books, units of work and various learning tasks so that all learners can fully participate and benefit from school curriculum.

Outcomes

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

1. identify the key principles of adapting curriculum for students with diverse needs,
2. recognise teaching practices that may exclude some students from participating in learning and teaching activities,
3. learn about ways curriculum can be adapted across different subject areas, student populations and at different stages of schooling, and
4. work cooperatively with a range of stakeholders in adapting curriculum.

Assessment

Assessment Task 1: Class presentation; (equivalent to 2000 words, 50%) & Assessment Task 2: Lesson planning task; ( 2000 words, 50%)

Chief examiner(s)

Dr Umesh Sharma

Contact hours

Contact 2 hrs/week; private study 10 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 will prepare students to work with learners with complex needs, including but not limited to those with multiple disabilities, and those whose disabilities (physical, sensory, cognitive, intellectual, language and/or social) may require a high level of support. Evidence-based strategies for curriculum design and the use of technology will be presented. Students will learn about various resources and supports available in schools and the community to assist with the learning and teaching of students with complex needs. Approaches to working with teaching assistants, other specialists and families will also be covered.

Outcomes

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

1. understand the implications of teaching students with complex needs in a variety of educational settings and across the school years,
2. develop skills in curriculum design and the use of technology to support the educational needs of students with complex needs,
3. identify community and school resources and supports available for students with complex needs, and
4. understand the role of, and develop skills to collaborate with, other personnel, including teacher assistants, other specialists and family members when working with students with complex needs.

Assessment

Assessment Task 1: Class presentation; (equivalent to 2000 words, 50%) & Assessment Task 2: Essay; ( 2000 words, 50%)

Chief examiner(s)

Dr Umesh Sharma

Contact hours

Contact 2 hrs/week; private study 10 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 provides students with the opportunity to engage with and explore current trends, issues and controversies in sport and outdoor recreation. This includes: how humans relate to and manage sport and outdoor recreational environments; sport and outdoor recreation participation demographics and trends; sport and outdoor recreation policy; issues of sustainability, social justice and inclusion; contested histories and the development of professional ethics and standards in sport and outdoor recreation. Students engage with these topics through a team-based problem solving and/or action research approach.

Outcomes

Upon successful completion of this unit, students should:

• be able to draw upon scholarly and public knowledge resources to identify and define current trends and issues of significance in outdoor recreation.
• be able to appreciate and understand how current research activity provides conceptual resources and empirical insights into the development of outdoor recreation policy and practice.
• be able to identify, collect, analyze and synthesize the current literature of conceptual and empirical relevance to one or more current trends and issues in outdoor recreation.
• be able to develop and apply rigorous strategies, such as problem based learning and/or action research, for exploring those trends and issues.
• be able to evaluate those issues and trends and to construct a coherent and logical argument that represents how outdoor recreation managers, guides and leaders should address them in practice.

Assessment

Two assessment tasks of 50% each (2000 words equivalent X 2 tasks) = 4000 words equivalent.

Chief examiner(s)

Associate Professor Phillip Payne

Contact hours

3 contact hours per week, 9 hours private study including readings, completions 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

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

Outcomes

Upon successful completion of this unit students should be able to

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

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%; Satisfactory completion of fieldwork planning and fieldwork

Chief examiner(s)

Dr Brian Wattchow

Contact hours

3 hours per week equivalent including fieldwork component

Prerequisites

EDF2604 or EDF2614

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

Outcomes

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

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

Assessment

Assessment 1 (2000 words): 50%
Assessment 2 (2000 words): 50%
Satisfactory completion of fieldwork planning and fieldwork.

Chief examiner(s)

Mr Beau Miles

Contact hours

3 hours per week or equivalent including fieldwork days

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

Outcomes

Upon successful completion of this unit, students will have:

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

Assessment

Essay (1200 words): 30%
Assignment (2800 words): 70%
Satisfactory completion of fieldwork planning and fieldwork

Chief examiner(s)

Ms TerriAnne Philpott

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

Outcomes

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

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

Assessment

Assessment Task 1 (2000 words): 50%
Assessment Task 2 (2000 words): 50%
Satisfactory completion of practical components and fieldwork.

Chief examiner(s)

Dr Toni HIlland (Peninsula)

Contact hours

3 hrs per week equivalent including required fieldwork component

Prerequisites

EDF1604 or EDF1612

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Associate Professor Phillip Payne

Contact hours

3 hours per week

Prerequisites

EDF2606 or EDF2620 (plus EDF3605 or EDF2612)

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

Outcomes

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

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

Assessment

Assessment task 1 (2400 words): 60%
Assessment task 2 (equivalent 1600 words): 40%
Satisfactory completion of practical components.

Chief examiner(s)

Dr Trent Brown

Contact hours

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

Prerequisites

EDF2602 or EDF2616 or approved equivalent unit

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms TerriAnne Philpott

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 designed to advance students' knowledge and understanding of sports coaching and community development. It will provide students with the opportunity to expand and integrate previously taught concepts from targeted disciplines (physical education, community sport and physical activity, and sports coaching) by employing an interdisciplinary approach to examine the role of sport in addressing wider social issues within communities. Problem-based learning will be used to develop students' theoretical understanding as it applies directly to practical applications in sports coaching and development.

Outcomes

Upon successful completion of this unit, students should:

• Be able to demonstrate knowledge and understanding of relevant theories underpinning community development.
• Have a practical understanding of how sport is used in community development and be able to evaluate its benefits and limitations.
• Understand the role of the coach in community development.
• Be able to demonstrate both theoretical and practical understanding of how to work with different marginalised groups in a community development context.
• Be able to plan, implement and evaluate a community development and coaching program aimed at working with an excluded group.

Assessment

Assessment 1 (2000 words equivalent): 50%; and Assessment 2 (2000 words equivalent): 50%. Satisfactory completion of practical components.

Chief examiner(s)

Dr Ruth Jeanes

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

Outcomes

Upon successful completion of this unit students should:

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

Assessment

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

Chief examiner(s)

Mr Damon Anderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Outcomes

Upon successful completion of this unit, students should:

1. be able to develop a research project proposal;
2. be able to select and apply a work-based research approach;
3. be able to design, manage and complete a work-based research project; and
4. be aware of the ways in which research project outcomes can be applied and disseminated.

Assessment

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

Chief examiner(s)

Dr Julie Harrington

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Outcomes

Upon successful completion of this unit, students should have:

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

Assessment

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

Chief examiner(s)

Mr Damon Anderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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

Outcomes

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

• demonstrate awareness of workplace issues concerning individuals, teams and organisations
• show increased confidence and competence in managing interpersonal relations in their workplaces
• demonstrate an understanding of the skills required to be effective managers of themselves and other people.

Assessment

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

Chief examiner(s)

Dr Kathleen O'Toole

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 EDF 2803 Learning and Researching in Work-related contexts, to introduce students to the notion of different perspectives or paradigms in adult and workplace learning research. Students will read and analyse materials that draw on different traditions, including positivist, interpretive and poststructuralist forms of research. The unit extends students' appreciation of knowledge as having different forms and purposes, and being constructed through different theoretical frameworks.

Outcomes

1. Develop students' appreciation of knowledge as a social construct
2. Identify their own positions in regard to knowledge as constructed through different forms of research practice
3. Encourage an appreciation of research as fundamental to effective practice.

Assessment

Reading review (40%); and Essay on a negotiated topic of interest (60%)

Chief examiner(s)

Mr Damon Anderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 frames the conduct of students' small scale and self-directed research projects in the Bachelor of Adult Learning program. This unit develops students' working knowledge of notions of critical reflection and their place in professional practice. Students are encouraged to consider their identity as critically reflective practitioners and supported to develop skills to reflect on and interpret critical moments in workplace practice.

Outcomes

1. Develop their working knowledge of the concept of critical reflection
2. Identify their values around the construction of knowledge and their identities as critically reflective professionals; and
3. Apply critically reflective approaches to interpreting critical moments in practice

Assessment

Reading review (40%); Case development and interpretation (60%)

Chief examiner(s)

Dr Rachel Forgasz

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 we consider why mentoring has been taken up so widely, and for what purposes. We also consider the different forms it takes in different places, with a focus on mentoring in workplaces. The unit will provide students with skills and knowledge to enable them to design a mentoring initiative. It also offers students an opportunity to critically evaluate the claims of mentoring and to consider its merits in relation to other approaches to promoting learning in the workplace.

Outcomes

Upon successful completion of this unit, participants should have:

1. An appreciation of different types of mentoring
2. An understanding of the steps involved in setting up a small workplace mentoring scheme
3. An awareness of issues involved in introducing mentoring
4. Basic skills in designing, coordinating and evaluating a mentoring program.

Assessment

There are 2 assessment tasks for the unit:
1. an annotated bibliography (objs. 1,2,3); and 2. a mentoring action plan (obj. 4).

Chief examiner(s)

Dr Richard Smith

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

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 core concepts and processes relating to policy making in the field of adult learning and development in both the public and private sectors. Recent government policy reforms in adult and vocational education and training are examined, and their impact on, and implications for, adult educators and learners are explored. Opportunities are provided for students to acquire skills in the development and critical analysis of policy.

Outcomes

Upon successful completion of this unit students should have developed:

• an understanding of the core concepts and processes relating to policy and policy making in the field of adult learning and development in both the public and private sectors;
• knowledge of recent policy reforms, and their inter-relationships with wider political, social and economic developments;
• an appreciation of the ways in which recent policy reforms have affected practitioners working with adult learners in diverse workplace and community settings;
• and skills in the development and analysis of policy from a critical perspective.

Assessment

All tasks negotiated but equivalent in total to 4,000 words: 1. Reading review (1500 words): 30%; 2. Final project (2,500 words): 70%

Chief examiner(s)

Mr Damon Anderson

Contact hours

18 contact hours and 6 hours of online activity per semester plus an average of 10 hours per week in self-directed study

Prohibitions

EDF2808

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

Outcomes

It is anticipated that by completing the unit students should:

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

Assessment

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

Chief examiner(s)

Dr Christopher Boyle

Contact hours

2 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

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

Outcomes

Upon successful completion of this unit the student should be able to:

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

Assessment

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

Chief examiner(s)

Dr Glenn Auld

Contact hours

3 hrs per week

Prerequisites

EDF1203

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Tasos Barkatsas

Contact hours

3 hours per week

Prerequisites

EDF1204

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

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

Outcomes

As a result of participating in this elective unit students will gain opportunities to:

• develop knowledge of current and major issues in the field of health education;
• utilise critical and reflective thinking skills in the analysis of health issues via reading, research and investigation;
• review the impact of health initiatives and interventions, for example, the 'Health Promoting School' policy in the education context; and understand principles of health and wellness on a personal and community level.

Assessment

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

Chief examiner(s)

Dr Timothy Lynch

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

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

TBA

Contact hours

2 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

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

Outcomes

Upon successful completion of this unit, students should;

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

Assessment

Seminar paper (1600 words): 40%
Written report (1200 words): 30%
Folio: (1200 words): 30%

Chief examiner(s)

Professor Mike Askew

Contact hours

2 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 design and production of illustrations in children's books as a means of exploring visual literacy. Contemporary and traditional children's book illustration, particularly the variety of media techniques, and intertextuality between image and text. Students produce an illustrated book, using traditional media alongside digital processes.

Outcomes

Upon successful completion of this unit, students should:

• have developed skills in editing, producing and binding a children's story book using visual art skills to make appropriate illustrations for an original story, and
• should have transferred these to a digital form for processing to produce a bound, illustrated original children's book.

Assessment

Illustrated children's book (3200 words equivalent): 80%
Visual journal (800 words equivalent): 20%

Chief examiner(s)

Ms Geraldine Burke

Contact hours

2 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

In this unit students will engage deeply with their marine and coastal environment. Given that 70% of Australians live in a coastal environment, this is a particularly important unit and opportunity to understand, engage and participate in these special marine and coastal places (all the while in an educational framework). Engaging students in the places that they live is imperative to effective teaching and learning, and this unit allows students to do so through applying a school-based learning approach. Students will also participate in fieldwork experiences off campus, in addition to an overnight camp. While this unit prepares students in marine and coastal education (and more broadly environmental education), it also provides a solid basis in applying interdisciplinary and multidisciplinary curriculum frameworks.

Outcomes

Upon successful completion of this unit, students will have:

• developed a solid understanding of marine and coastal issues on the Mornington Peninsula and in the southern shores of Australia;
• experienced diverse marine and coastal environments on the Mornington Peninsula and surrounding areas;
• formed an appreciation for the marine and coastal environment;
• designed, implemented and evaluated educational experiences within the area of marine and coastal education; and
• developed an understanding of applying interdisciplinary and multidisciplinary curriculum frameworks in teaching and learning through marine and coastal education (and more broadly environmental education).

Assessment

Marine and Coastal Issues Assignment (1600 words equivalent): 40%
Curriculum Materials Assignment and participation in the Environment and Marine Education Fair (2400 words equivalent): 60%

Chief examiner(s)

Associate Professor Alan Reid

Contact hours

2 hrs per week, one overnight camp and participation in the Environment and Marine Education Fair in Week 13.

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

Synopsis

Skills for arranging ensemble pieces suitable for use in primary schools. Students present their own arrangements of pieces in class.

Outcomes

Upon successful completion of this unit, students should have arranged a number of single pieces for various levels of primary school classrooms and for various combinations of instruments and voice; performed and conducted their pieces within class; improved their knowledge and understanding of instrumental/vocal technique; improved their music listening skills; improved their knowledge of aspects of melody, harmony and form and the use of instruments; built up a repertoire of suitable pieces for the different curriculum and standard framework levels of primary school; performed examples of ensemble repertoire relevant to primary schools.

Assessment

Folio of arrangements: 60%
Performance of arrangements: 40%

Chief examiner(s)

Ms Clare Hall

Contact hours

2 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

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

Outcomes

On completion of this unit you should:

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

Assessment

Two assignments (2000 words each): 50% each

Chief examiner(s)

Dr Michael Dyson

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms TerriAnne Philpott

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

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

Outcomes

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

• Communicate and negotiate a pathway of personal learning under the guidance of a mentor/ supervisor
• demonstrate the ability to identify an educational issue and initiate an investigation
• write an initial proposal and consult mentor / supervisor
• plan with the mentor / supervisor the full investigation into the chosen area and take full responsibility for the development into the area of investigation
• collect data, source material and or develop materials as appropriate
• write a report (which may also include the development of materials) related to the focus of the area chosen.

Assessment

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

Chief examiner(s)

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

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Jill Brown (Clayton)

Contact hours

2 hours contact per week or equivalent

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

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

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

Assessment

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

Chief examiner(s)

Dr Judy Williams (Peninsula)

Contact hours

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

Prohibitions

Prohibited combinations: EDF4105 and EDF5110

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

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, colleagues, parents and community bodies;
4. document their professional learning and experience in their professional portfolio; and
5. research, refine and document an aspect of their professional learning and experience.

Fieldwork

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

Assessment

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

Chief examiner(s)

Dr Margaret Plunkett (Gippsland)

Contact hours

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

Prerequisites

EDF4311 Professional Contexts 1

Prohibitions

EDF4106, EDF5111

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 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 Margaret Plunkett (Gippsland)

Contact hours

3 contact hours (max) 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 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

In this unit students work collaboratively with other students and/or staff on projects where practice informs research. Through critical analysis of previous and concurrent units students will plan, conduct, and evaluate a form of teacher research. This research takes place in an educational context and findings will be reported back to participants or other professionals interested in the ways that practice informs research.

Outcomes

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

1. gain an understanding of how practice can inform research;
2. critically analyse personal research practices in relation to global educational contexts (i.e., context unit), and
3. develop leadership and mentoring skills for the field of education around the co-construction of practice informing research and research informing practice.

Assessment

Assessment task 1:Research plan (2,000 words or equivalent, 50%)
Assessment task 2:Teacher research in an educational setting (2,000 words or equivalent, 50%)

Chief examiner(s)

Dr Jane Bone

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