units

faculty-ug-edu

Faculty of Education

Monash University

Monash University Handbook 2015 Undergraduate - Units

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedOverseas First semester 2015 (Off-campus Day)
Overseas Second semester 2015 (Off-campus Day)

Synopsis

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Clayton Trimester 2 2015 (Day)
Coordinator(s)Ms Amber McLeod (Berwick); Dr John Pardy (Clayton); Dr Timothy Fish (Peninsula)

Synopsis

This unit introduces students to the requirements of university study. It provides students with a range of specific capabilities that are essential for engaged and successful undergraduate study. The unit content is arranged around the relationships between the learner, the university's requirements and the expectations of students. Students are introduced to the rigours of university learning and the ranges of scholarly traditions and practices. Emphasis is given to the importance of independent learning in university studies.

Outcomes

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

  1. understand the tenets of university scholarship
  2. employ relevant theoretical and practical knowledge in a range of skills central to university learning, including critical reading and writing
  3. exercise the skills necessary to maximise their learning from lectures, tutorials and teaching materials
  4. produce essays and reports that present a critical argument and adhere to the conventions of academic presentation.

Assessment

Short-form biographical narrative (800 words, 20%)
Annotated bibliography (1200 words, 35%)
Long-form referenced essay (2000 words, 45%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • one 1-hour lecture per week
  • one 90-minute tutorial per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Amber McLeod (Berwick); Dr John Pardy (Clayton); Dr Timothy Fish (Peninsula)

Synopsis

This unit explores different knowledge traditions to develop student's understanding of the importance and relationships between context and knowledge across discipline streams. It critically considers the different paradigms of knowledge to explore differences or similarities between the physical sciences and humanities or social sciences perspectives. Students identify, compare, contrast and discuss different disciplinary approaches to knowledge and become familiar with the relationships between knowledge and context.

Outcomes

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

  1. demonstrate a grasp of the relationship between knowledge and context
  2. demonstrate some familiarity with a variety of knowledge traditions
  3. demonstrate independent research skills
  4. construct a bibliography and correctly use citation
  5. write well-structured essays
  6. prepare for and deliver an oral report.

Assessment

Tutorial presentation and paper (1600 words equivalent, 40%)
Written task (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • one 2-hour lecture per week
  • one 90-minute tutorial per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Full year 2015 (Day)
Coordinator(s)Ms Monica Baker

Synopsis

This unit introduces students to foundational mathematics to provide them with the mathematics skills to support their future university studies. The unit places a strong emphasis on using mathematics in practical contexts related to everyday life, employment and further study. It introduces students to the study of mathematical patterns, symbols and logic. In particular, it provides students with key aspects of foundational mathematical knowledge. Students are introduced to space, shape and design, patterns and numbers, measurement and the handling of data. Emphasis is focused upon developing student understanding and proficiency in using mathematical concepts and skills in measurement, handling data, standard calculations and geometry.

Outcomes

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

  1. competently use mathematical concepts and skills in measurement and calculation
  2. interpret graphs, plans and diagrams
  3. apply arithmetic operations accurately and according to their correct order
  4. solve problems as they relate to measurement, handling data and numbers, and patterns.

Assessment

In-class test (one hour, 1000 words equivalent, 20%)
Take-home assignment (800 words equivalent, 20%)
Take-home assignment (1200 words equivalent, 30%)
In-class test (one hour, 1000 words equivalent, 30%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • lectures
  • tutorials
  • six hours of directed online activity

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Term 3 2015 (Day)
Coordinator(s)Ms Janelle Hill

Synopsis

This unit introduces students to the requirements of writing for academic purposes. It provides them with a range of composition skills that are essential for producing academic essays, reports and reviews. The unit introduces writing styles and conventions appropriate to university study and provides students with practical insights into structuring cohesive academic essays and reports. Students are introduced to the various styles and genres of structuring and composing writing for academic purposes. Emphasis is focused upon understanding the detailed requirements of written assignments, referencing, and developing the necessary form and structure appropriate to the required task.

Outcomes

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

  1. understand the components of written academic compositions
  2. structure written academic pieces, demonstrating cohesive sentence and paragraph structuring to progress a coherent argument and perspective
  3. have well developed referencing and attribution practices that adequately cite the work of contributing sources
  4. produce essays and reports that present a critical argument and adhere to the conventions of academic presentation.

Assessment

Written work in class: paraphrasing and summary (1000 words, 25%)
Written work: developing an argument and referencing (1500 words, 35%)
Written work: academic essay (1500 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops and lectures
  • tutorials
  • online activity

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Ibrahim Latheef

Synopsis

This unit develops students' understanding of technological developments and how to utilise these in innovative ways in schools. Students explore the construction of knowledge and interaction in the digital age. They develop capabilities in understanding how information and communication technologies (ICTs) are associated with information access and management, information creation and presentation, problem solving, decision making, communication, creative expression and empirical reasoning. Students develop knowledge, skills and dispositions around ICTs and the ability to transfer these across diverse environments, applications and pedagogical contexts. They are exposed to the diversity and interconnectedness of ICTs, including mobile technology, social networking and emerging innovative and creative technologies.

Outcomes

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

  1. understand, analyse and respond pedagogically to current and ongoing developments in ICTs
  2. understand and respond to the new and evolving forms of knowledge construction implicit in this digital age
  3. demonstrate an understanding of how ICTs pervade all areas of daily life
  4. understand, analyse and respond pedagogically to current (e.g. mobile technology, social networking) and future ICTs.

Assessment

E-portfolio of diverse strategies for using ICTs (can include individual and/or group work) (1600 words or equivalent per student, 40%)
Research-based essay outlining the past and future of ICTs in education (can include individual and/or group work) (2400 words or equivalent per student, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Joseph Agbenyega

Synopsis

This unit prepares teachers to work inclusively with the diverse learning needs of their school students and in particular with students who have a range of abilities, disabilities and impairments. It develops students' knowledge and understanding of differentiation for all ability levels, particularly in relation to children with special needs due to disability. Students are introduced to policies, legislation and research influencing schooling and classroom practices for children with special needs. They engage with theoretical perspectives and research relating to difference and disability and consider the implications for themselves, learners and families. They investigate several common approaches to the education of children with special needs including inclusive education, differentiated instruction, universal design for learning and personalised learning. They also learn how environments, curricula and pedagogies can be designed and modified to support learners' diverse needs. Students develop an understanding of the necessity of positive relationships with children and the value of partnering constructively with families and support staff to work towards educational equity and enhancing the learning outcomes of children with special learning needs in primary classrooms.

Outcomes

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

  1. critically analyse and understand how society and schools define and understand learner differences, including learners with special needs
  2. demonstrate awareness of the implications of the range of student abilities, disabilities and impairments from an educational and developmental perspective
  3. recognise and understand how policies, legislation and research impact on the education of students with special learning needs
  4. identify a range of teaching practices that are appropriate to meet the needs of students with special learning needs that align with inclusive education
  5. develop confidence and professionalism in partnering with students, families and support staff to enhance the educational outcomes of learners with special needs
  6. consider their own positioning in relation to difference, disability and impairment and how this impacts learners and families through reflexivity.

Assessment

Research paper on a critical issue related to learners with special needs in the primary classroom (1600 words, 40%)
Class presentation on a selected special need (can include individual and/or group work) (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Kelly Carabott (Berwick); Ms Tracey Cronin (Peninsula)

Synopsis

This unit builds students' understanding of the discipline of English and introduces them to the multifaceted, diverse worlds of children's literacy learning spanning home, community and formal school contexts. Engagement with contemporary research literature assists students in their exploration of English language and literacy concepts and theories, leading to their development of pedagogical practices that support children's literacy learning in multiple contexts. A strong emphasis is given to understanding the four elements of English language development required by the literate person in relation to speaking, reading, writing and listening. Students learn to appreciate the importance of respecting the impact of culture, cultural identity and linguistic background on students and their literacy learning.

Outcomes

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

  1. develop their expertise and understanding of the discipline of English
  2. understand the connections between home and community literacies with special focus on verbal and non-verbal language in context
  3. recognise how key literacy concepts are practised in early learning settings such as homes, communities, childcare, preschool and primary school
  4. analyse and critique literacy skills such as phonemic awareness, semiotic theory, text genres, morphology, phonics, consonants, syntax, phonology and semantics
  5. engage with contemporary theories and research related to English language and literacy learning and development from birth to 12 years
  6. demonstrate understanding of key curriculum principles and strategies relating to English language and literacy for young children
  7. develop an understanding and appreciation of inclusive and diverse practices to support and engage children from a range of language heritage backgrounds, including bilingualism and multilingualism, which leads to an awareness of the cultural construction of English language development.

Assessment

Research paper as a poster presentation on a key literacy topic (1600 words, 40%)
Portrait of a literacy learner: observation and critical written analysis of an everyday
literacy scenario for a young child (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Helen Grimmett (Berwick); Ms Geraldine Burke (Peninsula)

Synopsis

This unit introduces students to teaching and learning in, about and through the arts in early childhood. Students engage with creativity theories and creative pedagogies by being immersed in music, visual art, dance, drama and multi-media. A focus of the unit is on students developing their competencies as teachers, artists and researchers in the arts. By exploring both discipline-specific concepts and knowledge and integrated curriculum approaches, students gain an understanding of how to plan and implement creative arts experiences in educational programs.

Outcomes

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

  1. develop an understanding of the relevance of each of the five arts domains in arts education
  2. demonstrate skills in working creatively in the arts
  3. demonstrate an understanding of effective planning and teaching of the arts for children of diverse backgrounds and abilities
  4. display an understanding of integrating the arts across the curriculum and assessment in the arts
  5. show an understanding of the connections between the arts, sustainability, health and wellbeing, intercultural understanding, information and communication technologies (ICTs) and Indigenous Australian and Asian people's cultures and perspectives.

Assessment

Arts-based performance (1600 words equivalent, 40%)
Research assignment: arts curriculum investigation (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Wendy Goff (Berwick); Dr Karina Wilkie (Peninsula)

Synopsis

This unit develops students' understanding on the ways young children's mathematical thinking develops from a very early age. It introduces conceptual frameworks for understanding children's mathematical growth and explores experiences which give young children opportunities to learn mathematics from infancy through to the early years of school. The content addresses the transition from informal to formal mathematical concepts in young children. Students critically engage with current research, practice and policy in mathematics in multiple contexts. They begin to develop pedagogical tools that enable them to successfully support children's learning of mathematics.

Outcomes

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

  1. demonstrate understanding of key curriculum principles and content relating to mathematics for young children
  2. understand the connections between home, preschool/school and community mathematics teaching and learning
  3. reflect on their personal professional learning in the field of mathematics
  4. develop 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 mathematics for diverse learners.

Assessment

Observational analysis: an analytical study of a young child's mathematical thinking as evidenced in an everyday scenario (1600 words equivalent, 40%)
Interview and report: mathematical understandings of two young children (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Prasanna Srinivasan (Berwick); Dr Sylvia Almeida (Peninsula)

Synopsis

In this unit students are introduced to place-based and experiential opportunities to begin developing their own practices for teaching about environment and sustainability. Students investigate how environment and sustainability concepts and practices are facilitated in early years education. They develop an appreciation for their local environments and explore how these can be integrated into teaching and learning through extensive fieldwork both on- and off-campus. They investigate and understand the cultural, social, economic, ecological and political factors that influence attitudes and action towards environment and sustainability. Students develop theoretical and pedagogical knowledge of how to develop holistic learning experiences for environment and sustainability throughout the early years of education.

Outcomes

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

  1. critically reflect upon their own environmental experiences and understandings
  2. describe and understand current environmental and sustainability perspectives in early years education
  3. demonstrate knowledge and understanding of the national and global reasons that have led to the emergence of education for sustainability as an educational priority
  4. discuss and evaluate the influence of cultural, social, economic, ecological and political factors on how concepts of environment and sustainability are understood and incorporated into curricula in Australia and internationally
  5. design, implement and evaluate holistic learning experiences for environment and sustainability throughout the early years of education.

Assessment

Journal: analysis of local, national and global environment and sustainability curriculum for early childhood and/or primary education settings (1600 words, 40%)
Group development task: plan, implement and evaluate strategies for learning experiences related to environment and sustainability in early years and/or primary education settings (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Prasanna Srinivasan (Berwick); Ms Marie Hammer (Peninsula)

Synopsis

This unit introduces students to the field of early years education through examining both practice guidelines and principles including the professional code of ethics and other curriculum and policy documents. Students explore foundational philosophies (e.g. Dewey, Steiner, Montessori, Pestalozzi) that inform current early years education. Through studying philosophies and contemporary approaches to early years education locally and internationally, students develop insights into programs such as the Golden Key Schools, Forest Schools, the Reggio Emilia approach and Developmental Education in the Netherlands. Understandings of daily practice will be informed by United Nations Conventions on the Rights of the Child to uphold the rights of the child and ethical considerations for respectful, meaningful and quality education and care for children. Through critique and analysis of current local practices, students develop their own personal philosophy of early years education.

Outcomes

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

  1. demonstrate understandings of foundational philosophies and contemporary international programs that have informed current local early years education practices
  2. demonstrate understanding of policy, practice guidelines and principles in key early years education documents
  3. prepare a well-informed personal philosophy that reflects foundational philosophy and contemporary models of early years education.

Assessment

Group task: poster presentation with individual reflection - contemporary approaches in early years education (1600 words or equivalent, 40%)
Essay: personal teaching and learning philosophy (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Prasanna Srinivasan (Berwick); Ann Slater (Peninsula)

Synopsis

This unit introduces students to the concepts of inclusivity and the ways that family and professional partnerships are an essential element of early years education. It explores the rationales and practices in the early years setting and profession to achieve inclusion for all learners. Students engage in critical analysis of current inclusion and professional partnership practices locally and globally. Within this framework of analysis, the evaluation and application of evidence-based practice in relation to inclusivity and partnership is established. Major theoretical perspectives and current debates related to development are explored and students learn how to interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.

Outcomes

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

  1. develop sound knowledge of current rationales and practices in inclusivity and inter-professional partnerships
  2. critically analyse inclusive and professional partnership practices in local and international early childhood education settings
  3. evaluate evidence-based practices of inclusivity and partnerships
  4. interpret and implement curriculum and legislative requirements to meet diverse learner needs
  5. demonstrate the ability to engage in professional partnerships that support inclusive education.

Assessment

Critical essay/narrative on inclusive and partnership practices in early childhood education (1600 words, 40%)
A report on developing strategies to teach children with diverse ability needs to meet curriculum and legislative requirements (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours). Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. demonstrate they have achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days with ages 3 to 5 years in preschool or kindergarten or other appropriate setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. demonstrate they have achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days with ages 3 to 5 years in long day care or other appropriate setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Toni Hilland

Synopsis

This unit introduces students to the three curriculum areas of health, physical education, and health and physical education, and provides foundation knowledge for subsequent curriculum units. The unit is the first in a sequence of studies that provide students with essential skills, knowledge and understandings to critically engage with new and established curriculum frameworks, models and pedagogical approaches. A focus on socio-critical and socio-ecological approaches and practical workshop sessions are designed to challenge students' thinking about health and physical education, introduce students to a range of pedagogies, and facilitate the application of theoretical insights to pedagogical practice. National and state curriculum and assessment frameworks provide a focus for investigation of the theoretical underpinnings of contemporary developments, and the influence of competing disciplinary perspectives and political, social and cultural factors on health and physical education curriculum texts and pedagogical practices. Exploration of international developments is used to extend insights into curriculum, pedagogy and assessment models and practices.

Outcomes

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

  1. demonstrate knowledge and understanding of current national and state curriculum and assessment frameworks for health and physical education
  2. identify competing interests and discourses associated with health and physical education curriculum and recognise the influence of different discourses on curriculum developments and pedagogical practices
  3. demonstrate knowledge and understanding of socio-critical and socio-ecological perspectives as they relate to contemporary health and physical education curriculum and pedagogy
  4. demonstrate their ability to apply and critically evaluate the use of different curriculum models and pedagogical approaches associated with health and physical education.

Assessment

Practical and written workshop task: application and evaluation of curriculum models and pedagogical approaches (1600 words, 40%)
Essay: critical review of selected curriculum developments (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • one 2-hour workshop per week for 12 weeks

(b.) Additional requirements:

  • weekly independent study consisting of readings, preparation for workshops and for assessment tasks
  • group learning activities assigned as preparation for and/or follow-up to workshop sessions

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Karen Lambert

Synopsis

This unit examines how understanding health and physical education (HPE) requires an appreciation of how HPE connects to broader issues within society. Students are supported to use sociological theory to examine various case studies linked to broader issues such as sexuality, homophobia, gender, health and ethnicity. Students use the case studies to investigate and describe the contemporary developments in HPE and consider how these have influenced, or are likely to influence, practice in their schools. Students are introduced to key sociological ideas and supported to develop knowledge of how to use theory to examine contemporary practice. Students develop their knowledge of core issues within HPE including those associated with diversity and inclusion. Students are encouraged to consider how they might develop strategies as future teachers to respond to the issues they examine. The unit supports students to understand and implement relevant HPE curriculum in their future careers.

Outcomes

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

  1. understand and articulate a range of sociological theories and apply these to examine pedagogical practice
  2. demonstrate knowledge and understanding of the issues in HPE associated with diversity and inclusion
  3. work independently and collaboratively to solve complex problems in HPE contexts
  4. understand and implement relevant HPE curriculum and pedagogy for learners in Australian and international contexts.

Assessment

Critical letter (1600 words, 40%)
Abstract and poster presentation (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • one 2-hour workshop per week for 12 weeks

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)

Synopsis

This unit provides the means for managing fieldwork experience placements within the Bachelor of Education (Honours) course. This is the first of two fieldwork experience units students undertake in their first year.

Outcomes

Upon successful completion of this unit students will have gained experience with education-focused activities that take place outside of school (or school hours).

Fieldwork

10 days (equivalent) of fieldwork experience.

Assessment

This unit is graded pass grade only (PGO)

Satisfactory completion of 10 days (equivalent) of fieldwork experience

Workload requirements

Students undertake 10 days (equivalent) of fieldwork experience over the semester.

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)

Synopsis

This unit provides the means for managing fieldwork experience placements within the Bachelor of Education (Honours) course. This is the second of two fieldwork experience units students undertake in their first year.

Outcomes

Upon successful completion of this unit students will have gained experience with education-focused activities that take place outside of school (or school hours).

Fieldwork

10 days (equivalent) of fieldwork experience.

Assessment

This unit is graded pass grade only (PGO)

Satisfactory completion of 10 days (equivalent) of fieldwork experience

Workload requirements

Students undertake 10 days (equivalent) of fieldwork experience over the semester.

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 2, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)

Synopsis

This unit monitors fieldwork taken concurrently with EDF1174 Foundations of outdoor education and environmental studies. Students develop their experiential knowledge and skills in outdoor environments and apply, question, test and consolidate theories and concepts they are exploring in EDF1174. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

Outcomes

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

  1. adapt experiential knowledge and skills in diverse outdoor environmental contexts
  2. demonstrate skills to review and analyse individual learning needs in professional practice
  3. complete the required number of days of fieldwork experience and the activities specified in the fieldwork experience guides for this unit
  4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

Fieldwork

5 days of fieldwork experience

Assessment

This unit is graded pass grade only (PGO).
Fieldwork experience logbook

Workload requirements

Students complete:
(a.) 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
(b.) minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 2, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)

Synopsis

This unit monitors fieldwork taken concurrently with EDF1175 Ways of knowing outdoor environments. Students develop their experiential knowledge and skills in outdoor environments and apply, question, test and consolidate theories and concepts that students are exploring in EDF1175. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

Outcomes

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

  1. adapt experiential knowledge and skills in diverse outdoor environmental contexts
  2. develop skills to review and analyse individual learning needs in professional practice
  3. complete the required number of days of fieldwork experience and the activities specified in the professional experience guides for this unit
  4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

Fieldwork

5 days of fieldwork experience

Assessment

This unit is graded pass grade only (PGO).
Fieldwork experience logbook

Workload requirements

Students complete:
(a.) 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
(b.) minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Sylvia Almeida

Synopsis

This unit undertakes a futures-orientated approach to the exploration of sustainability and its implications for education. Students critically examine environmental education, in addition to planning, implementing and evaluating environmental education learning experiences. The initial focus of the unit is personal and reflective, 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
  5. plan, implement and evaluate environmental education learning experiences.

Assessment

Debate dilemma/scenario (1600 words or equivalent, 40%)
Environmental education learning experiences (2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF2203


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Jennifer Rennie

Synopsis

This unit develops students' knowledge and understanding of the fundamentals of the English language including oral language, listening, speaking, reading and writing. They gain an historical sense of how English and literacy have been shaped since the introduction of mass schooling. Students explore conceptual frameworks and theoretical ideas that help them to understand how the English language works so they can learn to communicate effectively through a range of coherent and well-structured texts. They learn how language enables people to interact effectively and explore how language builds and maintains relationships and is a means to exchange knowledge, skills, attitudes and opinions. Finally, the unit builds on students' personal literacies to further enhance their knowledge and skills as future literacy practitioners.

Outcomes

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

  1. display competence in their personal literacies, including a range of information and communication technologies
  2. develop an historical sense of how the subject English and literacy has been shaped
  3. critically examine their own personal oral, reading and writing histories through different theoretical frameworks
  4. further develop their knowledge of how the English language works
  5. understand and evaluate current literacy practices in relation to theories of language and literacy development.

Assessment

Essay (1600 words, 40%)
Critique (individual or in pairs) (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Jennifer Rennie

Synopsis

In this unit students explore and critique a range of literature of personal, social, cultural, social and aesthetic value. Students learn to appreciate the value of exploring and creating their own literary texts in order to develop their understanding of how literature can enrich the human experience and develop students' knowledge about how language can be used in creative, powerful and purposeful ways.

Outcomes

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

  1. evaluate and critique a range of literature
  2. understand how authors use language and literary techniques and devices to influence readers across a range of genres
  3. understand how ideas and viewpoints about events, issues and characters expressed by authors are drawn from and shaped by different historical, social and cultural contexts
  4. develop a knowledge of different reading theories and how they relate to the ways in which we make meaning from text
  5. create texts that use language in creative, powerful and purposeful ways
  6. develop a knowledge of different theories of writing and how they relate to the ways in which we create texts.

Assessment

Critique (1600 words, 40%)
Reflective piece (individual or in pairs) (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Jill Cheeseman

Synopsis

This unit provides students with the opportunity to experience mathematics as a problem-solving discipline and to explore how mathematical knowledge, both within the discipline itself and within individual learners, develops from activity (mental as well as physical) and to reflect upon such activity. Prospective primary school teachers may not have had positive experiences of mathematics and may not be confident of their mathematics. Therefore, the unit challenges students in a supportive environment through 'low threshold' activities designed to promote understanding of mathematical concepts and processes (proficiencies), and build confidence so that students see themselves as mathematically able learners and teachers. The chosen activities have 'high ceilings' that allow the more mathematically confident students to stretch their thinking. Mathematics has its own value and beauty and this unit aims to develop an appreciation of the elegance and power of mathematical reasoning.

Outcomes

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

  1. demonstrate broad and flexible understanding of the content of numerical aspects of mathematics that underpins the curriculum
  2. display confidence in their capacity to engage in mathematical activity and in their ability to continue to learn mathematical subject knowledge for teaching
  3. effectively communicate mathematics to their peers and lecturer, in a variety of media, including information and communication technologies (ICTs)
  4. articulate how their learning experiences in the unit relate to teaching and learning in primary schools.

Assessment

Fractions and decimals interview analysis and learning task development (1600 words equivalent, 40%)
Learning journal (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2-hour workshop per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Karina Wilkie

Synopsis

This unit is framed around the importance of teachers having a profound and flexible understanding of fundamental mathematics, particularly as it relates to number and algebra. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on a deep conceptual and connected understanding of number and early algebra. Carefully chosen problems, together with whole class discussion emerging from students' work on the problems, challenge students to reason about the mathematics and develop their problem-solving skills. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).

Outcomes

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

  1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning number and algebra in the primary school curriculum
  2. show awareness of how the concepts and structure of primary number and algebra relate to the mathematics for secondary schooling and beyond
  3. demonstrate broad knowledge and understanding of the historical and cultural nature of number and operations and how this relates to education of students from diverse backgrounds, including Aboriginal and Torres Strait Islanders
  4. display confidence in being a competent and creative mathematics learner who can foster these attributes in their own learners.

Assessment

Report and reflection on a problem-solving activity (can include individual and/or group work) (1600 words or equivalent per student, 40%)
Project report on the historical and cultural aspects of a mathematical topic (can include individual and/or group work) (2400 words or equivalent per student, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hour workshop per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Professor Dawn Penney

Synopsis

This unit introduces students to the sociocultural foundations of health and physical education. Using the sub-disciplines of history, philosophy, and sociology, students examine the role of these areas in shaping and determining contemporary practices in health and physical education. Students learn that personal and contextual factors, together with individual and group actions, shape health, wellbeing, safety and participation in physical activity. Students develop their understandings through the application and critique of historical and contemporary practices within health and physical education.

Outcomes

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

  1. identify and describe historical, philosophical, sociological, cultural and political drivers of knowledge and practice in health and physical education, health, physical activity and sport
  2. critically evaluate the influence of sociocultural factors on historical and contemporary policies and practices in health and physical education, health, physical activity and sport contexts
  3. understand how sociocultural factors shape wellbeing, safety and participation in health and physical education, health, physical activity and sport
  4. analyse how varied and changing personal and contextual factors shape understandings of, and opportunities for, health and physical activity locally, regionally and globally.

Assessment

Online journal (1600 words or equivalent, 40%)
Examination (2 hours, 2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Justen O'Connor

Synopsis

This unit introduces students to the biophysical and behavioural foundations of health and physical education. Students learn about the major biophysical sub-disciplines including functional human anatomy, exercise physiology, nutrition and behavioural psychology. They explore the role these have played in shaping contemporary practices within the health and physical education discipline. Students learn how the biophysical elements interact with social, cultural and environmental factors to influence healthy and physically active lives. Students develop their understanding of the discipline areas through the application and critique of practice aimed to optimise individual potential for health and wellbeing, and the building of healthy, active communities.

Outcomes

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

  1. engage in meaningful discussions about the biophysical factors that shape individual and community health and wellbeing and physical activity
  2. understand important biophysical theory and content knowledge
  3. apply theory and content knowledge to relevant individual, local, regional or global contexts
  4. acquire, apply and critically evaluate skills associated with the biophysical sub-discipline in physical activity and health contexts
  5. demonstrate familiarity with the appropriate use of specialist equipment commonly used in the biophysical context
  6. analyse how varied and changing personal and contextual factors impact the biophysical and subsequent opportunities for health and physical activity.

Assessment

Laboratory tasks (1500 words or equivalent, 40%)
Examination (2 hours, 2500 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr Beau Miles

Synopsis

This unit introduces students to the historical, philosophical and experiential foundations of human participation in outdoor environments through the discipline of outdoor education and environmental studies. This has developed as a unique discipline that studies how humans experience, interact with and have an impact on outdoor environments. It includes an examination of the significance of such experiences to individuals and communities and the consequences that follow for outdoor environments. Specifically, the unit presents a case study of how Australian environments have evolved and how human cultures, both Aboriginal and Torres Strait Islander and settler, have accessed, utilised, explored, exploited, managed and conserved these environments through time. In addition, students develop their understanding of current threats, e.g. resource extraction, climate change and recreational pressures, to the ecological integrity of these environments.

Outcomes

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

  1. understand the philosophical, historical and experiential foundations of outdoor education and environmental studies
  2. communicate theoretical and technical knowledge about the personal, social and environmental significance of human participation with outdoor environments
  3. analyse and evaluate information on human participation in outdoor environments
  4. demonstrate introductory level research skills in gathering, synthesising and presenting information on a particular Australian outdoor environment.

Assessment

Test (1600 words equivalent, 40%)
Case study (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester (average 10 hours per week)

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Beau Miles

Synopsis

This unit explores the ways that people develop knowledge and understanding in and of outdoor environments. These include geographical, scientific, aesthetic, spiritual and narrative ways of knowing. Students examine environmental land use history for particular Australian environments (inland rivers, floodplain forests and grasslands) in order to understand how different ways of knowing contribute to the attitudes and actions of Aboriginal and Torres Strait Islander and settler Australians, and how these groups have impacted upon and modified these environments. Students consider the connections between various types of land use and environmental impacts in local, regional, national and global environmental contexts.

Outcomes

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

  1. assess key changes, pressures and responses over time, and understand the likely impacts and uncertainties associated with current trends in environmental change
  2. analyse and evaluate information on historic and contemporary human interactions with outdoor environments, with specific reference to key events and activities
  3. communicate the significance of a range of ways of knowing, specifically in relation to how people develop knowledge and understanding of outdoor environments
  4. construct a complex argument, and transmit it to others, about how humans impact upon environments at local, regional, national and global levels.

Assessment

Issues paper (1500 words equivalent, 40%)
Essay (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students

  • workshops - 18 hours over the semester
  • 1-day off-campus intensive

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester (average 10 hours per week)

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Anne Keary (Berwick); Dr Jane Kirkby (Peninsula)

Synopsis

This unit provides an introduction to the major influences on language and literacy development in young children. Students explore the importance of understanding the connections between home, community and school literate practices for the teaching and learning of literacy in school. They examine relevant theoretical models and teaching approaches, and focus on the range of ways young children encounter and use symbol systems whilst exploring their diverse everyday worlds and building their literacy skills. 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 assess children's learning. They develop understanding of relevant local and national curriculum for schools.

Outcomes

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

  1. understand the connections between home, community and school literacy practices for the teaching and learning of literacy
  2. demonstrate a critical understanding of key theoretical and practical teaching approaches related to young children's language and literacy development
  3. develop a range of pedagogical and assessment practices for effective literacy teaching and learning in the early years of school
  4. demonstrate an understanding of curriculum related to literacy learning
  5. use a range of information and communication technologies (ICTs) in accessing relevant research literature, to support learning and in presenting evidence of their own learning in the area of literacy.

Assessment

Essay: critique of a literacy event (1600 words, 40%)
Planning task (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester
  • 1 hour per week for online discussion forum across weeks 7-10

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Sarah Hopkins (Berwick); Dr Karina Wilkie (Peninsula)

Synopsis

This unit develops students' knowledge, skills and attitudes relevant to the effective teaching and learning of primary school mathematics. There is a particular focus on knowledge relating to the number and algebra content strand at levels Foundation to Year 8. Students learn how to plan and sequence lessons to cater for a range of learning needs. They also explore how mathematical learning might be facilitated by the appropriate harnessing of information and communication technology (ICT) and calculators.

Outcomes

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

  1. access information relating to the mathematics content and proficiency strands in the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and associated documents
  2. show familiarity with the content descriptions at each year level from the number and algebra strand
  3. plan engaging lessons that are focused on addressing learning objectives
  4. incorporate the use of technology in lesson plans to enhance learning
  5. develop confidence in their own ability to engage in mathematical thinking.

Assessment

Lesson plans (1600 words or equivalent, 40%)
Critique of technology (2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions

EDF1204
EDF1307


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Chad Morrison (Berwick); Dr Maria Gindidis (Clayton); Dr Marc Pruyn (Peninsula)

Synopsis

This unit introduces contemporary learning theories that enable students to reflect on their own learning experiences in order to understand how others learn. From the perspective of broader educational settings (school, community, home), the important questions of what learning is, how and why learning occurs, what quality learning might be and what influences learning, are discussed and reflected upon. Through examination of different theoretical perspectives and contexts, this unit focuses on building an understanding of what can influence learning and offers skill building in academic learning. Ideas closely associated with learning, including motivation, engagement and ability are also considered. The unit encourages students to begin constructing deep knowledge about the relationship between learning and educational inquiry.

Outcomes

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

  1. develop an understanding of a range of theories of learning, ability and engagement, and their continuing impacts on education
  2. reflect on themselves as learners and their own diverse experiences of learning and apply this understanding to other contexts
  3. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on learning experiences
  4. begin to understand the role of educational inquiry in exploring aspects of learning in a range of settings including in an academic setting.

Assessment

Tutorial-based tasks (1600 words or equivalent, 40%)
Essay on learning (2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Enrolment in a Faculty of Education course

Prohibitions

EDF1301


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Thanh Pham (Berwick); Dr Maria Gindidis (Clayton); Dr Marc Pruyn (Peninsula)

Synopsis

This unit builds on the focus on learning and education inquiry skills in EDF1303 Learning and educational inquiry 1 and introduces contemporary approaches to teaching and ways to investigate such approaches. It encourages students to explore and examine teaching relationships including modes of communication, teaching models and strategies, and the management or organisation of learning situations. From the perspective of broader educational settings (school, community, home) learning and assessment tasks require students to analyse and reflect on teaching and learning processes within diverse educational contexts and consider the implications of the Australian curriculum on effective teaching and learning.

Outcomes

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

  1. develop an understanding of contemporary approaches to teaching and their impact on learning
  2. reflect on the role of communication, teaching strategies and the management and organisation of learning situations in promoting positive learning and teaching relationships
  3. develop an awareness of the impact that diverse individual, social and cultural contextual factors have on teaching and learning
  4. begin to understand the role of the teacher in exploring aspects of teaching and learning in a range of settings.

Assessment

Teaching and learning case study analysis (1600 words or equivalent, 40%)
Critical essay on curriculum and teaching and learning approaches (2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF1302


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedSingapore Term 1 2015 (Online)

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 critically engage with current research, practice and policy in literacy and numeracy in multiple contexts. They begin to develop pedagogical tools to enable them to successfully support children's learning in literacy and numeracy.

Outcomes

Upon successful completion of this unit students should 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
  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.

Assessment

Scenario task: analysis of teaching and learning of everyday events in literacy and numeracy content (1600 words equivalent, 40%)
Formal setting: formal assessment of the literacy and numeracy teaching and learning of a child (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester/term

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Term 2 2015 (Off-campus block of classes)
Coordinator(s)Dr Jill Robbins

Synopsis

This unit engages students with current research 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 is examined from a number of theoretical perspectives, and students are supported to think about teaching and learning from a sociocultural perspective. Attention is paid to some of the everyday concepts children develop and to the scientific concepts they are 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 and 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
  5. begin to develop skill in observing and analysing children's learning in science and technology, and consider the teaching implications of these observations and analyses.

Assessment

Folio of observations (1600 words, 40%)
Written report (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF4501


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Penny Round

Synopsis

This introductory unit lays the foundation for this discipline stream and discusses the evolutionary trend of educating students with a range of diversities from special schools to inclusive schools. A key focus of the unit is on inclusive education. It provides an overview of the key issues related to the education of children with diverse needs including, but not limited to, disability, giftedness, mental health issues and those from non-English speaking backgrounds. It describes the various settings in which children with diverse needs are educated. Students understand how policies, legislation and research are influencing, and have influenced, classroom practices for children with diverse needs in Victoria, Australia and worldwide. The critical roles that school educators might play in ensuring the success of students with diverse needs in various educational setting are also covered.

Outcomes

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

  1. critically analyse how society and schools define and understand individual differences
  2. identify the range of educational settings available to students with diverse needs
  3. recognise how policies, legislation and research impacts on the education of children with diverse needs
  4. understand the critical roles teachers play in successfully teaching students with diverse needs in a variety of educational settings.

Assessment

Research essay (1600 words, 40%)
Class presentation (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Penny Round

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 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 is on assessment for learning rather than assessment of learning. Assessment for learning involves self-reflection and self-assessment that allow teachers to make better learning and teaching decisions but also develop 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, e.g. 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
  4. determine how the process of assessment can enhance the inclusion and participation of learners with diverse needs, including transition periods.

Assessment

Research essay (1600 words, 40%)
Class presentation (equivalent of 2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit takes a place-based and experiential approach to environmental education 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 utilises 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 is personal, 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 experiences and philosophies
  2. explore ecosystems, developing an understanding of the principles of ecology and sustainability
  3. engage in critical debate and discussion concerning issues of ecology, sustainability and education
  4. ascertain place-based and experiential education pedagogical strategies and approaches in teaching and learning environmental education
  5. design, implement and evaluate 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

Reflective eco biography (1600 words equivalent, 40%)
Eco experience journal (2400 words equivalent, 60%)
Satisfactory completion of practical components and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork and camp

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

In this unit 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 centred, 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 unit students should be able to:

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

Assessment

In-class tests (1600 words, 40%)
Personal physical activity and wellness project (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Ruth Jeanes

Synopsis

In this unit students 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 use concepts from cultural studies theory to question why sport is so important in today's world and how sport can help with understanding society. Topics covered 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 also learn about the growth of the sports industry and examine sport and the media, the rise of the sports celebrity, and sport and governance.

Outcomes

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

  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.

Assessment

Film review (1200 words, 30%)
Essays (2800 words, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester (lectures/tutorials and workshops)

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Angela Mornane (Clayton); Miss Stella Laletas (Peninsula)

Synopsis

This unit builds on students' initial education studies to further develop and practise their knowledge and skills in planning for teaching, collaborating with peers and building positive and productive classroom environments. One focus is on understanding the professional responsibilities teachers have with respect to developing their practice, and building and sustaining educational relationships with students, professional colleagues, administrators, parents and members of the community in diverse educational settings. Another focus is developing and applying the practical teaching knowledge and skills they are acquiring in their course and during professional experience. Unit learning and assessment tasks require students to engage with contemporary issues in teaching, to develop a critical position on these issues, and to consider the practical applications of this position in their teaching practice now and into the future.

Outcomes

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

  1. further develop their 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 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-curricular activities and community-based activities
  7. develop an awareness of teachers' professional responsibilities, ethics and relationships and the changing nature of the role of teachers and schooling.

Assessment

Individual assignment on planning for learning (2000 words equivalent, 60%)
Group presentation on teaching (2000 words, 40%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF2002


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Associate Professor Elizabeth Tudball (Clayton); Associate Professor Alan Reid (Peninsula)

Synopsis

In this unit students develop their knowledge and understanding of key priorities in education connected to their various education contexts, the Australian Curriculum and expectations of the Australian Professional Standards for Teachers. The unit includes exploration of cross-curriculum priorities including Asia and Australia's engagement with Asia, education for sustainability, and Aboriginal and Torres Strait Islander peoples, histories and cultures. Through a range of research and inquiry-based methodologies, and through investigations of exemplars of teaching and learning in schools in local and global contexts, students build their understanding of professional practice and education priorities. Students learn how to develop strategies for teaching diverse learners including Aboriginal and Torres Strait Islander students. The unit also focuses on how to implement the critical areas of literacy, numeracy and the use of information and communication technologies (ICTs) in schools.

Outcomes

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

  1. build professional knowledge of key priorities in education
  2. demonstrate the ability to implement key priorities in education through the planning of diverse teaching and learning approaches based on relevant curriculum documents
  3. design learning sequences and lesson plans including assessment strategies related to education priorities
  4. know and understand literacy and numeracy teaching strategies and their application in teaching areas
  5. implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Assessment

Research essay demonstrating knowledge, understanding and critical commentary on key education priorities (2000 words, 50%)
Portfolio of learning sequences and lesson strategies for key education priorities (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload is 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops

(b.) Contact hours for intensive mode:

  • two-week intensive in January at Monash University Malaysia

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Successful completion of at least 12 credit points of education units


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr John Ehrich (Clayton); Ms Stella Laletas (Peninsula

Synopsis

This unit focuses on significant aspects of adolescent development and the implications for teachers. Students further their understanding of psychological research into adolescent development and are encouraged to develop critical perspectives in this field. 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 stages of adolescence
  4. understand how teacher-student relationships are influenced by issues of adolescent development
  5. identify problems in teaching adolescents and apply effective teaching strategies to support their learning
  6. analyse multidimensional influences on adolescents including; motivations; self-esteem; anxiety, stress, resilience; biological processes; cognition; moral development; development of identity; family, peer and sociocultural influences; issues of diversity; additional issues including substance abuse, deviance, depression, truancy and bullying for diverse learners
  7. use relevant resources to support adolescents' development.

Assessment

Group presentation on adolescent development (2000 words equivalent per student, 50%)
Written report on adolescent development and practices (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Scott Bulfin

Synopsis

This unit examines the concept and process of becoming a specialist teacher. It focuses on the identity, knowledge, practices and professional learning of a teacher with expertise grounded in a particular disciplinary tradition. Using different frameworks to explore the nature of disciplinary knowledge, the unit enables students to think critically and creatively about the relationship between their developing disciplinary knowledge and their emerging work as specialist teachers. Students examine how the curriculum organises and represents knowledge in ways that are both specialised and interdisciplinary. They explore how teachers help students develop knowledge, capabilities and skills both within and beyond subject specialism boundaries in ways that meet the needs of a diverse range of students in an ever-changing world. Students develop broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disabilities. The unit provides a range of conceptual and practical ideas and resources from which students can build further understandings and capacities in their ongoing professional learning as specialist teachers.

Outcomes

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

  1. demonstrate knowledge and understanding of the social, cultural and political nature of disciplinary knowledge and how this knowledge is embedded within particular 'ways of knowing'
  2. understand the relationship between curriculum, teaching practice and disciplinary knowledge
  3. inquire into, and develop, their professional identity as specialist teachers
  4. apply broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of diverse students including those with special needs and with disabilities
  5. understand the complex relationships between content knowledge and pedagogy and between school knowledge, disciplinary knowledge and everyday knowledge
  6. cultivate an appreciation of integrated, interdisciplinary and disciplinary based curriculum and how 'specialist' teachers in interdisciplinary teams might collaborate productively in this curriculum
  7. design and produce resources for encouraging a rich engagement with particular disciplinary knowledge, capacities and skills
  8. critically evaluate their practicum experiences in schools and other settings.

Assessment

Professional investigation (2000 words, 50%)
Development of curriculum resources (2000 words, 50%)

Workload requirements

Minimum total expected workload is 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops

(b.) Additional requirements (all students):

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Successful completion of at least 12 credit points of education units

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Mrs Marian Nicolazzo (Clayton); Dr Jennifer Rennie (Peninsula)

Synopsis

This unit is the first of two that develop students' understanding of English and literacies learning in the Victorian and Australian curriculum. This unit focuses on the range of ways children encounter and use literacy in a diverse social, cultural and technological world. It introduces conceptual frameworks for understanding and critiquing the processes of how children learn about literacy. Students explore the importance of translating home and community learning into various institutional settings and vice versa. The teaching of literacy is examined from a number of current theoretical perspectives, and students develop appropriate pedagogical practices that support children's literacy learning. With a particular focus on the early years, the unit explores effective pedagogies to enhance children's oral language, reading, writing and visual literacies, taking into account issues related to information and communication technology.

Outcomes

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

  1. critically reflect upon and develop their own personal English and literacy skills
  2. demonstrate their understandings of what constitutes texts within a multiliteracies environment
  3. demonstrate their understandings of what 'counts' as literacy
  4. demonstrate their understandings of how literacy is enacted in various different cultural and social settings, including homes, communities, daycare, pre-school and school
  5. demonstrate knowledge of a range of theoretical perspectives related to how young children learn and develop their literacy knowledge, skills and understandings
  6. demonstrate knowledge and understanding of effective ways to plan, teach and assess learning experiences to develop young children's early reading, writing, oral language and visual literacies.

Assessment

Multimodal report on multiple approaches to literacy education (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Integrated unit of work and/or resources on effective literacy practices (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Ann Gervasoni (Clayton); Dr Jill Cheeseman (Peninsula)

Synopsis

This unit develops students' understanding of research and contemporary pedagogical practices in the teaching and learning of primary school mathematics. It particularly focuses on children's mathematical development in the early years of school including early number concepts, written and mental computation, estimation, measurement and geometry. Students also explore the importance of translating home and community learning into school-based practice. The teaching of mathematics and numeracy are examined from a number of current theoretical perspectives, and students develop appropriate practices that are in line with local and Australian curriculum support that they can implement in their teaching in schools.

Outcomes

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

  1. understand and apply research and contemporary practices in mathematics and numeracy education to meet diverse learners' needs
  2. recognise how key mathematical concepts are practised in early learning settings including homes, child care, preschools and the early years of school
  3. use a range of appropriate strategies to assist children's development of number sense particularly in the early years of school
  4. apply techniques that link mathematics to practical applications particularly in relation to measurement and geometry
  5. appreciate that numeracy learning occurs in multiple contexts and in multiple ways
  6. identify and employ a range of pedagogical tools and strategies to support children's learning in mathematics and numeracy in line with local and Australian curriculum.

Assessment

Report on multiple approaches to numeracy education (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Integrated unit of work and/or resources on effective numeracy practices (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Rosemary Bennett

Synopsis

This unit explores the complex nature of learners' health, wellbeing and social learning from the perspectives of the pre-service learners themselves and through an examination of the role that primary schools play in working to promote children's health and wellbeing. Students explore factors that shape health, wellbeing and social learning. They engage with current public health, wellbeing and curriculum policy and apply their understandings to school program development.

Outcomes

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

  1. discuss key concepts and definitions related to their own and young children's health, wellbeing and social learning
  2. identify and analyse key factors that contribute to their own and children's health
  3. demonstrate an understanding of socio-cultural, socio-emotional and ecological perspectives on health and wellbeing
  4. explain the role that schools play in promoting health and wellbeing within contemporary public health, wellbeing and education policy
  5. demonstrate an understanding of how social and emotional health status impacts upon themselves and young people, and plan school-based programs that draw from contemporary health-promoting school programs and curriculum frameworks.

Assessment

School health and wellbeing program rationale (can include individual and/or group work) (2000 words or equivalent per student, 50%)
School health program evaluation (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Marc Pruyn

Synopsis

This unit develops students' understandings of active citizenship and community connections in local and global spheres, since this learning for children is part of the nationally agreed goals for schools and is a subject in the Australian Curriculum. Students explore what young people need to learn and be able to do in order to become active and informed citizens in Australia and globally, including how communities function, how civic processes work and how they can participate in community activities. They examine exemplars of how theme-based or integrated learning is used in primary schools to develop children's knowledge, understanding and capacities to be involved in citizenship activities, including as part of the formal school curriculum, in wider whole-school programs and with links to community.

Outcomes

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

  1. understand and evaluate how the learning area of active citizenship in local and global contexts is structured within the Australian Curriculum and AusVELS in Victoria
  2. develop knowledge and understanding of different theoretical and pedagogical approaches to active citizenship
  3. design and implement primary lessons and units of work using themes and integrated approaches to active citizenship
  4. locate, evaluate and use a variety of appropriate teaching resources and educational providers that support the teaching of active citizenship.

Assessment

Essay on active citizenship curriculum (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Written portfolio of active citizenship tasks (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 1 2015 (On-campus block of classes)
Singapore Term 4 2015 (Online)
Coordinator(s)Associate Professor Nikolai Veresov (City); Dr Prasanna Srinivasan (Clayton); Ms Marie Hammer (Peninsula)

Synopsis

In this unit students develop understanding of a range of contemporary theories of child development and discuss development as a cultural and social process whereby programming of development is always positioned to what the child can do collaboratively. Developmental, sociocultural, socio-behaviourist and post-structuralist theories are explored in relation to how they are applied to the provision of education and care for children from birth to twelve years. The unit explores new research in this field and students critically reflect on current practices in the light of this research. Students utilise their understanding of contemporary child development in early childhood settings to plan learning experiences showing the nexus between theory, teaching and development strategies that reflect contemporary curriculum frameworks.

Outcomes

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

  1. develop and demonstrate knowledge and understanding of contemporary theories of child development
  2. link and apply this knowledge to pedagogy and curriculum design
  3. develop their capacities as pedagogical leaders of children's learning and development
  4. apply key concepts explored in the unit to mandatory curricula frameworks, e.g. Early Years Learning Framework and AUSVELS.

Assessment

Essay: critical evaluation of contemporary theories of child development and how these inform the work of early childhood educators as pedagogical leaders (2000 word equivalent, 50%)
Action research report on child development theories and practice discourses to demonstrate knowledge of the role of the child's involvement as a learner and participant in pedagogical practices and curriculum design (2000 word equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Berwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 2 2015 (On-campus block of classes)
Coordinator(s)Associate Professor Zane Ma Rhea (City, Peninsula); Mr Peter Anderson (Berwick, Clayton)

Synopsis

This unit explores local and global Indigenous perspectives on teaching and learning. It develops students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples. The unit considers Indigenous and other forms of education alongside the provision of mainstream schooling by nation states. Students develop their understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. They explore and utilise education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes. Students also develop broad knowledge, understanding and respect for Aboriginal and Torres Strait Islander peoples and their histories, cultures and languages, to meet expectations in the Australian Curriculum and the Australian Professional Standards for Teachers. They develop skills and insights into how to engage learners from Indigenous and traditional communities and create successful partnerships that improve academic outcomes and foster reconciliation.

Outcomes

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

  1. demonstrate cross-cultural skills and knowledge in developing partnerships with Indigenous education experts
  2. demonstrate understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
  3. understand appropriate cultural protocols and the terms 'Indigenous', 'local', 'Traditional' and 'Traditional Owner' as they pertain to Aboriginal and Torres Strait Islander peoples
  4. develop and utilise appropriate teaching strategies for Indigenous learners
  5. demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander peoples, histories, cultures and languages, to promote reconciliation between Aboriginal and Torres Strait Islander and non-Indigenous Australians
  6. use this knowledge in developing teaching and learning strategies related to understanding Indigenous education.

Assessment

Lesson plan (can include individual and/or group work) (1200 words or equivalent per student, 30%)
Portfolio of learning tasks (can include individual and/or group work) (2800 words or equivalent per student, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 1 2015 (On-campus block of classes)
Singapore Term 4 2015 (Online)
Coordinator(s)Dr Helen Grimmett (Berwick); Dr Gloria Quinones (City); Dr Liang Li (Peninsula)

Synopsis

In this unit students examine research which explores contemporary theories about play and how play supports children's learning. Students learn how to interpret play-based curriculum that encourages children to explore, solve problems, create and construct new knowledge and explore how play is re-defined and theorised. In addition, students explore the diverse culturally informed ways in which children in contemporary society play and learn in their families, communities and early childhood settings. Importantly, students undertake an analysis of the contemporary theories of play, noting the research upon which a variety of theories are based, examining multicultural variations, popular culture and gendered interactions. They become familiar with a range of children's play contexts. Students further develop their understanding through observing children at play, undertaking analyses and re-theorising play.

Outcomes

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

  1. demonstrate an understanding of the importance of learning through play pedagogies and their application within play-based curricula
  2. critically analyse the assumptions and research base underpinning the range of theoretical perspectives of play
  3. develop an understanding of a range of tools and methods to assess children's learning in play
  4. use contemporary theories of play to creatively explore and construct re-theorisations of play and learning in families, communities and early childhood settings.

Assessment

Oral presentation of an observed play event with analysis of pedagogical practices (2000 words equivalent, 50%)
Essay: apply new theoretical knowledge of play to generate a conceptual diagram of play-based curriculum (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 3 2015 (On-campus block of classes)
Coordinator(s)Ms Wendy Goff (Berwick); Ann Slater (City); Ms Marie Hammer (Peninsula)

Synopsis

This unit explores children's learning development within the context of their family and communities. The theoretical and practical context of how children learn from birth to eight years of age is explored. The focus is on the implications of development for learning and teaching in relation to contemporary issues impacting on children's learning with their family and communities. All aspects of learning and teaching in these early years is examined through participation in problem-based learning scenarios and observed case studies where students analyse and apply knowledge of children, family and communities to understand both theoretical and contemporary real-life issues related to the development of children's learning.

Outcomes

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

  1. develop a critical understanding of theoretical and practical interrelationships of diverse children's learning development and their broader family and social context, including children from different socio-economic, cultural and language backgrounds
  2. assess the impact of contemporary real-life issues on children's learning development in the context of multicultural families and communities
  3. observe sensitively and analyse general and specific children's learning behaviours and skills that can be used in planning and evaluation of support/learning strategies
  4. exhibit knowledge of teaching and learning strategies that are responsive to the learning strengths and needs of children from a range of linguistic, cultural, religious and socio-economic backgrounds.

Assessment

Problem-based learning written analysis of young children's learning in family and community contexts (1600 words, 40%)
Report on critical observation of examples of two diverse young children's learning in different family and community contexts (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 3 2015 (On-campus block of classes)
Coordinator(s)Ms Wendy Goff (Berwick); Mrs Penelope Kalogeropoulos (City, Peninsula)

Synopsis

This unit focuses on students' developing understanding of what young children do to learn mathematically and build the skills of numeracy through play, games, shapes, numbers and varied resources for young learners. Students further build their conceptual frameworks for understanding children's mathematical growth. Students critically engage with current research, practice and policy in mathematics with a special focus on mathematics and play. They are introduced to pedagogical approaches that enable them to successfully support children's learning of mathematics, including a focus on the use of information and communication technologies (ICTs) and the use of real or imaginary technologies as props in their play, or as tools for designing and making meaning.

Outcomes

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

  1. demonstrate understanding of key curriculum practice relating to learning mathematically through play, games and resources for young learners
  2. understand children's learning of different aspects of mathematics through the innovative use of ICTs and their implications for teaching
  3. develop an awareness of and the ability to use effective pedagogical approaches to the teaching and learning of mathematics in the early years through play
  4. implement classroom strategies using play, shapes and numbers that link mathematics to practical applications, particularly in relation to pattern, shape and number
  5. understand the importance, and develop techniques for adopting inclusive practices in relation to the teaching and learning of mathematics.

Assessment

Evaluation of a range of teaching and learning mathematical resources that lead to meaning making through play (2000 words equivalent, 50%)
Written responses to a case study observation of children learning mathematical skills and concepts through play and games involving ICTs and other methods (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)
Coordinator(s)Dr Timothy Lynch (Berwick); Dr Jane Bone (City); Ms Rosemary Bennett (Peninsula)

Synopsis

This unit develops students' understanding of how early childhood education can help to develop health and physical wellbeing in the young child with reference to the expectations in the Early Years Learning Framework. Wellbeing is discussed in terms of holistic approaches to health with children, their families and community including multicultural groups, Aboriginal and Torres Strait Islander children and others with diverse learner needs. There are emphases on physical wellbeing with attention paid to movement, the body, diet and nutrition, outdoor activity and risk taking, as well as children's socio-emotional wellbeing. Local and international perspectives on health and wellbeing are explored and how different cultural values disrupt the idea that there is a universal standard for health and physical wellbeing. The United Nations Convention on the Rights of the Child (UNCRC) document underpins the learning in this unit. Students learn how they can develop and apply strategies to ensure the rights of children to a healthy and active lifestyle can be achieved.

Outcomes

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

  1. learn and apply research, policies, practices and strategies to support children and their families to be healthy and active
  2. demonstrate familiarity with community groups and amenities that promote health and physical wellbeing
  3. support a holistic and rights based approach to health and wellbeing based on the UNCRC document
  4. apply approaches to health promotion for children, their families and community including multicultural groups, Aboriginal and Torres Strait Islander children and others with diverse learner needs.

Assessment

Report on community health resource: analysis of the work of a community organisation focused on health and wellbeing in the young child (2000 words equivalent, 50%)
Critical essay on how health and socio-emotional and physical wellbeing can be developed in the young child (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 2 2015 (On-campus block of classes)
Coordinator(s)Dr Timothy Lynch (Berwick); Dr Corine Rivalland (City); Ms Marie Hammer (Peninsula)

Synopsis

This unit develops students' understanding of the curriculum guidelines, documentation, assessment and evaluation policies that are pertinent to early childhood education at local and national levels. Students are involved in analyses of pedagogical, social, cultural, political and economic dimensions of curriculum theory, practice, design and assessment that meet diverse learners' needs. They develop knowledge of the key elements of current policy including the Australian Children's Education and Care Quality Authority (ACECQA), Early Years Learning Framework (EYLF), Australian Institute for Teaching and School Leadership (AITSL), the Australian Curriculum and the Assessment and Reporting Authority (ACARA). They explore exemplars of early years programs and planning and how children's activities are assessed, so they can competently and professionally develop practices expected in early childhood learning and care in Australia and internationally.

Outcomes

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

  1. demonstrate in-depth understanding of the curriculum guidelines, documentation, assessment and evaluation policies
  2. demonstrate the ability to observe, document, analyse, assess and evaluate children's learning and reflect on curriculum effectiveness in their own practice
  3. apply curriculum theories and design to the development of culturally inclusive programs in diverse settings for children
  4. demonstrate reflexive practice to develop effective curriculum, assessment and documentation in education.

Assessment

Curriculum policy and document analysis (2000 words, 50%)
Essay on curriculum development, application, assessment and evaluation in practice (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)
Coordinator(s)Dr Howard Prosser (Berwick); Ms Robyn Babaeff (City); Dr Iris Duhn (Peninsula)

Synopsis

This unit examines critically how childhood has been theorised over time, and investigates how different concepts of childhood have shaped children's lives. Students engage with a range of educational philosophical perspectives that have contributed to understandings of childhood across time. Students also develop an understanding of the complex socio-economic, cultural and political contexts that have shaped childhoods in Australia and generate possibilities and challenges for young children's lives in the present and future. Particular emphasis is given to the implications for students' work as emerging leaders in their professional field.

Outcomes

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

  1. understand the changing concepts of childhood over time
  2. begin to critically analyse how educational philosophies have shaped ideas of childhood
  3. demonstrate critical thinking to develop new understandings of how young Australian children's lives are historically embedded in socio-economic, cultural and political contexts
  4. critically reflect on implications for early years' education leadership.

Assessment

Essay: historical review of childhood (2000 words, 50%)
Group presentation with written narrative analysis: Australian childhood over time (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. demonstrate they have achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days with ages 3 to 5 years in long day care, preschool or kindergarten

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education), and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. demonstrate they have achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Early Years Education specialisation: 10 days with ages 0 to 5 years in long day care, preschool or kindergarten.

Assessment

This unit is graded pass grade only (PGO).

Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Early Years Education specialisation: 5 days in lower primary school; Other specialisations: 5 days in primary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days in lower primary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Professor Dawn Penney

Synopsis

This unit explores how educators come to understand and appreciate the complex connections across the many sub-fields of health and physical education (HPE) and more broadly across educational priority areas. Students investigate key priorities in secondary education connected to the Australian Curriculum and the Australian Professional Standards for Teachers to understand the requirements for their professional practice. In particular, the unit explores the cross-curriculum priorities of Asia and Australia's engagement with Asia, Aboriginal and Torres Strait Islander peoples, histories and cultures, and education for sustainability. The unit contextualises these within an HPE context and, drawing on interdisciplinary knowledge developed in the first year, students explore exemplars of policies and practice and continue to build knowledge of varied approaches to HPE in the school and community. Students further develop understanding of the critical areas of literacy, numeracy and the use of information and communication technologies (ICTs) and how they can be included in teaching and learning in schools. Through combining theory and practice across discipline areas, students begin to enhance their understanding of the wider educational settings, cross-curricular priorities and associated teaching and learning strategies.

Outcomes

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

  1. use increasingly advanced skills, knowledge and capabilities in planning for teaching and learning across discipline areas within HPE
  2. build professional knowledge of how to implement key priorities in secondary education
  3. demonstrate the ability to implement key priorities in secondary education
  4. show understanding of how relevant policies and theories connect to their pedagogical practice
  5. know and understand literacy and numeracy teaching strategies and the use of ICT for teaching and learning.

Assessment

Case-study responses (2400 words, 60%)
Planning, practice and reflection task (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Laura Alfrey

Synopsis

This unit explores the range of complex and multilayered factors that influences physical activity and health. Students develop their understanding of interactions across personal, social and environmental contexts that combine to impact individual wellness over time. This unit develops understandings of settings and strengths-based health promotion and social ecology theory as a basis for researching, analysing, applying and appraising knowledge in health and movement fields. Students critique health and movement practices, teaching strategies, and the social and environmental contexts in which they operate. Students undertake research as part of an authentic, ethically sound inquiry-based unit of work, that demonstrates strategies for goal setting, planning, enhancing and assessing student learning related to health and physical education. Students take into account concepts of inclusiveness, power inequalities, diversity and social justice.

Outcomes

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

  1. further develop their awareness of the impact that diverse individual, social and environmental factors have on health and physical activity, education and associated teaching experiences
  2. elaborate on theoretical and foundational knowledge to enhance their capacity to critique highly individualised health and physical education practice and teaching strategies
  3. demonstrate understandings of the role of authentic educational inquiry, particularly through action research frames, and their application to teaching in health and physical education contexts
  4. plan to include a focus on inclusiveness, power inequalities, taken-for-granted assumptions, diversity and social justice as part of their professional practice.

Assessment

Individual/group evaluation (1400 words, 35%)
Research essay and plan (2600 words, 65%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days in primary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Fieldwork

10 days in primary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Students undertake 10 days of professional experience over the semester

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 2, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)

Synopsis

This unit monitors fieldwork taken concurrently with EDF2175 Human interactions and relationships in outdoor education. Students develop their experiential knowledge and skills in outdoor education environments and educational contexts and develop techniques for planning, managing and evaluating learning programs and the ability to apply, question, test and consolidate theories and concepts that students are exploring in EDF2175. These experiences also provide students with the opportunity to build competencies in the professional requirements associated with fieldwork provision in outdoor education and environmental studies, that is, in the conduct of outdoor activities, safe planning, risk management and experience in the logistical support required for the provision of fieldwork programs.

Outcomes

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

  1. adapt experiential knowledge and skills in diverse outdoor education contexts
  2. demonstrate skills to review and analyse the learning needs of others in professional practice
  3. complete the required number of days of fieldwork experience and the activities specified in the professional experience guides for this unit
  4. record, through a fieldwork experience logbook, their field-based learning and self-reflections on their developing knowledge and skills in professional practice.

Fieldwork

5 days' fieldwork placement

Assessment

This unit is graded pass grade only (PGO).
Fieldwork experience logbook

Workload requirements

Students complete:
(a.) 3-hour workshop briefing on information that pertains specifically to the fieldwork experience component
(b.) minimum of 5 days of fieldwork experience in a Victorian National Park or environmental reserve

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015
Coordinator(s)Dr Marc Pruyn

Synopsis

This unit explores Indigenous and non-Western traditional education for both students and adults within a local and global perspective and supports students to expand their 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 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 students' future teaching contexts. Of critical importance are 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. Students use their teaching experiences, an extensive national and international literature, an array of teaching and learning resources, and capacity for critical analysis to develop skills and insights into how to 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 be able to:

  1. have an understanding of the terms 'Indigenous', 'local', 'traditional' and 'traditional owner' as they pertain to education
  2. explore the role of education in nation building and the place of Indigenous and local non-Western traditional education claims within nation building
  3. 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
  5. use this knowledge when developing a pedagogical approach, Indigenous educational content in their area of expertise, appropriate assessment tasks and a robust evaluation framework to improve their professional practice.

Assessment

Assessment task 1 (2000 words equivalent, 50%)
Assessment task 2 (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Geraldine Burke

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, 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 gain an understanding of how these different practices can be integrated in relation to visual arts study and practical explorations in art making.

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
  4. apply techniques in both art history and art criticism.

Assessment

Research task (2000 words or equivalent, 50%)
Research presentation (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)

Synopsis

This unit recognises the complex literate demands placed on students due to technological advancements, an increasingly globalised world, diverse classroom contexts, and the importance literacy plays in learning, employment and community participation. It explores the multimodal nature of texts and the variety of modes that are used to create meaning in complex ways. Students explore conceptual frameworks and theoretical ideas to help them read, design and create new texts using a range of new technologies.

Outcomes

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

  1. develop a sound understanding of the roles and functions of literacy and multi-literacies as a means by which individuals think, learn and communicate in the twenty-first century
  2. develop techniques for the analysis and critique of multimodal texts
  3. develop a knowledge of the changing nature of literacy with reference to emerging technologies
  4. explore new and complex ways for creating and designing texts using a variety of semiotic systems
  5. explore and apply theoretical models that support the development of multimodal texts.

Assessment

Essay (2000 words equivalent, 50%)
Multimodal text (group or individual task) (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Jennifer Rennie

Synopsis

This unit helps students to understand diverse and multiple literacies and how they are experienced and defined in different ways due to our unique social, cultural and linguistic backgrounds. Students critique and challenge ideas related to what counts as literacy and explore theoretical ideas such as critical literacy, place literacies and multiliteracies as a means to understand how one might define and describe literacy in a variety of contexts and cultures. Further, students explore theoretical ideas that help them to understand the complexities around learning new languages and learning in English when it is an additional language or dialect (EAL/D).

Outcomes

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

  1. understand that how people experience literacy and what counts as literacy is shaped in different social, cultural and linguistic contexts
  2. apply theoretical ideas from critical literacy, place literacies and multiliteracies as a means to understand what might count as literacy in different social, cultural and linguistic contexts
  3. gain an appreciation for the importance of oral story telling in a range of different cultures in particular for Aboriginal and Torres Strait Islander peoples
  4. understand some of the complexities around learning through English when it is an additional language or dialect.

Assessment

Review of literature and critique (2000 words equivalent, 50%)
Case study (individual or in pairs) (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Karina Wilkie

Synopsis

This unit addresses the key questions of what are the similarities and distinctions between numeracy and mathematics. Although numeracy is sometimes thought of as a subset of mathematics, it can also be seen as encompassing a different set of aims and objectives. For example, the power of 'pure' mathematics can be thought of as resting in the pleasure that mathematicians gain from 'playing' with mathematics for its own sake, and the resultant ever more abstract nature of the subject. In contrast, being numerate means working in the opposite direction: looking for the mathematics potentially 'hidden' in the world and drawing on quantitative skills to question particular issues. Numeracy is linked to being able to make critically informed judgements, judgements for which mathematical knowledge in itself may not equip one. By addressing such issues the unit develops both students' understanding of numeracy and mathematics and what this means for them as teachers and future leaders of numeracy in schools.

Outcomes

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

  1. articulate the distinction between numeracy and mathematics
  2. demonstrate understanding of the difference between mathematics as a key learning area and numeracy as a general learning area
  3. demonstrate awareness of the different sorts of contexts, problems and activities that lead to learners becoming numerate in their personal and civic lives
  4. articulate how their learning experiences in the unit relate to teaching, learning and leadership in primary schools.

Assessment

Report on a numeracy inquiry (2000 words or equivalent, 50%)
Research report (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops: 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Sharyn Livy

Synopsis

This unit is framed around the importance of teachers having a rich, connected understanding of fundamental mathematics, particularly as it relates to measurement and geometry. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on the relationship between measurement and geometry, and their practical relevance. Carefully chosen problems together with whole class discussion emerging from students' work on the problems, challenge students to develop spatial reasoning and problem-solving skills and be fluent in certain skills, definitions and vocabulary. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).

Outcomes

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

  1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning measurement and geometry in the primary school curriculum
  2. show awareness of how the concepts and structure of primary measurement and geometry relate to the mathematics of secondary schooling and beyond
  3. demonstrate broad knowledge and understanding of the historical and cultural nature of number and operations and how this relates to education of students from diverse backgrounds, including Aboriginal and Torres Strait Islanders
  4. display confidence in posing and solving problems and reasoning in measurement and geometry, thus being a competent and creative mathematics learner who can foster these attributes in their own learners.

Assessment

Report and reflection on a measurement and geometry inquiry (2000 words or equivalent, 50%)
Project report on mathematical proficiencies (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops: 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Justen O'Connor

Synopsis

This unit explores the discipline of human movement, particularly how humans acquire and refine a broad range of movement skills. The study of motor control and skill acquisition is a broad area that uses foundational biophysical knowledge together with elements of psychology, sociology and understanding of growth and development to explore how and why the human body moves. Students are introduced to concepts such as tacit knowledge and environmental constraints to understand the dynamic interaction between body and environment in the production of high-level skilled sporting and lifetime physical activity movements. The unit also investigates how movement abilities can be diverse due to a range of factors beyond the immediate control of the individual. Students develop a theoretical foundation to underpin many practical approaches common to sports coaching and movement settings. Practical application of theoretical understandings provides students with an appreciation for how they might plan for, implement and evaluate a range of approaches to learning motor skills.

Outcomes

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

  1. describe theories of motor control and skill acquisition and how these underpin practice
  2. articulate how the body, mind and environment interact in dynamic ways to impact movement outcomes
  3. understand how diverse biological, personal, developmental, social and environmental factors combine to impact skill acquisition across a range of abilities
  4. provide a sound justification for particular approaches that might be used to develop motor control and skill acquisition outcomes in sports coaching and movement contexts
  5. discuss how different experiences might impact skill acquisition and how experience can be understood via different ways of knowing
  6. demonstrate understandings of discipline knowledge through experiencing the practice of movement as both participant and facilitator.

Assessment

Digital presentation (2000 words or equivalent, 50%)
Examinations (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Laura Alfrey

Synopsis

In this unit students use and critically analyse a range of coaching styles and methods of delivery. They consider the use of fundamental motor skills, teaching games for understanding and game sense approaches to delivery. They examine how these approaches support participant learning and gain an appreciation of how to utilise these different delivery strategies to provide differentiation in their instruction. Students learn how to plan and deliver activities with challenging learning goals in a safe, structured, sequential way. They analyse the use of these activities across a range of contexts including active play, minor games, challenge and adventure, and games and sports. They develop knowledge of how to use technology to undertake performance analysis of both participants and themselves as deliverers. Students are encouraged to critique approaches to delivery using technical, ethical, physiological, social and psychological lenses. The unit develops students' skills to plan, facilitate and critique a range of movement experiences.

Outcomes

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

  1. use various coaching styles and approaches to plan and deliver movement experiences that are challenging, safe and well structured
  2. integrate performance analysis technology to critique their delivery and participant skills to support participant learning
  3. recognise the ways in which environmental, social, psychological and physiological conditions of participants influence their engagement in movement contexts and respond to these in their own delivery
  4. communicate and display ethical practice in their delivery of movement opportunities.

Assessment

Delivery of a practical coaching session and reflection (2000 words equivalent, 50%)
Examination (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-hour workshop per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Karen Lambert

Synopsis

This unit introduces students to a range of principles and frameworks that guide health promotion in Australia and internationally. Students explore the place of health in people's lives and consider a range of factors that shape people's health. They also develop an understanding of the priority health issues and ways of working to promote health and wellbeing. Students consider health promotion as a key field for managing population health. Important dimensions of practice, including settings-based approaches, partnership, participation, multi-level action, capacity building and evidence-based practice are explored. The areas of health promotion action examined encompass policy development for health, creating supportive environments, health education strategies. The application of these to health challenges in diverse cultural and economic contexts is critically explored.

Outcomes

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

  1. demonstrate knowledge and understanding of how health is experienced and understood by different groups within society
  2. identify and discuss contemporary government approaches to promoting health
  3. identify and compare competing interests and discourses associated with health
  4. discuss, critically reflect and apply principles, concepts and frameworks that underpin health promotion (international and national)
  5. compare approaches to health promotion and discuss their strengths and limitations
  6. critically evaluate and plan for health promotion programs.

Assessment

Health promotion project plan and presentation (2400 words equivalent, 60%)
Examination (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops: 24 hours over the semester

(b.) Additional requirements:

  • weekly independent study to make up the minimum required hours per week: Readings, preparation of work for workshops and for assessment tasks
  • group learning activities assigned as preparation for / follow-up to workshop sessions

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr Beau Miles

Synopsis

This unit explores key aspects of personal and social wellbeing (physical, emotional and spiritual) and the role they play in the meanings and significances that participants attach to outdoor experiences. Students critically investigate outdoor education contexts via portrayals of outdoor environments in the media, scholarship, and the outdoor education sector. This includes how portrayals and perceptions of nature, wildness, wilderness, risk, recreation and conservation influence people's attitudes, values and behaviours in the outdoors. Specifically, the unit presents a case study of outdoor learners in local and regional communities and environments and how their experiences are impacted by broader cultural belief systems. This includes a study of the social and ecological pressures placed upon specific environments due to increasing levels of settlement, industry and changes in outdoor leisure participation.

Outcomes

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

  1. demonstrate a theoretical understanding of the contribution of outdoor education to personal and social wellbeing
  2. investigate outdoor education contexts and their portrayal using a range of environmental and cultural lenses
  3. conduct a critical review of the potential of outdoor education contexts in relation to specific environments and communities
  4. communicate understanding of social and ecological pressures placed upon outdoor environments via settlement, industry and leisure.

Assessment

Essay: Personal environmental ethics in a contemporary Australian context (2000 words, 50%)
Case study poster and presentation (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 3-hour workshop per week for 6 weeks

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week
  • 1 day off-campus intensive

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Brian Wattchow

Synopsis

This unit introduces critical perspectives on human interactions and relationships in and with outdoor environments through outdoor education. This includes a study of the motivations for, and responses to, outdoor experiences amongst participants from diverse groups (e.g. socioeconomic status, cultural background, age, gender and physical ability) and how conflicts over access and use of outdoor environments arise and are resolved. The study of human interactions and relationships between people and communities, and with outdoor environments, and how this influences participation, is of critical importance in outdoor education (including intrapersonal, interpersonal, eco-systemic, reciprocal, community, and kinship approaches to relationships). In this unit students complete an investigation into the relational aspects, both social and environmental, of a significant outdoor education experience.

Outcomes

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

  1. demonstrate knowledge and understanding of the educational issues associated with diversity and inclusion in outdoor education
  2. appraise the critical importance of different types of relationships (personal, social, cultural and environmental) and their contribution to outdoor education experiences
  3. apply theoretical models of human relationships to real-world educational contexts
  4. work collaboratively to solve complex problems in educational program design and evaluation.

Assessment

Small group project - program design and evaluation (2000 words equivalent, 50%)
Tests (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 9 hours over the semester
  • 3-day intensive learning program

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Jacqueline Young

Synopsis

In this unit students create time-based art works such as stop motion, animation, short films and digital stories. They engage with four-dimensional (4D, time-based) art practices through a range of traditional, analogue and digital platforms. They critically analyse the use of communication technologies and digital tools as well as the impact and expansion of new media on art practice. They investigate the cultural, creative and social effect that new media practices, such as digital art and graphics, virtual, internet and interactive art, computer games and robotics, have on our understanding of art and aesthetics.

Outcomes

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

  1. create still and moving images, record sound effects and use software to edit, mix and arrange digital outputs
  2. effectively participate in the pre-production, production and post-production of 4D artworks
  3. develop strategies and activities for studio and classroom application of stop motion, animation, short films and digital stories across the primary curriculum
  4. develop an aesthetic and critical awareness of 4D artworks and new media in relation to contemporary art practice and theory
  5. develop skills in utilising these media forms for student learning in schools.

Assessment

4D artwork (3200 words or equivalent, 80%)
Visual diary (800 words or equivalent, 20%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Anne Keary (Berwick); Dr Angela Fitzgerald (Clayton); Dr Karen Lambert (Peninsula)

Synopsis

This unit explores 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 learner diversity now common in classrooms.

Outcomes

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

  1. understand both childhood and adolescence as discrete but also diverse periods of individual development in our society
  2. identify how development of children and adolescents in general and specific behaviours and skills of individuals link to contemporary theoretical perspectives
  3. examine the likely impact of factors such as culture, family, genetic inheritance and life experiences on child and adolescent development
  4. analyse a range of learning theories
  5. identify effective teaching strategies to support learning in line with child and adolescent development needs
  6. examine how teacher-student relationships are influenced by issues of development.

Assessment

Case study of child and adolescent development (2000 words, 50%)
Research paper on an aspect of child and adolescent development (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week lectures, workshops or online activities

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Pearl Subban

Synopsis

This unit develops student's knowledge and understanding of classroom practice including planning for learning, meeting diverse learner's needs, behaviour management and innovative practice. Students explore 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 to develop a robust theoretical and practical perspective on the profession and their own classroom practice.

Outcomes

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

  1. develop knowledge and understanding of classroom practice including planning for learning, meeting diverse learner's needs, behaviour management and innovative practice
  2. identify a range of theoretical perspectives on classroom practice, and critically examine these in light of their own developing practice
  3. demonstrate their understanding of a range of effective and inclusive teaching strategies for use in the primary classroom
  4. explore and develop their own pedagogical and classroom practice
  5. reflect upon their own practices in relation to effective teaching.

Assessment

Essay: Classroom practice for engagement (2000 words equivalent, 50%)
Digital presentation and paper: Classroom practice for change (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lecture
  • 1-hour workshop

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Julie Faulkner (Berwick); Dr Joanne Quick (Peninsula)

Synopsis

This unit further develops students' understanding of the complexities involved in the teaching of English and literacy and in developing theoretical perspectives on the learning and teaching of literacy and expert teaching practice in this field. The focus is on middle and upper primary. 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

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

  1. identify a range of theoretical perspectives on effective literacy learning in the middle and upper primary and secondary years
  2. 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
  3. explore ways to integrate literacy teaching across the curriculum
  4. understand the importance of using a variety of texts and literature as part of an effective literacy program
  5. become competent in the use of a range of information and communication technologies (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

Professional portfolio of English and literacy practice (2000 words equivalent, 50%)
Curriculum planning in English and literacy (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Associate Professor Gillian Kidman (Berwick); Mrs Gemma Eastwood (Peninsula)

Synopsis

This unit explores teaching science within five broad frames: science as a way of thinking and acting, learning about learning science, teaching as the transformation of knowing science, the engagement of learners and communicating science. The unit prepares students to develop a constructivist approach to teaching science, incorporating strategies such as connecting to children's prior knowledge, questioning and inquiry learning, hands-on approaches, scientific investigations and learner-owned/learner-centred investigations. The relationship between science, technology and society is explored, and the nature of science as a discipline is considered. Students build understanding of science learning and teaching across levels Foundation to Year 8 through collaborative participation in a range of contexts and critically reflect on these.

Outcomes

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

  1. appreciate science as a way of thinking that generates knowledge (representing cultural and societal dimensions) that is used to describe and respond to our environment
  2. demonstrate an understanding of the ways in which science responds to changing technological and social change
  3. critically reflect on their experiences as learners of science and identify implications for their professional identities
  4. identify, develop and deliver appropriate strategies to establish, monitor and develop learners' understanding of science as a way of knowing and the importance of reasoning and critical thinking skills
  5. communicate science understanding in multiple ways and to multiple audiences.

Assessment

Investigating science learners' science ideas (2000 words, 50%)
Reflective critique on science teaching (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours over the semester comprising seminars (2-3 hours each) and online activities

(b.) Additional requirements

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Nicola Johnson (Gippsland); Dr Ibrahim Latheef (Peninsula)

Synopsis

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

Outcomes

Upon successful 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
  4. implement teaching strategies to extend children's access to technological literacies.

Assessment

Working with multimodal texts (2000 words or equivalent, 50%)
Planning assignment (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 hours on campus contact per week
  • 1 hour online contact per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Monica Green (Gippsland); Dr Sylvia Almeida (Peninsula)

Synopsis

In this unit students explore the components of experiential education in the context of movement, environment and community. There is an exploration of the dynamic interactions between the mind and body, the environment and sustainability and the context and community. Students 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
  4. use resources and equipment in a safe and ethical manner.

Assessment

Report (2000 words or equivalent, 50%)
Research assignment (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mrs Heather Ernst (Gippsland); Dr Jill Cheeseman (Peninsula)

Synopsis

In this unit students explore the importance of translating home and community learning into various institutional settings. The teaching of literacy and numeracy is examined from a number of current theoretical perspectives, and students are 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
  4. identify and employ a range of pedagogical tools to support children's learning in literacy and numeracy.

Assessment

Web page (2000 words or equivalent, 50%)
Research paper (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF1307 or EDF1308


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Ann Ryan (Gippsland); Dr Clare Hall (Peninsula)

Synopsis

In this unit students examine how educational systems in varied places and local-global contexts respond to issues such as social justice, equity and diversity. Students explore 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 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
  4. critique policy with respect to children's learning and development.

Assessment

Oral or written report (2000 words or equivalent, 50%)
Research presentation: oral or written (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Penny Round

Synopsis

This unit focuses on how to create positive classroom and school environments that engage all learners, including those with diverse needs. Students learn how learner behaviour, teacher behaviour, the curriculum and teaching strategies interact and can influence each other. Students explore the value of using evidence-based practices in creating engaging classroom environments for all learners. A key focus is learning some of the fundamental research based strategies that can be used in creating engaging classrooms for all learners, including those with diverse needs. The need to collaborate with colleagues and parents in creating engaging classrooms for all is also discussed.

Outcomes

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

  1. identify factors necessary for creating engaging classrooms for all learners, including those with diverse needs
  2. critically examine significant research that can be used by educators to create engaging classroom environments
  3. learn about theories and strategies that can be used to create engaging classrooms for all
  4. understand the need to collaborate with parents and other stakeholders in creating engaging classrooms.

Assessment

Research essay (2000 words, 50%)
Classroom engagement plan (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Kate De Bruin

Synopsis

This unit provides 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 are 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 are 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
  4. reflect on the manner in which educators might evaluate their own practice.

Assessment

Essay (2000 words, 50%)
Class presentation (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Mr Alex Prins (Peninsula)

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 are 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
  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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Alex Prins

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 their 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 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:

  1. articulate their understanding of experiential education in a sporting or outdoor context.
  2. interpret and critically assess a range of experiential education theories and approaches
  3. demonstrate the ability to plan and organise an experiential learning service activity
  4. reflect on the practice of experiential learning.

Assessment

Scholarly presentation and teaching plan (2000 words equivalent, 50%)
Critical reflections essay (2000 words equivalent, 50%)
Satisfactory completion of fieldwork planning and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork and preparatory classes may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Brian Wattchow

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

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

  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.

Fieldwork

8 days of fieldwork

Assessment

Assessment task 1 (2000 words, 50%)
Assessment task 2 (2000 words, 50%)
Satisfactory completion of fieldwork planning and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork and preparatory classes may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF1604 or EDF1612


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Beau Miles

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.

Fieldwork

10 days

Assessment

Class test (1000 words equivalent, 25%)
Practical leadership skills assessment (2000 words equivalent, 50%) Students must achieve a pass grade in this assessment task.
Fieldwork journal (1000 words, 25%)
Satisfactory completion of fieldwork planning and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF1604 or EDF1612


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Justen O'Connor

Synopsis

In this unit, students are introduced to the concepts of community physical activity promotion as it relates to health/wellness. The unit 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 are examined, however much of the content of this unit is developed using a social-ecological framework. This framework is 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:

  1. apply knowledge of lifespan physical activity and wellness in community wide approaches to physical activity promotion
  2. list and describe the determinants and conceptual approaches in intra- and interpersonal environments, micro-, meso- and macro-environments
  3. understand the differences between downstream (choice-driven) and upstream (choice-enabling) physical activity promotion policies
  4. define the terms: physical activity, epidemiology, inequality, inequity, risk factors, ecological fallacy and other related terms
  5. develop quantitative and qualitative understandings of research design and approaches in community physical activity and wellness studies
  6. engage with the professional literature on community physical activity promotion
  7. develop appropriate strategies for the promotion of physical activity in community settings
  8. critically reflect on community programs engaged to promote physical activity in the population
  9. evaluate community settings using appropriate fieldwork measuring and interpretive devices
  10. participate effectively in a community fieldwork setting.

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF1605 or EDF1616 or approved equivalent


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Ruth Jeanes (Peninsula)

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
  8. apply these theoretical concepts and demonstrate practical skills (athletics, games, ball handling).

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Rosemary Bennett

Synopsis

In this unit students 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 be able to:

  1. have an understanding of the nature of dance in education and its place in major curriculum and arts documents
  2. demonstrate 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
  3. examine the common elements of the arts and the unique qualities of dance
  4. observe and analyse the movement of others
  5. articulate a rationale for the inclusion of dance in the school curriculum
  6. 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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)

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:

  1. demonstrate an understanding of the broad traditions and philosophical approaches in adult education
  2. situate key terms used in adult education including andragogy, self-directed learning and facilitation
  3. highlight perspectives and debates on the value of terms such as andragogy, self-directed learning and facilitation
  4. 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%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

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 be able to:

  1. develop an understanding of core concepts relating to 'contexts' in adult learning and development
  2. demonstrate an awareness of the historical context of adult and vocational education and training
  3. demonstrate knowledge of how contemporary social, political and economic forces, including workplace and technological change are reshaping adult learning and development
  4. analyse the inter-relationships between the context and practices of adult learning and development.

Assessment

All tasks negotiated but equivalent in total to 4000 words:
Reading review (1500 words, 30%)
Case study report (2500 words, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)

Synopsis

This unit bridges the knowledge and writing common to the workplace and 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

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

  1. enhance their abilities to critically reflect on academic and workplace texts and practices
  2. develop the skills required to successfully complete the research and writing outcomes of the Bachelor of Adult Learning and Development program.

Assessment

This unit is graded pass grade only (PGO)
Critical peer review (1600 words equivalent, 40%)
Critical review of practice (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)

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 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:

  1. outline national and state policies in relation to multimedia and the delivery of education and training
  2. identify and understand the links, in the context of the information economy, between the learner, the teacher, the workplace, the provider and society
  3. demonstrate an awareness of the requirements in developing an effective multimedia learning environment
  4. understand the links between research, adult education and multimedia
  5. examine the processes required to construct an educational multimedia resource.

Assessment

Research or policy critique (1500 words, 20%)
Action plan (2500 words, 80%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)

Synopsis

In this unit students will acquire skills in constructing multimedia artefacts such as images, audio and video, and understanding and practical skills in applying these artefacts 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:

  1. design and develop an original multimedia resource which uses a range of technologies
  2. evaluate educational multimedia packages and environment
  3. 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 4000 words:
Multimedia evaluation report (1000 words, 20%)
Media rich project: design and development of an educational multimedia resource(3000 words equivalent, 80%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit will critically consider 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 students should be able to:

  1. understand current trends in the world of work and of organisations
  2. understand different theoretical approaches to workplace learning
  3. critically reflect on their own workplace contexts
  4. further develop skills in designing work-based learning strategies sensitive to the contexts of the organisations in which they work.

Assessment

Critique of a workplace learning strategy (1600 words equivalent, 40%)
Workplace learning strategy or case study analysis (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

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 be able to:

  1. understand the theory and practice of program design and delivery
  2. identify and describe different approaches to program design and their implications for teaching, learning and assessment
  3. describe a variety of evaluation approaches and the situations in which they are best used
  4. undertake or analyse program design and delivery taking into account a variety of situational, learner and social parameters.

Assessment

Reading review (1500 words, 40%)
Final report (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Prohibitions

EDF3801


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

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 be able to:

  1. understand how 'difference' has been conceptualised in relation to adult learning and development
  2. appreciate how social, cultural and other differences interact with and shape processes of adult learning and development
  3. recognise the implications of difference among adult learners for program design and delivery
  4. acquire skills and strategies for working with difference among adult learners in workplace and community settings.

Assessment

Reading review (1500 words, 40%)
Final report (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours and 6 hours of online activity per semester

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Prohibitions

EDF3803


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Gippsland First semester 2015 (Day)
Coordinator(s)Dr John Ehrich (Clayton); Associate Professor Jeffrey Dorman (Gippsland)

Synopsis

This unit focuses on significant aspects of adolescent development in the context of teacher education. Building on the first-year education units 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)
  7. access relevant information on aspects of adolescents' development.

Assessment

Group presentation (2000 words per student equivalent, 50%)
Research essay (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Sarah Rutherford

Synopsis

This unit enables students to develop knowledge, skills and understandings of how to engage with young and adolescent learners across discipline areas through their language and literacy practices. Drawing on a range of Australian and international research literature, and linking theory and practice, students work collaboratively and individually to develop deep understandings of language and literacy (including numerical literacy) as complex social, cultural, political and technological practices that develop in multiple contexts, in and out of schools and classrooms. They apply their emerging knowledge and skills in these areas to creatively and critically inquire into a range of educational scenarios involving literacy development and learning. Students learn about and undertake ethnographic research into their own literacy practices, and those of students and teachers in diverse educational contexts. In learning from research and through conducting their own inquiries, students develop an appreciation of how language and literacy practices play key roles in mediating diverse learners' identities, relationships and understandings of the world.

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. understand a range of theories that reconceptualise traditional understandings of school and out-of-school literacy and their social, cultural, political and pedagogical implications
  3. understand, develop and apply the relationship between language, learning and identity in analysing their own literacy and numeracy practices in diverse contexts
  4. conduct a small-scale inquiry into literacy and numeracy practices, including those involving information and communication technologies (ICTs), in classrooms, schools and out-of-school settings
  5. understand and appreciate the value of sociocultural diversity in school communities and begin developing a professional capacity to recognise, respond and teach to difference
  6. critically engage with relevant policy and curriculum initiatives and their pedagogical implications.

Assessment

Critical narrative (2000 words or equivalent, 50%)
Inquiry project (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Coordinator(s)Dr Thanh Pham (Berwick); Dr Renee Crawford (Clayton)

Synopsis

This unit builds the capacity of students for researching teaching and learning in their own educational setting, using data to inform their practice and developing an evidence base for this practice. It explores approaches and frameworks for teachers (and pre-service teachers) to conduct educational research. The unit addresses questions such as: where this research can occur, what is to be researched, how this research can be undertaken and why such research is important. It explores methodologies such as 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 is also considered.

Outcomes

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

  1. appreciate the importance of educational inquiry for improving the professional practice of teachers and improving practices in school communities
  2. access and develop an evidence base for the development of skills and knowledge associated with undertaking teacher research
  3. demonstrate an awareness of ethical and pragmatic issues associated with undertaking research in a range of educational settings
  4. develop an evidence base of the impact of research on improving the educational outcomes in educational settings, including improvement in teaching, learning and organisational outcomes.

Fieldwork

For courses 3750 Bachelor of Education (P-10) and 4209 Bachelor of Education (Special Education), placement in a school setting taken in either EDF3102 Professional experience 3B (10 days) or EDF4042 Professional experience 4B (20 days). For Bachelor of Education (Secondary) courses commenced the course prior to 2014: 5 days

Assessment

Teacher research project (3000 words, 75%)
Evidence-based practice report (1000 words, 25%)
For Bachelor of Education (Secondary) courses commenced prior to 2014: satisfactory completion of teaching practice.

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Associate Professor Jane Southcott

Synopsis

This unit inquires into the challenges of achieving equity in schooling and education in diverse social and cultural contexts. It critically engages with a combination of sociological theory, contemporary policy documents and accounts of innovative practice in schools and communities to explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs. International policy developments and trends in multicultural education are examined, as well as local, state and national responses. Cultural, linguistic, religious, socioeconomic, intellectual and physical differences among all students are studied in relation to creating equitable and inclusive learning environments. The unit builds understanding of the histories, cultures and identities of Aboriginal and Torres Strait Islander people and explores how this understanding in educators can productively contribute to experiences of schooling for all young Australians.

Outcomes

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

  1. interpret a range of education policy developments and educational research that relates to schooling and equity in local, national and global contexts
  2. critically explore the ways in which curriculum and teaching and learning strategies can be ethically responsive to centralised government policy and local and community needs
  3. appreciate the many dimensions and experiences of difference in young people's experiences of schooling in Australia and internationally
  4. demonstrate an understanding of Aboriginal and Torres Strait Islander histories, cultures and identities and apply this understanding in their work as educators
  5. reflect critically on themselves as educators and the strategies they will use for engaging diverse learners.

Fieldwork

For students who commenced the course prior to 2014: 5 days

Assessment

1. Knowledge building tasks (2000 words equivalent, 50%) consisting of:
Part A: quiz (800 words equivalent, 20%)
Part B: group work (1200 words equivalent, 30%)

2. Research paper (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Course commenced prior to 2014:
Must have passed 3 units in EDF1303, EDF1304, EDF2003, EDF2004, EDF2005, EDF3002

Course commenced in or after 2014:
EDF2005 and EDF2007

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit examines a range of curriculum theories and uses this knowledge as a framework for exploring the work that teachers do to develop responsive curriculum and innovative practice. Through an examination of a range of innovative practices that engage diverse student populations, the unit explores the ways in which teachers in schools transform centralised curriculum documents and bring curriculum 'to life'. In association with this exploration, they investigate a range of issues including maximising student motivation in schools, engagement through curriculum development and innovative practice, developing community-based curriculas and practices, and teachers seeing themselves as 'curriculum workers' and the implication of this for their professional identity. Students draw on their emerging understandings of curriculum policies, issues and innovation to develop practices that are inclusive, exciting and educational.

Outcomes

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

  1. describe, evaluate and compare different theoretical and practical approaches to developing curriculum, including both traditional and innovative practices
  2. examine contemporary curriculum issues and explore exemplars of innovative practice by teachers in response to these issues
  3. articulate the connections between robust curriculum development and innovative practice
  4. analyse key policies and documents relating to curriculum, including those associated with the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/), and show how they promote or constrain innovative practice
  5. appreciate the importance of teachers as curriculum workers and explain how this is related to their professional identity
  6. develop curricula and practices that are educational, innovative, inclusive of difference and aligned with national and state curriculum policies and frameworks.

Assessment

Research essay (2000 words, 50%)
Curriculum construction task (2000 words equivalent per student, 50%)

Workload requirements

Minimum total expected workload is 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops

(c.) Additional requirements (all students):

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites

Successful completion of at least 24 credit points of education units.

Co-requisites

Prohibitions

EDF2004


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit extends students' knowledge, skills and dispositions relating to early years mathematics and numeracy, to the exploration of different pedagogical approaches and strategies in the teaching of mathematics and numeracy to primary school children up to Year 6. Students have opportunities to engage in critical readings on current research and practice in numeracy education and practical learning strategies so they can implement effective student learning in different mathematical topics. There is an emphasis on students interrogating their understanding and honing their skills in facilitating children's learning in a variety of sociocultural and educational contexts. Students use and apply learning technologies that cater for diverse learners and mixed abilities, and develop and use creative assessment. Particular emphasis is placed on topics related to chance and data and measurement. These activities are informed by current local and international educational policy and curriculum.

Outcomes

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

  1. identify and apply key concepts in primary mathematics and numeracy pedagogy
  2. understand how sociocultural, political and educational contexts can facilitate and impede students' learning of primary mathematics and numeracy and how to ensure all children maximise their learning
  3. evaluate personal professional assumptions about teaching and learning primary mathematics and numeracy
  4. plan for the effective use of appropriate pedagogical strategies to support children's learning in current-day, multiple contexts
  5. assess authentically, efficiently and effectively children's mathematics and numeracy learning in formative and summative ways.

Assessment

Critical analysis of a selected pedagogical context or issue in numeracy education (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Reflective examination of the ways in which relevant sociocultural, political and educational contexts have been negotiated in the development of a chosen numeracy unit (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops students' understanding of arts education in the primary years in relation to Victorian and Australian curriculum. Specifically, it explores arts education with a focus on music, media, visual arts, dance and drama in the primary years. Students are encouraged to develop their competencies as teachers, artists and researchers in the arts. A focal point of the unit is on nurturing student creativity and critical thinking skills. The unit embraces arts education pedagogy that draws on the perspectives of the generalist primary school teacher, specialist arts teachers and children.

Outcomes

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

  1. demonstrate an understanding of effective planning and teaching of the arts for primary school children of diverse backgrounds and abilities
  2. develop units of work in the arts that include a focus on integrating the arts across the curriculum and assessment in the arts
  3. explore and develop their own arts skills and creative pedagogical practices in the arts
  4. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts
  5. demonstrate an understanding of the connections between the arts, sustainability, health and wellbeing, interculturality, information and communication technologies (ICTs), and Aboriginal and Torres Strait Islander peoples.

Assessment

Research project (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Integrated unit of work (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF3024).

Synopsis

This unit further develops students' understanding of varied methods and practices in the teaching and learning of disciplines, subjects and learning priorities in primary schools. Through this advanced pedagogy unit, students build on their prior learning of discipline and practice principles and concepts from across the course to further develop skills in a number of areas including lesson and unit planning, achieving learning outcomes for students, developing differentiated curriculum and individual planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies, and selection of appropriate content and teaching procedures. The focus of the unit is on developing pedagogy pertinent to policy, curriculum and research relevant to the early years of primary school.

Outcomes

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

  1. demonstrate and apply their understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning areas in the early years of the primary school
  2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse learner needs
  3. select and use appropriate resources and strategies for the teaching of disciplines, subjects and learning priorities in the early years
  4. understand and utilise policy, curriculum and research to inform teaching and learning in the early years.

Assessment

Lesson plans for an early years discipline area (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Early years or primary unit of work (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF3023).

Synopsis

This unit continues the development of students' understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning priorities in primary schools, with an emphasis on the later years of primary school. Through this advanced pedagogy unit, students build on their prior learning of discipline principles and concepts and practice from across the course to further develop skills in a number of areas including lesson and unit planning, developing learning outcomes for students, differentiated curriculum and individual planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies, and the selection of appropriate content and teaching procedures. The focus of the unit is on developing pedagogy relevant to older primary learners and to curriculum from education systems outside of the Australian context. This includes how to develop pedagogy in school systems where mainstream resources are not available, so that students are capable of teaching across the world in varied settings.

Outcomes

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

  1. demonstrate and apply their understanding of varied methods, practices and research in the teaching and learning of disciplines, subjects and learning areas in the later years of the primary school
  2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse older learner needs in primary schools
  3. select and use appropriate resources and strategies for the teaching of disciplines, subjects and learning priorities in primary schools in varied settings and socio-economic settings outside of Australia
  4. understand and utilise policy and curriculum from Australia and elsewhere to inform teaching and learning in the later years.

Assessment

Lesson plans for differentiated curriculum (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Unit of work for either an Australian or non-Australian primary years curriculum (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • 10 hours of independent study per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 1 2015 (On-campus block of classes)
Coordinator(s)Dr Prasanna Srinivasan (Berwick); Ms Robyn Babaeff (City)

Synopsis

This unit develops students' understanding of the factors involved in diverse learners' experiences in childhood development. It focuses on individuals with physical, cognitive or emotional differences and abilities, as well as differences created by social structures such as family, class, gender, and culture. Approaches to catering for children with delayed development, exceptional ability, emotional or behavioural problems are provided for critical reflection and discussion to develop students' ability to respond to varied children's needs. Major theoretical perspectives and current debates related to development are explored and students learn how to interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.

Outcomes

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

  1. develop an understanding of children's developmental and individual needs
  2. explain how individual differences can be created by social and other factors
  3. apply knowledge of how to cater for individual differences in classroom settings
  4. demonstrate the skills required to engage children with emotional, cognitive and behavioural needs in positive learning and developmental experiences
  5. demonstrate an awareness of the skills required to make connections with the home environment and other professional bodies so all children can maximise their capacity to be confident and involved learners
  6. interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.

Assessment

Case based critical analysis of diversity and child development (2000 words, 50%)
Report on developing strategies to teach children with diverse learner needs to meet curriculum and legislative requirements (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 2 2015 (On-campus block of classes)
Coordinator(s)Dr Rosalyn Black (Berwick); Ms Sharryn Clarke (City); Dr Iris Duhn (Peninsula)

Synopsis

This unit critically examines trends in education policy across local, regional, national and global levels. Students engage with concepts of neoliberalism and globalisation in education policy and investigate how policy influences early years education through a range of perspectives. Students develop an understanding of Australian policy relevant to early years education and research the implications of global and national policy for their work as professional educators in Australia.

Outcomes

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

  1. research local, national and global contemporary education policies relevant to the field of early years education
  2. critically analyse the effects of local, regional, national and global education policy in early years contexts
  3. develop a critical understanding of policy, and design early years policy documents at service level.

Assessment

Essay: research and critically discuss examples of local, regional, national and global education policies relevant to early years education (2000 words, 50%)
Group task: develop and present to peers a policy draft relevant to an early years setting or school (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 1 2015 (On-campus block of classes)
Coordinator(s)Dr Jane Kirkby (Berwick); Dr Denise Chapman (City); Dr Jane Bone (Peninsula)

Synopsis

This unit uses creative approaches to develop students' knowledge and understanding of English discipline specific content. Students learn how to develop personal literacy through integrated approaches and an explicit focus on reading recovery and language development across reading, writing, speaking and listening. Students explore a wide range of literature suitable for children and engage with various approaches to storytelling and language arts, including digital and cross-arts storytelling. Students develop their skills in English and literacy including how to critically analyse texts, how to select and present literature for children and methods of integrating language arts across the curriculum. By developing their own English communication skills as story makers and tellers, students gain an understanding of pedagogies for engaging children in literature and developing literacies through storytelling.

Outcomes

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

  1. develop knowledge and understanding of English discipline specific content and how to develop personal literacy
  2. develop knowledge of the diversity of genres in children's literature
  3. demonstrate an understanding of effective selecting of literature for children of diverse backgrounds and abilities that will promote literacy
  4. show their developing competency in presenting literature and stories to children in a variety of ways that promote oral and written literacy
  5. develop an appreciation of the role literature, storytelling and the arts play in health and wellbeing, sustainability, intercultural communication and Indigenous Australian and Asian people's cultures and perspectives
  6. understand and apply varied approaches to integrating the study of English language, literature and language arts across the curriculum.

Assessment

Children's literature, storytelling and arts-based investigation (2000 words or equivalent, 50%)
Multimedia research assignment on English and literacy (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 3 2015 (On-campus block of classes)
Coordinator(s)Ms Nicole Marshall (Berwick, Peninsula); Dr Hilary Monk (City)

Synopsis

This unit further develops students' understanding of teaching children through periods of change and transition in their lives so they can be confident, creative and involved learners. Students research, identify and critically analyse a variety of theoretical perspectives around social, emotional and language development, and other influences that mediate and contribute to the child's sense of belonging, being and becoming between home and educational contexts. The focus of this unit is on the development of skills that facilitate processes of researching, analysing, developing and applying differing theoretical perspectives and practical strategies to support children through change and transition. By researching the traditions, routines and practices within children's contexts, students are given the opportunity to develop a deep understanding of children's learning and development in diverse and complex contexts and in collaboration with parents and other professionals.

Outcomes

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

  1. demonstrate an in-depth understanding of how to support children through periods of change and transition in their lives, so they can be confident, creative and involved learners
  2. demonstrate an in-depth understanding of children's social, emotional and language development as it unfolds in diverse and complex contexts
  3. develop an in-depth understanding of the complexities of children's transitions in life, including transitions between child care and preschool, preschool and school, varied educational contexts and the home
  4. demonstrate skills in researching, analysing and planning to support children to negotiate change and the process of transition
  5. research, critically analyse and develop ways of establishing and sharing information with other professionals and parents.

Assessment

Transition report (2000 words, 50%)
Research project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 3 2015 (On-campus block of classes)
Coordinator(s)Ms Kelly Carabott (Second semester - Berwick); Dr Denise Chapman (Second semester - Peninsula, Term 3 - City)

Synopsis

This unit is an advanced study of students' understandings and applicative knowledge of children's literacy learning within the home, community and formal school contexts. It builds on knowledge from earlier units and learning from professional experience in early years settings. Exploration of current research literature illuminates the various ways diverse learners can fully and effectively participate within multiple contexts in a contemporary literate society. Emphasis is given to developing further understanding of language pedagogies, theories and strategies related to children's literacy learning including, for example, coding competence, semantic practices, pragmatic competence and critical thinking practices. Students develop the skills and confidence to plan, implement and evaluate literacy initiatives intended to improve children's literacy outcomes across contexts and cultures.

Outcomes

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

  1. explore and apply approaches related to language learning for diverse learners including decoding/encoding codes, symbols and conventions of written, spoken, visual and multimodal texts in response to contextual factors
  2. apply strategies for developing children's awareness of key literacy concepts
  3. develop plans detailing goals, implementation, and evaluation of children's phonemic awareness, concepts of print, fluency, comprehension and vocabulary development
  4. explore and apply approaches related to comprehending and composing written, spoken, visual and multimodal texts
  5. understand and apply the various purposes for different written, spoken, visual and multimodal texts and how these texts are used across cultures and diverse contexts
  6. understand how to develop children's critical thinking across various texts.

Assessment

e-Presentation of literacy approaches and concepts (1500 words equivalent, 40%)
Literacy plan and poster presentation (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)
Coordinator(s)Associate Professor Gillian Kidman (Berwick); Mrs Deborah Moore (Peninsula)

Synopsis

This unit focuses on how young children develop understandings in science, technology and environmental education in a variety of cultural contexts. Students research everyday environments at home and in the community to determine science and technology affordances and apply well-developed judgements for turning everyday concepts into scientific concepts. The teaching of these areas is examined from a range of theoretical perspectives and in relation to relevant curricula, e.g. Early Years Learning Framework (EYLF), AusVELS and the Australian Curriculum. Attention is paid to learning across the institutional settings of home, centre and classrooms and students are expected to research and conceptualise both pedagogies and programs in ways that promote and meaningfully engage young children's learning of science, technology and environment.

Outcomes

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

  1. develop advanced theoretical knowledge and understanding of how young children learn scientific and technological concepts in everyday contexts
  2. generate and analyse data associated with researching teaching and learning in science and technology
  3. critique a range of pedagogical approaches that support children's learning in science, technology and the environment
  4. recognise that knowledges are culturally constructed and that a range of world views about science, technology and the environment should be supported in programs in the birth to eight years period
  5. develop high-level observational and analytical skills in discerning children's learning of science and technology in everyday learning environments.

Assessment

Curriculum research project: observational portfolio and analysis of everyday and scientific concepts (1500 words equivalent, 40%)
Science, technology and environmental program and evaluation (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Chad Morrison (Berwick); Dr Nathan Brubaker (Peninsula)

Synopsis

In this unit students critically reflect on their emerging understanding of the range and depth of educators' work and their professional identity as teachers. They build their capacity to capture, articulate and demonstrate their developing practice in a professional portfolio of evidence of their learning across the dimensions of the Australian Professional Standards for Teachers. This includes the three domains of teaching: professional knowledge, professional practice and professional engagement. Drawing on their learning in university coursework and through professional experience in varied education settings, students explore what it means to be engaged in the education profession through consideration of the nature of teachers' and educators' work and of leadership in education. They explore policy and practice involved in the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educators in multiple contexts.

Outcomes

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

  1. critically reflect on the complex range of factors influencing educators' work including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions
  2. articulate and demonstrate their developing professional identities as teachers and as potential leaders in education
  3. further develop their personal literacy, numeracy, and information and communication technology (ICT) skills appropriate for professional practice
  4. demonstrate their capacity to plan and implement achievable learning challenges for students of varying abilities and characteristics
  5. describe a broad range of strategies for involving parents/carers in the educative process
  6. demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
  7. develop and document evidence of their professional practice and capacity and ongoing professional learning in a professional portfolio.

Assessment

Plan for learning that meets diverse learners' needs (2000 words, 50%)
Professional teaching portfolio (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week
  • 8 hours of online activities over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)
City (Melbourne) Term 2 2015 (On-campus block of classes)
Singapore Term 4 2015 (Online)
Coordinator(s)Anne Keary (Berwick); Dr Iris Duhn (Peninsula)

Synopsis

In this unit students develop understanding of the professional and ethical standards expected of educators working with children in the early years, in policy and practice and how they work with other professionals in interdisciplinary fields. They develop knowledge of documents and policies, including a review of legislative requirements informing educators' work and understanding of how to implement strategies to support the safe, responsible and ethical use of information and communication technologies (ICTs) in learning and teaching. They learn from professionals including social workers, health professionals and others to understand the day to day issues educators deal with in their work, and the importance of working in interdisciplinary teams. Students develop communication skills that enable them to work professionally and ethically with a variety of professionals in early years and primary settings.

Outcomes

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

  1. develop the knowledge of policies and processes to enable them to make ethical and professional decisions as educators in early years and primary settings
  2. understand and be ready to implement legislative requirements informing educators work
  3. implement strategies to support the safe, responsible and ethical use of ICTs in learning and teaching
  4. understand what an interdisciplinary focus means and how it is implemented
  5. learn to communicate with a variety of professionals connected to early years and primary settings
  6. develop and utilise the skills to work in larger teams of education professionals
  7. understand the implications of professionalism and ethics in interdisciplinary work for children and their families and the community.

Assessment

Case study analysis of professional and ethical decision making (2000 words equivalent, 50%)
Interview with an education professional who works in an interdisciplinary context and report on the everyday challenges of the role (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)
Coordinator(s)Dr Nicholas Allix (Berwick); Associate Professor Nikolai Veresov (City, Peninsula)

Synopsis

This unit develops students' understanding of the requirements placed upon education services and early years professionals working in a range of settings to meet legislative and policy requirements in their field. The unit develops students' knowledge of pedagogical practice, administration, management and leadership skills. During students involvement in a learning community they engage in a small research inquiry to examine the pedagogical practices within it. They develop understanding of how effective pedagogical and administrative leadership provides the intellectual tools to support the development of inclusive, culturally safe and secure places for all learners and professionals who participate in educational services.

Outcomes

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

  1. understand leadership and management in local and international education settings
  2. critically analyse different approaches to leadership and apply this to a broad range of educational contexts
  3. apply leadership knowledge in working with and establishing policies expected in mandated and current requirements
  4. understand the importance and impact of social, cultural and political factors on leadership roles in educational settings and the implications of these for children's learning
  5. demonstrate an understanding of the challenges of leadership in dynamic educational environments and an ability to make professional and ethical decisions.

Assessment

Investigation of a leadership challenge (2000 words, 50%)
Research project on leadership and management in education settings (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
City (Melbourne) Term 2 2015 (On-campus block of classes)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Course 4223: 10 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Peninsula First semester 2015 (Day)

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days with ages 0 to 2 years in long day care or other appropriate setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

Upon successful completion of this unit students should have:

  1. completed the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. developed a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course.

(b.) Attendance requirements for off-campus students:

  • Students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions.

(c.) Study schedule for online students:

  • not applicable

(d.) Additional requirements (all students):

  • Professional Experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
City (Melbourne) Term 4 2015 (On-campus block of classes)

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

Upon successful completion of this unit students should have:

  1. completed the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. developed a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieved a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days in settings as follows: Early Years Education and Early Years and Primary Education specialisations: lower primary school; Other specialisations: primary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • Students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course.

(b.) Attendance requirements for off-campus students:

  • Students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions.

(c.) Study schedule for online students:

  • not applicable

(d.) Additional requirements (all students):

  • Professional Experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Primary and Secondary Health and Physical Education specialisation: 10 days; Other specialisations: 5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course.
Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops students' understanding of how community partnerships can assist teachers to examine a range of health information, products, services and policies, and evaluate their impact on individual and community health, wellbeing, safety and physical activity within their local and wider communities. In this context, developing understandings of how curriculum can be collaborative between school and those with a stake in the provision of health, sporting and movement outcomes, will support learners and educators to locate and navigate local, regional and global resources to enhance physical activity and health management. The unit draws upon theoretical understandings of the terms community and partnerships to prepare educators as knowledge brokers, capable of negotiating community resources and learning collaborations, including for example with local government, sporting organisations and digital communities of practice. In addition, the unit introduces innovative teaching and learning approaches that adopt partnership models within health and physical education. Planning for quality community partnerships enables students to continue to develop their professional practice and identity as teachers, and make connections between curriculum, teaching, learning and communities.

Outcomes

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

  1. analyse key policies and documents relating to partnerships including those associated with the Australian Curriculum, and show how they promote or constrain community-based collaborations that accommodate the diverse needs of learners
  2. describe, evaluate and compare different theoretical underpinnings and practical approaches to facilitating community development and partnerships
  3. evaluate contemporary curriculum approaches that adopt community partnerships to ensure educative value and compliance with a range of regulatory frameworks
  4. examine a range of health information, products, services and policies, and evaluate their impact on individual and community health, wellbeing, safety and physical activity within their local and wider communities
  5. critically articulate how schools can promote community-based learning through educative experiences with multiple learning partners, including parents/carers, and community professionals, through face-to-face interactions and the use of information and communication technologies (ICTs) such as social media.

Assessment

Case study (1600 words equivalent, 40%)
Presentation (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours per semester

(b.) Additional requirements:

  • independent student work engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit encourages students to explore their own capacity as leaders who can respond to education priorities whilst effectively negotiating competing interests and agendas associated with health and physical education (HPE). Students are challenged to consider their role as ethical leaders and change makers, and plan what resources, support, networks and ongoing professional learning they may need to progress performance. The unit engages students in critical reflection to explore current dominant policies and pedagogies within HPE and how these may shape and influence their practice. It prepares students to engage professionally with colleagues, parents/carers and the community with an understanding of the overarching legislative, administrative and organisational policies and processes. In doing so, it supports students to better understand the processes of changing practice within HPE at a policy, school and individual level. Case study and workshop activities examine relations that exist within the education context. Barriers and opportunities to initiating and sustaining change are critiqued and unpacked using various theoretical lenses.

Outcomes

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

  1. understand theory and policies that relate to school education, including the field of HPE, in order to understand their influence on leadership and change and apply these to their pedagogical practice
  2. demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners, positioned to become future leaders in HPE and education in school and community settings
  3. engage with relevant professions, colleagues and communities to become ethical leaders and practitioners who can critically respond to educational priorities
  4. apply responses to educational priorities that comply with various legislative, administrative and organisational policies and processes
  5. demonstrate understanding of and commitment to network development and continued professional learning to improve HPE practice.

Assessment

Narrative essay (1200 words, 30%)
Case study report (2800 words equivalent, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • Independent study to make up the minimum required hours per semester including engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

This unit applies to the following area(s) of study


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days in secondary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

10 days in secondary school

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 2, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors fieldwork taken concurrently with EDF3175 Outdoor environments, education and sustainability. Students develop their experiential knowledge and skills in outdoor environments and educational contexts and develop techniques for planning, managing and evaluating learning programs and the ability to apply, question, test and consolidate theories and concepts that students are exploring in EDF3175.

Outcomes

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

  1. adapt experiential knowledge and skills in diverse outdoor education contexts
  2. develop skills to review and analyse the learning needs of others in professional practice
  3. develop educational planning, programming and evaluation techniques and skills
  4. synthesise theory and practice in outdoor education learning contexts.

Fieldwork

5 days

Assessment

This unit is graded pass grade only (PGO).
Fieldwork experience logbook

Workload requirements

Students complete 5-day off-campus fieldwork experience in a Victorian National Park/environmental reserve or remote site.

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit focuses on historical perspectives and theories in literacy, debates on best practices, and emerging theories of literacy to account for the shift towards a rapidly changing technological and culturally diverse world. It explores different theoretical ways to explain how we develop reading, writing, oral and visual literacies. National and international literacy policy is examined alongside these ideas in order to understand how policy environments influence the ways in which these theoretical perspectives are taken up and positioned in curriculum and schools.

Outcomes

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

  1. understand a range of theories related to becoming literate
  2. explore a range of theoretical models related to how we develop reading, writing, oral and visual literacies
  3. examine national and international policy initiatives on literacy from an historical perspective
  4. develop an understanding of the various theoretical debates surrounding literacy teaching and learning
  5. explore how the various policy initiatives and debates surrounding literacy have influenced the ways in which different theoretical ideas are positioned in curriculum and schools today.

Assessment

Group oral presentation (2000 words equivalent, 50%)
Digital essay (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit focuses on understanding the importance of leadership in relation to literacy. Students explore a range of ways in which they might develop their own leadership skills. In particular, the unit focuses on peer mentoring and coaching as effective methods to lead as literacy experts. It examines and critiques a range of initiatives and programs aimed at improving literacy. Finally, students explore how data can be used effectively to lead and inform the planning and implementation of new literacy initiatives.

Outcomes

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

  1. understand their own knowledge and skills in relationship to a range of different models of effective leadership
  2. explore and apply models of peer support such as mentoring and coaching
  3. explore and critique a range of literacy initiatives for their effectiveness in improving literacy outcomes
  4. examine the process and approach to evidence-based practice for strategic planning and leadership to improve literacy outcomes.

Assessment

Reflective essay (2000 words, 50%)
Critique (individual or in pairs) (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit is framed around the importance of teachers having a rich, connected understanding of fundamental mathematics, particularly as it relates to statistics and probability. The core of the unit involves students working in groups on carefully selected mathematics problems that focus on the relationship between statistics and probability, and their practical relevance. Carefully chosen problems, together with whole-class discussion emerging from students' work on the problems, challenge students to develop a capacity to critically evaluate chance and data concepts, as well as statistical information, and be fluent in certain content and proficiency skills, definitions and vocabulary. Importantly, students are encouraged to view learning as supported by dialogue and to develop their own understandings through working with others' thinking on a topic. Students learn to communicate mathematical ideas effectively, using a range of media including information and communication technologies (ICTs).

Outcomes

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

  1. demonstrate knowledge and understanding of the concepts, substance and structure of the mathematical content underpinning statistics and probability in the primary school curriculum
  2. show awareness of how the concepts and structure of primary statistics and probability relate to the mathematics for secondary schooling and beyond
  3. demonstrate broad knowledge and understanding of the historical, political and cultural nature of statistics and probability, and how this relates to the mathematics education of students from diverse backgrounds, including immigrants and Aboriginal and Torres Strait Islanders
  4. demonstrate confident understanding of discipline content and competency as a creative mathematics learner who can foster these attributes in their own learners
  5. apply knowledge for teaching statistics and probability to practice.

Assessment

Critical review of different approaches to statistics and probability teaching in the context of numeracy education (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Planning, execution and reflection on a 15-minute primary mathematics lesson segment which has statistics and probability as the teaching focus (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit further builds students' capacity for leadership in mathematics and numeracy learning, through development of their discipline-based learning in mathematics and numeracy at primary levels. Students engage in learning about mathematics content in curriculum at local, national and international levels. In addition, students are involved in personal skill building for leading teams and understanding theoretical perspectives of leadership of educational change.

Outcomes

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

  1. demonstrate development in their personal skills in primary mathematics and numeracy leadership
  2. demonstrate further understanding of their mathematical and numeracy content knowledge in line with local, national and international curriculum
  3. show increased knowledge of teachers' pedagogical content knowledge in mathematics
  4. evaluate theoretical perspectives on the leadership of educational change
  5. reflect on characteristics of effective mathematics and numeracy professional development.

Assessment

Research report on mathematics and numeracy learning (2000 words equivalent, 50%)
Design of a mathematics professional development workshop to develop discipline knowledge (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the required minimum hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit builds upon EDF2172 (Applied movement contexts in health and physical education 1) and is the third unit in a sequence of studies that seek to develop students' theoretical knowledge within practical contexts. Students explore and develop a range of pedagogical practices across a range of learning contexts including minor games, games and sport utilising evidenced-based practice (e.g., Sport Education, Teaching Personal and Social Responsibility). In addition, traditional and contemporary practices that underpin sport, physical activity and health and physical education are critically evaluated. Students apply appropriate concepts and knowledge to a variety of practical settings.

Outcomes

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

  1. understand the philosophy and theoretical basis of applied movement contexts
  2. actively demonstrate competencies in practical components
  3. critique a variety of traditional/contemporary pedagogical practices and their associated theories
  4. plan and implement a movement experience unit of work grounded in a relevant theoretical framework.

Assessment

Portfolio (2400 words equivalent, 60%)
Coaching tasks (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hour workshop per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

The core question considered in this unit is how to ensure all young people, regardless of ability, ethnicity, gender, social class or sexuality, are able to enjoy and participate fully in a range of movement contexts. At a theoretical level, the unit introduces students to the concepts of social inclusion/exclusion and inclusive practice within sport and physical activity settings. This enables students to develop a sophisticated understanding of the issues associated with diversity and inclusion. In practical sessions, the unit develops students' knowledge on differentiating their delivery to meet the learning needs of diverse participants, including those from Aboriginal and Torres Strait Islander heritage, and people with disabilities. Students develop understanding of how inclusive delivery of sport and physical activity can contribute to a more equitable and sustainable world. The practical sessions develop strategies to support students to deliver sport and physical activity in ways that are ethical, foster participation and are challenging for all. They encourage students to reflect on their practice, developing skills to become advocates for inclusive delivery in their future work.

Outcomes

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

  1. demonstrate knowledge and understanding of the concepts of social inclusion/exclusion and their relationship to issues associated with diversity and inclusion
  2. articulate how different dimensions of diversity (gender, ethnicity, disability, sexuality and social class) can impact on young people's experiences of inclusion/exclusion in health and physical education (HPE), sport and physical activity
  3. develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches for diverse learners in varied sport and physical activity contexts
  4. engage learners in HPE, sport and physical activity using inclusive delivery that contributes to a more equitable and sustainable world
  5. demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners positioned to become future advocates for equity and inclusion within sport and physical activity.

Assessment

Evaluation report (2000 words equivalent, 50%)
Peer education conference (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.)Contact hours for on-campus students:

  • workshops - 24 contact hours over the semester

(b.)Additional requirements:

  • independent study to make up the minimum required hours per semester
  • total of 10 hours delivering sport, physical activity or physical education in inclusive settings

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Deana Leahy

Synopsis

This unit introduces students to the interdisciplinary study of food and its relationship to health and wellbeing. The unit forms part of a sequence of health discipline studies that develops students' disciplinary knowledge required to teach health education. The unit addresses three interrelated interdisciplinary food themes including food production and sustainability; food politics and cultures; and nutrition for health and wellbeing. Throughout the unit, students consider how communities, families and individual food choices are shaped by a myriad of factors including geography, culture, politics, economics, gender, environment, nutrition and taste. Drawing on literature and research studies in this field, students are involved in critical explorations into how public health authorities and policies attempt to govern and regulate food choice and food practices in order to influence health and wellbeing. Students review, analyse, consolidate and synthesise this knowledge to advance their knowledge in this field.

Outcomes

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

  1. demonstrate knowledge and understanding of the range of factors that influence both access to food, and individual and family food choices
  2. analyse competing interests and discourses associated with different disciplinary perspectives on food, health and wellbeing
  3. demonstrate knowledge and understanding of the basic concepts of human nutrition
  4. critically evaluate different food programs and models that seek to influence food choice
  5. engage in critical explorations into public health authorities' practices and policies and apply this knowledge from research in various forms.

Assessment

Research project and presentation (2400 words equivalent, 60%)
Examination (2 hours, 1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • weekly independent study: Readings, preparation of work for workshops and for assessment tasks
  • group learning activities assigned as preparation for / follow-up to workshop sessions

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit addresses a central question in outdoor education and environmental studies: how to understand and appreciate the relationship between nature and culture. It explores why some regard the dominant values and practices associated with culture as conflicting with those of nature; the aspects of nature and culture that are most closely interconnected; where, with whom and when people experience and understand connections that are intimate, intense, attaching or their converses. The unit focuses on the role and status of particular values and worldviews in shaping human interactions with diverse Australian outdoor environments (including alpine, marine, coastal, wetlands, grassland, forest and arid). Students critique a range of socio-cultural considerations in experiences of outdoor environments, including metaphors and exemplars that illustrate a range of culture-nature relationships in Victoria, Australia, and elsewhere (e.g. as playground, gymnasium, adversary, testing ground, museum, cathedral, machine, storehouse, sacred site). Students develop critical understandings of how relationships with Australian outdoor environments are expressed by specific Indigenous communities before and after European colonisation and how outdoor environments have been, and are, culturally, politically, economically and socially constructed, preserved, conserved and managed.

Outcomes

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

  1. demonstrate a critical understanding of the different ways in which culture and nature can be related philosophically and practically, and how these relationships can be challenged, sustained and evaluated
  2. identify how educational-based approaches can contribute to a deeper understanding of outdoor experiences and place attachments
  3. develop creative ways of experiencing and representing relationships between nature and culture through perspectives and settings associated with outdoor education
  4. demonstrate necessary technical skills to conduct an independent place-based inquiry project.

Assessment

Folio: Culture, nature and a personal exploration of an outdoor place (2000 words equivalent, 50%)
Essay: A conversation with place (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 3-hour workshop per week for six weeks

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester
  • one-day off campus intensive

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops critical understandings of key concepts and issues in sustainability, education for sustainability, and sustainable development. It adopts a place-responsive approach to developing understandings of sustainability and sustainable practices, including management strategies for specific outdoor environments that variously attempt to conserve, preserve, prevent, change or balance particular interactions and uses. The unit draws on the lenses of outdoor education, experiential education and environmental education, and considers their contributions to 'eco pedagogy'. Topics draw on investigations of creative and critical teaching and learning about culture--nature concepts and relationships, complemented by local field and professional examples to develop practices and capabilities for designing and assessing a range of 'eco pedagogies'.

Outcomes

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

  1. understand key concepts, issues and theories associated with educating for sustainability
  2. engage learners and communities in education for a more equitable and sustainable world
  3. develop, design and implement a range of eco pedagogic approaches to education in outdoor environments
  4. evaluate and articulate the efficacy of eco pedagogic practices.

Assessment

Small group project: Eco pedagogies and environmental design (2000 words equivalent, 50%)
Essay: Eco-identity, sustainability and ethics (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshops - 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester, engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Singapore Term 4 2015 (Online)
Coordinator(s)Ms Geraldine Burke (Berwick, Peninsula)

Synopsis

This unit explores the intersections of art, environment and sustainability education and implementation by utilising the campus environs and surrounds for creative expression. Students engage with Western and Indigenous ways of knowing by creating a range of place-related artworks that critically inform notions of art, place, identity and sustainability. Students' own art experiences, e.g. drawing studies, site specific installations, nature prints, castings and photo-media works, serve as a catalyst for the planning and implementation of an art, environment and sustainability project for a local community, e.g. school, kindergarten and orientation activities.

Outcomes

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

  1. create a range of artworks that depict and utilise the natural environment
  2. devise a community-based art and environment experience
  3. explore safe and sustainable art practices relevant to the visual arts
  4. engage with post-formal art practices, art concepts and theories
  5. engage with place-based and intercultural ways of creating artwork.

Assessment

Art folio (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Art-based research project (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

In this unit students engage with the design and production of illustrations in children's books as a means of exploring visual literacy. Contemporary and traditional children's book are investigated, particularly the variety of media techniques, intertextuality between image and text and the grammar and code of the picture book genre. Students produce an illustrated book, using traditional media alongside digital processes.

Outcomes

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

  1. demonstrate skills in writing, illustrating, editing and producing a children's picture book
  2. create original illustrations for a children's picture book
  3. engage and examine local and international children's books using a range of theoretical lenses
  4. explore the concept of visual literacy
  5. demonstrate skills in analogue and digital techniques and processes.

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Rosalyn Black

Synopsis

This unit involves students in investigations of the educational policy and practice interface, through critical analyses of Victorian, national and international educational policy discourses around a range of issues and their impact on teachers' practices in schools. Students develop understanding of what legislative requirements must be met, e.g. anti-discrimination and equity laws, and how policies can impact on how diverse learners' needs can be supported to ensure social justice, inclusion and equity for students from varied linguistic, cultural, religious and socio-economic backgrounds. Students examine the Melbourne Declaration on the Educational Goals for Young Australians and other federal and state policies that aim to develop curriculum and practice emphases in line with key priorities for education in Australia. They also examine how a range of policies including developing understanding of and respect for Aboriginal and Torres Strait Islander peoples, histories, cultures and learner needs, professional standards, curriculum, assessment, and the ethical use of information and communication technology (ICT) are enacted at the school and classroom level.

Outcomes

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

  1. describe and understand the implications for schools of key Victorian, national and international policies pertaining to social justice, equity and inclusion of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
  2. understand relevant legislative, administrative and organisational policies and processes required for teachers and schools and how these impact on practice
  3. investigate the ways in which a range of policies are implemented at school and classroom levels and know how to apply these in practice.

Assessment

Critical essay on policy discourse and practice (2000 words, 50%)
Project on implementing policy and practice (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week comprising of lectures, tutorials and online activities

(b.) Additional requirements:

  • independent study to make up the minimum required minimum hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Penny Round

Synopsis

This unit develops students' understanding of how they can respond to increasing student diversity in classrooms based on student gender, race, socio-economic factors, students with English as an additional language and a range of ability needs including gifted and talented and special needs. Students learn why and how inclusive classroom communities can be created. Students are supported to develop an inclusive disposition to student differences and a repertoire of inclusive pedagogies, e.g. cooperative learning, peer tutoring, team teaching and differentiated approaches, that support the learning outcomes of all students.

Outcomes

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

  1. critically analyse their own professional practice to identify and address beliefs, attitudes and practices that exclude and disadvantage some students (based on their gender, race or learning abilities) from achieving academic success and learning outcomes
  2. recognise and value the range of differences, e.g. gender, race or disabilities, that impact on students' access to, participation in and learning outcomes at school
  3. create a classroom community using positive and preventative strategies to minimise disruptive behaviour
  4. appreciate the importance of developing productive relationships based on mutual respect and trust with others involved in student's academic and social development, e.g. parents and carers, social welfare workers, health professionals, community organisations and paraprofessional support workers
  5. design units of work and class programs that support the academic achievement and learning outcomes of all students, including but not limited to cooperative learning, peer tutoring, differentiated curriculum and team teaching.

Assessment

Reflective practice journal (2000 words, 50%)
Group presentation based on the efficacy of inclusive classroom strategies (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week comprising of lectures, tutorials and online activities

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Sarah Hopkins

Synopsis

This unit further develops knowledge, skills and attitudes about the learning and teaching of primary school mathematics. The focus is on the effective learning and teaching of outcomes in the measurement and geometry strand at levels Foundation to Year 8. Students engage with and critically reflect upon activities and approaches for developing understanding, fluency, problem solving and reasoning capacities associated with shape, using units of measurement, location and transformation, and geometric reasoning. Students engage with research on how children learn and explore summative and formative assessment strategies.

Outcomes

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

  1. plan for the effective teaching of outcomes associated with the measurement and geometry strand at levels Foundation to Year 8
  2. facilitate a range of learning activities that develop and enhance children's understanding, fluency, problem solving and reasoning capacities
  3. understand the range of factors that influence learning outcomes and employ strategies to address individual learning needs
  4. harness information and communication technologies (ICTs), e.g. interactive whiteboards, tablet PCs, web 2.0, and calculator learning technologies, in their teaching repertoire
  5. select and use a variety of assessment techniques to evaluate children's learning
  6. identify and discuss a range of pedagogical issues, e.g. student affect, the evaluation and improvement of teaching programs and professional learning in primary mathematics education, and apply research skills to produce innovative responses.

Assessment

Research analysis of how children learn geometry and measurement (2000 words, 50%)
Research-informed program of work with assessments (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF3301
EDF4104


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit introduces students to pedagogical and curriculum-related issues in arts education, spanning levels Foundation to Year 8. 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 and media arts), as well as cross-curricula and integrative approaches to the arts.

Outcomes

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

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

Assessment

Research assignment (2000 words or equivalent, 50%)
Arts project (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Associate Professor Gillian Kidman

Synopsis

This unit explores science within four broad frames: science as a way of thinking and acting, learning about learning science, teaching as the transformation of knowing science and the engagement of learners and communicating science. The unit takes a constructivist approach, using strategies such as using prior knowledge, questioning and inquiry learning including hands-on approaches, scientific investigations and student owned/student-centred investigations. The relationship between science, technology and society, different science curriculum and the nature of science as a discipline is also considered. Students build understanding of science learning and teaching through collaborative participation in a range of contexts and critically reflect on these.

Outcomes

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

  1. appreciate science as a way of thinking and the collection of values that underpin such thinking, including an appreciation for different collections of values that represent science in other cultures, e.g. Indigenous science, Eastern philosophy
  2. understand how this way of thinking generates knowledge that can be used to describe and respond to our environment
  3. appreciate science as a human creation, within cultural and societal dimensions that have ethical boundaries
  4. appreciate science's relationship with other disciplines and its particular relationship to technology
  5. develop an understanding of a constructivist perspective on learning and its implications for teaching
  6. become sensitised to the real world of learners and appreciate the need to provide learning experiences in science that will be meaningful to them
  7. critically reflect on their experiences as learners of science and identify implications for their professional identities
  8. develop the ability to establish, monitor and develop student understanding of science as a way of knowing and the importance of reasoning and critical thinking skills and identify, develop and deliver appropriate strategies to achieve this
  9. develop an appreciation for pedagogical content knowledge through a focus on developing understanding of the relationships between context, content and pedagogy
  10. interpret and implement the intentions of curriculum documents relating to science
  11. develop competence in the planning and implementing of science learning experiences using a variety of technologies and approaches
  12. develop an appreciation and understanding of science as a specialised form of language and the symbols and conventions it employs
  13. communicate science understanding in multiple ways and to multiple audiences.

Assessment

Investigating science learners' science ideas (2000 words, 50%)
Reflective critique on science teaching (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Timothy Lynch

Synopsis

This unit explores health and physical education (HPE) teaching and learning in the primary and secondary years. The unit introduces students to increase knowledge and experience in the unique teaching and learning environment of HPE. It provides the historical, philosophical and pedagogical foundations of HPE, enabling students to develop confidence and competence in teaching HPE to students in the primary and secondary years.

Outcomes

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

  1. articulate the unique contribution of HPE to the general curriculum
  2. demonstrate knowledge of the philosophy, history and contemporary status of school physical education
  3. develop, design and plan lessons, units and curricula that are developmentally appropriate for the primary and secondary years
  4. understand, utilise and have participated experientially in a variety of physical education specific pedagogies, e.g. fundamental motor skills, sport education, thematics and game-centred approaches, that promote moving-related educative experiences
  5. express concepts and information about health and health-related matters as it pertains to health education, e.g. drug education, sexuality education.

Assessment

Assignment 1 (2400 words, 60%)
Examination (2 hours) (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lecture per week
  • 1-hour tutorial or practical per week

(b.) Additional requirements:

  • 10 hours of independent study per week including reading, completing assessment tasks and reviewing and/or completing online tasks

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Niranjan Casinader

Synopsis

This unit introduces students to social education, the broad field of learning that includes disciplines in the humanities and social sciences as well as learning encompassed in the Australian Curriculum general capabilities (through personal, social and intercultural learning) and the cross-curriculum priority areas (sustainability, engagement with Asia, and Aboriginal and Torres Strait Islander perspectives). Students explore how humanities, social sciences and social education are represented in national and local curriculum and how they are taught in various ways in primary and secondary schools, including through the subjects geography, history, civics and citizenship, economics and business or through theme-based or integrated learning, a common approach in primary schools. Students also develop knowledge and understanding of various theories and pedagogies involved in teaching these learning areas. They learn and develop the skills of lesson planning and implementation of curriculum in these learning areas through disciplinary and interdisciplinary integrated studies and inquiry methodology.

Outcomes

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

  1. develop appropriate strategies and techniques for teaching social education
  2. develop classroom practice that engages school students in active and inquiry-based learning, so they may participate in and understand their local communities, region and the world
  3. implement techniques and use a variety of resources to develop school students' literacy and information and communication technology (ICT) skills through the medium of social education
  4. devise, adapt, interpret and use courses, units and varied learning resources to enhance classroom practices and student learning
  5. make connections between social education and education for diversity in the study, application and promotion of social justice and equity
  6. demonstrate an understanding of contemporary trends in social education curriculum in Victoria, Australia and internationally
  7. reflect critically on the development of their own learning and teaching skills.

Assessment

Choosing and using resources in social education (2000 words equivalent, 50%)
Designing a unit of work in social education (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit requires students to critically engage with theories and practices associated with pedagogies used in secondary schooling in Years 7 to 12 and how these may differ from the primary setting. Students are supported in the development of their understandings of the pedagogical content knowledge and curriculum requirements associated with their chosen disciplinary field(s), and how these vary across year levels within their area(s) in a secondary school setting. In addition, the unit enables students to develop an understanding of how authentic learning experiences, in conjunction with the use of problem-solving strategies, can be employed to enhance student learning in Years 7 to 12. Students are required to draw upon both their classroom experiences and the research literature as they actively participate in their critical construction of relevant pedagogical content knowledge at these levels of secondary school.

Outcomes

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

  1. identify and acknowledge the learning demands that might exist amongst students in Years 7 to 12, and how these vary between the year levels
  2. demonstrate an understanding of the different pedagogical approaches that might be employed in the teaching of students across Years 7 to 12
  3. analyse the relationship between pedagogical content knowledge (PCK) and the requirements of AusVELS, Victorian Curriculum and Assessment Authority (VCAA) and the Australian Curriculum in their chosen disciplinary field(s)
  4. integrate the use of problem-solving approaches and other cognitive strategies as tools of authentic learning in their chosen disciplinary field(s)
  5. critically evaluate different pedagogical approaches to secondary schooling.

Assessment

Research essay (2000 words, 50%)
Construction of an authentic learning task (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-hour lecture per week for 9 weeks
  • 4 hours of online activities over the semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Mrs Heather Ernst (Gippsland); Dr Jill Cheeseman (Peninsula)

Synopsis

This unit extends students' knowledge, skills and dispositions relating to early years numeracy. It explores 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's learning in a variety of sociocultural and educational contexts, such as learning technologies, mixed abilities, learning disabilities and creative assessment. Particular emphasis is placed on topics related to chance and data, and measurement. These activities are 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's 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
  5. assess authentically, efficiently and effectively the extent of children's mathematics and numeracy learning.

Assessment

A critical analysis of a selected pedagogical context or issue in numeracy education, informed by relevant research and guided by personal professional experience (2000 words, 50%)
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 (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF1204
EDF5116
EDF4104


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Nerissa Albon (Gippsland) ; Dr Clare Hall (Peninsula)

Synopsis

In this unit students construct, implement and evaluate learning experiences through engaging with and exchanging different forms of knowledge, including the arts, language and numeracy. Students participate in research that involves critical engagements with a range of sign systems. Commonalities between the arts and numeracy are established including colour, shape, line, form, tone, space, rhythm, time, texture, tactility, motion and various approaches to problem solving. Students 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
  4. show an understanding of the connections between the arts, language and numeracy in an educational context.

Assessment

Research project (2000 words equivalent, 50%)
Integrated unit of work (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lectures
  • 2-hour tutorials

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Hong Ming Ma (Gippsland); Dr Marc Pruyn (Peninsula)

Synopsis

In this unit students construct, implement and evaluate integrated learning experiences through engaging with different forms of knowledge including science, technology and studies of society and environment. The 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 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 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, technology and studies of society and environment
  4. critique their prior experiences in science, technology and studies of society and environment and consider the implications for their practice.

Assessment

Multimodal report (2000 words equivalent, 50%)
Integrated unit of work and resource (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Clare Williams (Gippsland); Dr Timothy Fish (Peninsula)

Synopsis

This unit explores a range of theoretical perspectives on the learning and teaching of literacy. It encourages students 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 and reporting of literacy learning, in order to develop effective methods of literacy pedagogy in their own teaching. Students' pedagogical practices 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
  4. become competent in the use of a range of information and communication technologies (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

Critique (2000 words, 50%)
Planning assignment (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lectures
  • 2-hour workshops

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF4102
EDF1203


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Monica Green (Gippsland); Dr Gloria Quinones (Peninsula)

Synopsis

In this unit students explore the components of place and space in the context of local and global educational settings and contexts. Students 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
  4. consider how places affect relationships to other people and other places.

Fieldwork

15 days' placement in a primary school setting

Assessment

Journal (2000 words, 50%)
Successful completion of placement and allied tasks (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Singapore Term 1 2015 (Online)
Coordinator(s)Dr Corine Rivalland (Singapore, online); Professor Sue Grieshaber (Peninsula)

Synopsis

This unit introduces 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) is taken. Students participate in a range of assessment activities, using a variety of digital and other tools. Students 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 should 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
  5. reflect critically on contemporary assessment discourse in schools and early childhood services.

Assessment

Portfolio item demonstrating an assessment technique (2000 words or equivalent, 50%)
Portfolio item demonstrating reporting to children and/or parents (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Hilary Monk

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 should 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
  4. create 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

Satisfactory completion of the fieldwork placement, as per the requirements specified in the Professional Placement manual (2400 words equivalent, 60%)
The addition of a minimum of three items to the professional portfolio (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF3508


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Hilary Monk

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 should 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
  4. create 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

Satisfactory completion of the fieldwork placement, as per the requirements specified in the Professional Placement manual (2400 words equivalent, 60%)
The addition of a minimum of three items to the professional portfolio (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • 9 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF2507


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Liang Li

Synopsis

This unit explores the theoretical and practical context of child development from birth to twelve years. The implications of development for learning and teaching are featured in relation to contemporary issues impacting on child development. All aspects of learning and teaching in the early and middle childhood years are examined through participation in problem-based learning scenarios and observed case studies where students analyse and apply knowledge of child development to understand both theoretical and contemporary real-life issues related to development of children.

Outcomes

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

  1. identify and assess the likely impact of social, culture, family and life experience on development
  2. link the development of general and specific behaviours and skills of individual children to theoretical perspectives
  3. observe development sensitively and record precise, relevant and accurate information that can be used in planning and evaluation of support/learning strategies
  4. evaluate the impact of contemporary real-life issues to child development.

Assessment

Problem-based learning of young children (1600 words equivalent, 40%)
Observed contemporary issues in the context of child development (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF2201
EDF2202


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Penny Round

Synopsis

This unit prepares 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 learn about various teaching practices that could reduce the ability of learners with diverse needs to access the taught curriculum. They also learn about the key principles of adapting curriculum generally, but also at key transition periods, including when students move into primary school, from primary to secondary settings and from secondary settings to work. They 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
  4. work cooperatively with a range of stakeholders in adapting curriculum.

Assessment

Class presentation (2000 words equivalent, 50%)
Lesson planning task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Ms Kate De Bruin

Synopsis

This unit prepares 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 are presented. Students 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 are also 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
  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

Class presentation (2000 words equivalent, 50%)
Essay (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Ruth Jeanes

Synopsis

This unit provides students with the opportunity to engage with and explore current trends, issues and controversies in sport and outdoor recreation. Topics include 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:

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

Assessment

Student tutorial (2000 words equivalent, 50%)
Book review (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Brian Wattchow

Synopsis

This unit 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 potential and value of the expedition experience.

Fieldwork

10 to 14 days

Assessment

Planning the expedition experience (2000 words equivalent, 50%)
The expedition report (2000 words, 50%)
Satisfactory completion of fieldwork planning and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester or equivalent including fieldwork days

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF2604
EDF2614


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr Alex Prins

Synopsis

This unit enables students to experience and gain an understanding of some of Australia's unique natural environments. The educational setting for the unit combines seminars and field trips 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 apply to cover transport and accommodation in national parks.

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

Essay (2000 words, 50%)
Assignment in two parts (2000 words, 50%)
Satisfactory completion of fieldwork planning and fieldwork

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Alex Prins

Synopsis

This unit develops students' knowledge, skills and understanding of 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 equips students with knowledge about the basic principles, planning, organisational, legal and safety, risk management and administrative issues common to these forms of camping. The unit emphasises the pedagogical role of experiential education within a socio-ecological theoretical framework of outdoor/environmental and physical activity/movement/sports education. Ten days of experiential learning programs and site visitations 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 should be able to:

  1. demonstrate knowledge, skills and competencies in the basic principles and applied practices of the different forms and purposes of camping
  2. understand the importance of examining camp programs and activities from a socio-ecological perspective
  3. have developed a professional and personal philosophy of recreational/sports camping and role of camp education
  4. have 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
  5. demonstrate greater insight and skill in applying experiential education to the administration, planning, programming, conduct and evaluation of camp education
  6. develop 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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Toni Hilland

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 are 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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester plus additional days for fieldwork may be required

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF1604
EDF1612


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Professor Dawn Penney

Synopsis

In this unit students 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 propose a topic and complete a systematic search and critical review of the literature. The literature review clarifies the purposes and rationale of a potential research project or thesis, synthesises existing scholarship and offers 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 analyse research
  4. clarify researchable problems or issues
  5. critically synthesise 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

Research problem and proposal statement (1000 words, 25%)
Critical review of literature (3000 words, 75%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF2606 or EDF2620
EDF3605 or EDF2612


6 points, SCA Band 2, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Trent Brown

Synopsis

This 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 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 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:

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

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)

Prerequisites

EDF2602 or EDF2616 or approved equivalent unit


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Jonathan Magee

Synopsis

This unit advances students' knowledge and understanding of sports coaching and community development. It provides 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 is 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:

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

Assessment

Assessment 1 (2000 words equivalent, 50%)
Assessment 2 (2000 words equivalent, 50%)
Satisfactory completion of practical components

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Professor Sue Webb

Synopsis

This unit develops students' understanding of changing relationships between work, learning and development, and how they shape the professional identities and careers of adult learners and educators. Key concepts are introduced to examine the ways in which identities and careers are constructed in and across global and local spaces, including organisations and communities and the roles that education and workplace learning play in these processes. Opportunities to engage in self-narrative and biographical research enable students to explore and review the development of their own professional identities and learning careers.

Outcomes

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

  1. show an understanding of key concepts and inter-relationships between work, development and identity, as they relate to adult learners and educators
  2. identify and analyse the ways in which global forces and local practices are reshaping processes of work, development and identity formation
  3. develop an appreciation of the role of work and learning, both formal and informal, in the development of professional identities and careers over the life course
  4. use this knowledge to engage in reflexive research about their professional identities and career development.

Assessment

Project proposal (1500 words, 40%)
Final report (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Mr Wing Chan

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 develop and complete a small-scale and self-directed research project in a workplace setting. The unit emphasises the practical and independent development and management of a research project. Workplace application and dissemination of research project outcomes are explored.

Outcomes

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

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

Assessment

Development of a project proposal (1000 words, 25%)
Report on workplace project (3000 words, 75%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Damon Anderson

Synopsis

This unit provides 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 are examined. Students analyse the potential implications of current developments and emerging trends for adult educators and develop an appreciation of strategies for participating in, facilitating and influencing change processes.

Outcomes

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

  1. show an understanding of the rapidly changing environment for adult learning and development and of emerging trends and their implications for adult educators
  2. demonstrate a knowledge of relevant core concepts
  3. demonstrate 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

Class presentation (1000 words equivalent, 25%)
Major report (3000 words, 75%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Nicholas Allix

Synopsis

This unit examines the impact and change relating to key issues in contemporary Australian workplaces from the perspective of those engaged in facilitating or supporting learning in those workplaces. Drawing on theories relating to organisational change and strategy and on social exchange theories, selected key issues are examined with a view to diagnosing and implementing action.

Outcomes

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

  1. demonstrate awareness of workplace issues concerning individuals, teams and organisations
  2. diagnose the structures and processes that affect and are affected by key issues
  3. show increased confidence and competence in planning change to deal with key issues.

Assessment

Essay (1500 words, 40%)
Essay (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Professor Neil Selwyn

Synopsis

This unit builds on EDF2803 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 are exposed to key concepts, traditions and methodologies in research, including positivism, interpretivism and alternative approaches to knowledge production. The unit extends students' appreciation of research as having different forms and purposes and being constructed through different theoretical and methodological frameworks.

Outcomes

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

  1. demonstrate a stronger appreciation of research as a process of knowledge production and its relevance to practice in adult and workplace education
  2. show a broad understanding of research perspectives and approaches
  3. demonstrate an awareness of their own positions in relation to different research traditions and methodologies
  4. have an appreciation of the research craft, including research design, methods, ethical principles and presentation.

Assessment

Research proposal (40%)
Research portfolio (60%)

Workload requirements

Minimum total expected workload equals 24 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Rachel Forgasz

Synopsis

This unit develops students' working knowledge of a range of conceptualisations of reflection and its place in professional practice. Students are encouraged to consider their identities as reflective practitioners and are supported to develop skills to reflect on and interpret critical moments in workplace practice.

Outcomes

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

  1. develop their working knowledge of the concepts of reflection and reflective learning
  2. identify their values around the construction of knowledge and their identities as reflective professionals
  3. apply reflective approaches to interpreting critical moments in practice.

Assessment

Reading review (1200-1600 words, 40%)
Case development and interpretation (2400-2800 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Mr Wing Chan

Synopsis

In this unit students consider why mentoring has been taken up so widely, and for what purposes. The unit considers the different forms mentoring takes in different places, with a focus on mentoring in workplaces. The unit provides students with the 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 students should be able to:

  1. show an appreciation of different types of mentoring
  2. understand the steps involved in setting up a small workplace mentoring scheme
  3. have an awareness of issues involved in introducing mentoring
  4. demonstrate basic skills in designing, coordinating and evaluating a mentoring program.

Assessment

Annotated bibliography (1500 words, 40%)
Mentoring action plan (2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Damon Anderson

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. Students acquire skills in the development and critical analysis of policy.

Outcomes

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

  1. understand 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
  2. demonstrate a knowledge of recent policy reforms and their inter-relationships with wider political, social and economic developments
  3. appreciate the ways recent policy reforms have affected practitioners working with adult learners in diverse workplace and community settings
  4. demonstrate skills in the development and analysis of policy from a critical perspective.

Assessment

Reading review (1500 words, 30%)
Final project (2500 words, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 18 contact hours per semester
  • 6 hours of online activity per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions

EDF2808


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Stephen Keast

Synopsis

This unit builds upon students' existing knowledge of curriculum, through an exploration of recent developments in curriculum, assessment, evaluation and education policy in local and national contexts. Students critically engage with various theoretical views relating to curriculum and assessment and their relationship to policy. A key focus of this unit is investigating what makes particular curricula and assessment approaches have greater or lesser educative value and the impacts of policy in these areas. Consequently, the political and ethical dimensions inherent in all curricula are explored, as are the linkages between curricula, assessment, reporting, evaluation and the quality of student learning. This unit promotes the importance of developing the professional capacity of educators to make critical judgments in terms of curriculum planning, action and evaluation, and the development of assessment that promotes high quality student learning.

Outcomes

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

  1. understand the ways curriculum can be viewed from each of the system, school and classroom levels
  2. understand how local and national curricula link with policy documents and how these position teachers and teachers' work
  3. inquire into various curricula, assessment and reporting practices to determine their educative value
  4. appreciate the complexities and challenges of designing assessment that is valid, reliable and compatible with policies relating to teaching and learning
  5. identify and critically reflect on the values, ethics and political dimensions of all curricula and assessment practices
  6. articulate their developing beliefs about curriculum, policy and assessment and compare these with theories found in professional literature
  7. apply a range of methods to generate evidence of student learning, including innovative application of information and communication technologies (ICTs)
  8. appreciate the dilemmas and complexities in reporting to different audiences in ways that can support and enhance student learning.

Assessment

Discursive essay: critical analysis and reflection on curriculum and assessment (2000 words, 50%)
Problem-based assessment analysis (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester

(b.) Additional requirements

  • independent study to make up the minimum required hours over the semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions

EDF3001
EDF5422


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Coordinator(s)Dr Helen Grimmett (Berwick); Dr Stephen Keast (Clayton)

Synopsis

This unit helps students understand their transition from teacher education into the professional practice of teaching and views teacher education as an important part of the induction process for engaging with the teaching profession. Drawing on a range of research literature and applying the full range of knowledge, skills and practicum experiences developed during the previous three years of their course, students are inducted into the notion of what it means to be engaged in the teaching profession through consideration of the nature of teachers' work and of leadership in education. This includes the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educational leaders. Students critically reflect on their emerging professional identity as practitioners and as potential education leaders, and explore the ways in which they can engage with and initiate professional communities of educators in and beyond their immediate teaching setting. They continue to develop their literacy, numeracy and information and communication technology (ICT) skills and knowledge, undertake focused research into an aspect of professional learning within a particular institutional and system context, and prepare for a career of professional learning through synthesising the variety of theoretical perspectives they have encountered throughout their course.

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 professional identities as teachers and as potential leaders in education
  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 various professional learning communities
  5. develop and document evidence of the impact of their professional practice on learning, teaching and organisational structures
  6. undertake focused research into an aspect of their professional learning.

Assessment

Professional teaching portfolio (2000 words or equivalent, 50%)
Research report on an aspect of students' own professional learning (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester

(b.) Additional requirements

  • independent study to make up the minimum required hours over the semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Kate de Bruin

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.

Outcomes

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

  1. demonstrate awareness of the implications of disabilities from an educational and developmental perspective
  2. explain the wide range of varying abilities of students
  3. recommend appropriate adaptations necessary for the school setting and instructional style
  4. develop and implement inclusive curriculum strategies
  5. locate, interpret and apply policy at the school, state, national and international level.

Assessment

Essay (2400 words equivalent, 60%)
Class presentation (online for off-campus) (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Requirements for off-campus students

  • off-campus students will be required to complete a number of online tasks

(c.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit is the second of two that develop students' understanding of English and literacies learning in the Victorian and Australian curriculum. This unit focuses on developing coherent and advanced knowledge in relation to literacy teaching in a diverse social, cultural and technological world. Building on previous work, students continue to explore and critique various conceptual frameworks and theoretical ideas that help them to understand how children continue to develop various literacy knowledges, skills and understandings. The teaching of literacy is examined from a number of current theoretical perspectives and students develop appropriate pedagogical practices that support children's literacy learning. With a particular focus on the middle and upper primary years, the unit explores effective pedagogies to enhance children's oral language, reading, writing and visual literacies taking into account issues related to information and communication technology (ICT).

Outcomes

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

  1. critically reflect upon and further develop their own personal English and literacy skills (verbally, in written form, and via a range of ICTs)
  2. demonstrate their understandings of a range of theoretical perspectives related to how children learn and develop literacy knowledge, skills and understandings throughout the primary school years (especially the upper years)
  3. demonstrate their understandings that texts are multimodal in nature, and that engaging with and creating texts involves an understanding of how the different modes integrate to make meaning
  4. plan inclusive learning experiences that take into account students who come from diverse social, cultural and linguistic backgrounds
  5. explore ways to integrate literacy teaching and learning across the curriculum plan, teach and assess learning experiences to develop middle and upper primary children's reading, writing, oral language and visual literacies.

Assessment

Essay: critique and synthesis of research on how children learn and develop literacy knowledge, skills and understandings throughout the primary school years (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Integrated unit of work on literacy for diverse learners (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops students' understandings of the humanities and social sciences learning areas in the Victorian and Australian curriculum. Students explore how humanities, social sciences and social education are taught in various ways in primary schools, including through the subjects geography, history and civics and citizenship, and/or through theme-based or integrated learning that is the approach commonly chosen in primary schools. They also develop advanced knowledge and understanding of various theories and pedagogies involved in teaching these learning areas. They learn and develop the skills of lesson planning and implementation of curriculum, both through disciplinary and interdisciplinary integrated studies. Students explore and evaluate a range of research, teaching resources and educational providers that support the teaching of humanities and social education.

Outcomes

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

  1. understand and evaluate how the humanities and social sciences, and the broader social education curriculum is structured within the Australian Curriculum and AusVELS in Victoria
  2. develop expert knowledge and understanding of different theoretical and pedagogical approaches in the humanities and social education curriculum, including disciplinary, interdisciplinary and integrated approaches
  3. design and implement primary lessons and units of work using discipline-based or integrated approaches
  4. locate, evaluate and use a variety of appropriate teaching resources and educational providers that support the teaching of humanities and social sciences and social education in the primary years.

Assessment

Essay (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Unit development task (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit introduces students to advanced theoretical and pedagogical concepts associated with the teaching of science and technology to children in primary school settings. Students analyse critically, evaluate and transform information from a range of curricula, including the Australian primary science curriculum and other international curricula. Specifically students recognise that knowledges are culturally constructed and they research a range of world views about science and technology. Important conceptual scientific ideas and different pedagogical approaches to the teaching of science and technology are critiqued. The preparation and teaching of science and technology programs is undertaken in the context of studying teaching strategies that are appropriate across cultural contexts, for different science and technology concepts and across year levels in primary school, early childhood settings, homes and communities.

Outcomes

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

  1. understand advanced theoretical and pedagogical concepts associated with the teaching of science and technology to children
  2. translate conceptual ideas and processes about science into classroom learning activities for children that are appropriate for a range of year levels, areas of science and cultural knowledge associated with science learning
  3. research and develop understandings of the variety of science and technology curricula and assessment techniques available for planning and evaluating student learning in science and technology
  4. explore ways of stimulating and enriching children's natural curiosity by presenting a broad range of learning experiences
  5. reflecting on their past and present science and technology education experiences, develop through the exploration and experience of a variety of learning and teaching strategies a personal approach to teaching science and technology.

Assessment

Research essay on science and technology (1500 words, 40%)
Research portfolio of work from school-based setting demonstrating children's learning in science and technology (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops and advances students' understandings of health and wellbeing and physical education and the application of AusVELS and the Australian Curriculum. It provides opportunities for students to critically analyse and engage with health and physical education (HPE) curriculum and pedagogy in the primary years so they can apply this knowledge to their practice. The unit increases students' knowledge, skills and understanding of teaching and learning strategies that ensure student health, wellbeing and physical education. Students use initiative and judgement in demonstrating their professional practice in ways that are developmentally appropriate for the primary years.

Outcomes

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

  1. critically analyse health and wellbeing and physical education curriculum and practice
  2. demonstrate their capacity to develop, design and plan lessons, units and approaches that are developmentally appropriate for the primary years
  3. understand, utilise and experience a variety of physical education specific pedagogies, e.g. fundamental motor skills, sport education, thematics, game-centred approaches, that promote physically educative experiences
  4. understand and apply concepts and information about health and wellbeing and education, e.g. emotional and social health and learning, drug education, sexuality education
  5. successfully apply strategies for health and wellbeing and physical education appropriate for diverse learners in schools.

Assessment

Essay: critical analysis of curriculum and policy in the fields of health and wellbeing and physical education (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Portfolio of exemplars of pedagogy and practice for health and wellbeing and physical education (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops students' advanced understanding of content and pedagogy for sustainability as a cross-curriculum priority, and primary years science discipline knowledge relevant to the Australian Curriculum and AusVELS, including biological, earth and environmental science studies from Foundation to Year 6. Students develop an appreciation for how education for sustainability has emerged as a global priority by exploring research and curriculum content and policy including goals and agreements developed by the United Nations and other education providers in this field. They develop an understanding of the concepts of environmental studies and sustainability and explore how these concepts are inextricably linked. They learn how to develop integrated approaches to studies of the environment and sustainability and specific related science content across primary school curriculum. Students investigate and understand the cultural, social, economic, scientific, ecological and political factors that influence attitudes and actions towards environment and sustainability. They develop theoretical, discipline-based and pedagogical knowledge and understanding of how to implement whole school approaches and classroom learning experiences for environment and sustainability at different levels of primary education.

Outcomes

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

  1. describe and understand the difference between environmental and sustainability education
  2. develop and demonstrate advanced knowledge and understanding of the national and global reasons that have led to the emergence of education for sustainability as an educational priority
  3. develop pedagogical content knowledge necessary to teach education for sustainability and relevant content in the areas of biological, earth and environmental science studies from Foundation to Year 6 in AusVELS and the Australian Curriculum
  4. discuss and evaluate the influence of cultural, social, economic, scientific, ecological and political factors on how concepts of environment and sustainability are understood and incorporated into primary curricula in Australia and internationally
  5. design and implement learning experiences that incorporate environment, sustainability and science at different levels of primary education.

Assessment

Essay: exploration of pedagogical content knowledge, curriculum and policy related to education for sustainability and related areas of science (can include individual and/or group work) (2000 words or equivalent per student, 50%)
Unit of work to teach science, environmental education and sustainability in a primary school (can include individual and/or group work) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

Students engage critically with the concepts of space and place, and research the relevance of the spatial in early years' educational theory and practice. Emphasis is given to critical engagement with place-based pedagogies, and post-human and post-colonial perspectives as pathways into research with a focus on places and spaces. The relationships between places, spaces and identities are examined, including place as a significant concept in Indigenous knowledges. Students have the opportunity to undertake a small research project to investigate new perspectives of place in early years' education.

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
  4. consider how places affect relationships to other people and other places.

Assessment

Group work: Critical review of place-based, post-human, post-colonial perspectives of place and space (1600 words, 40%)
Individual research project: New perspectives of place in early years' education (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 hours per week

(b.) Additional requirements:

  • 9 hours of independent study including readings, completion of set tasks and self-directed learning

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit focuses on the potential of playful activity to enhance the learning process and contribute to development throughout our lifetime. Playfulness allows 'possibility thinking', creative freedom, and intellectual curiosity, all vital characteristics of learning and development at all ages. Throughout this unit, students explore their own playfulness in order to increase confidence and develop their own skills in creating and leading playful learning environments. Students investigate a range of learning contexts to examine the presence and absence of playful activity, critically challenging common assumptions of who, how, where and when people play and how this affects their learning and development. Students draw upon insights from their own research, along with critical analysis of contemporary theoretical perspectives of play, to formulate personal theorisations of the role of play in both teaching and learning. They investigate and design new pedagogical and research-based approaches to playful learning with an emphasis on diverse learning contexts.

Outcomes

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

  1. demonstrate advanced understanding of play as a complex pedagogical construct that contributes to lifelong learning and development
  2. critically analyse the assumptions and research base underpinning a range of theoretical perspectives of play from local, national and global perspectives
  3. investigate and design new pedagogical research-based approaches to playful learning in diverse learning contexts.

Assessment

Research assignment (2000 word equivalent, 50%)
Pedagogical design task (2000 word equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours, including readings, completion of set tasks and self-directed learning

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit introduces students to the sociology of childhood and critical childhood studies as important disciplinary fields of their work. Particular emphasis is given to children's participation and contribution as a socio-political issue. Students engage with critical ethnography as a method for research to investigate a range of issues in relation to contemporary childhood. Sociological research questions are raised including questions about children's identity, belonging to and participation in communities, gender, environmental issues and diversity. Students engage with notions of local and global citizenship from sociological perspectives to critically reflect on children's role in society. With a focus on the present and future, students are encouraged to investigate how early years education providers are responding to the critical issues raised in the unit.

Outcomes

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

  1. demonstrate an understanding of the sociology of childhood and critical childhood studies as important disciplinary fields that inform their work
  2. develop research questions to critically examine sociological issues, such as children's identity, belonging, participation, gender, environmental issues and diversity
  3. demonstrate the capacity to begin to research childhood using critical ethnography
  4. critically reflect on and engage with critical issues in the context of early years' provision.

Assessment

Literature review: sociology of childhood (1500 words, 40%)
Research task: design a proposal for research in sociology of childhood issues in local community contexts (2500 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

In this unit students critically analyse philosophies and contemporary theories of learning of early years education within the Early Years Learning Framework, linking the goals for children to be connected with their world as effective communicators, and confident learners with a strong sense of identity, to the theoretical paradigms of child development. Key foundational concepts are reviewed and analysed such as agency, social situation of development, meaningful learning, involvement, zone of proximal development and leading activity to consolidate knowledge. The overarching perspective is to explore the underlying principles of these philosophies and theories through the lens of the cultural contexts and to synthesise this into a cohesive approach to teaching and learning.

Outcomes

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

  1. critically analyse the foundational principles of early childhood learning
  2. demonstrate an understanding of contemporary theories of learning that influence children's learning and development
  3. demonstrate capacity to adapt the knowledge of theoretical concepts and analytical skills to a range of learning environments
  4. recognise initiatives in design of program approaches consistent with the intent of enhancing children's learning and development.

Assessment

Essay of literature review on selected philosophy and contemporary theory to demonstrate a broad understanding of the underlying principles of these theoretical constructs (1600 words equivalent, 40%)
Research project applying main concepts of contemporary development theories in an educational setting within the parameters of current curriculum frameworks (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit provides opportunities for students to further explore innovative curriculum, pedagogy and practice in schools that engages diverse student populations. The unit explores how teachers in schools implement innovation and bring curriculum 'to life' for their students though diverse pedagogies including inquiry learning and the use of information and communication technologies (ICTs). They also draw on research literature to investigate a range of issues including maximising student motivation in schools, engagement through curriculum development and innovative practice, and developing community-based curriculum and practices. Students understand how teachers are 'curriculum workers' constantly responding to change and the implications of this for their professional identity. Students then develop and demonstrate their use of practices that are inclusive, exciting and educational during their course and in their practicum experience.

Outcomes

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

  1. describe, evaluate and compare different theoretical and practical approaches to developing curriculum, including traditional and innovative practices
  2. utilise research literature to examine contemporary curriculum issues and explore exemplars of innovative practice in response to these issues
  3. articulate the connections between robust curriculum development and innovative practice
  4. analyse key policies and documents relating to curriculum, including AusVELS and the Australian Curriculum, and show how they promote or constrain innovative practice
  5. appreciate the importance of teachers as curriculum workers and explain how this is related to their professional identity
  6. develop and demonstrate use of innovative practices including ICTs.

Assessment

Research essay on innovative practices (2000 words, 50%)
Innovative curriculum development task (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit further develops students' ability to teach diverse learners mathematics content, skills and thinking from an early age in effective and creative ways. Developing pedagogical content knowledge for the emerging professional is interwoven with the development of theoretical and research perspectives and approaches that assist in the understanding of diverse learners and how their learning can be maximised.

Outcomes

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

  1. demonstrate an in-depth understanding of key curriculum, teaching and learning principles and practice relating to mathematics in the early years
  2. research, analyse and understand how to develop children's learning of different aspects of mathematics
  3. demonstrate an awareness of effective research methods and pedagogical approaches that focus on the teaching and learning of mathematics in the early years, particularly investigations and problem solving
  4. critically reflect on their personal professional learning in mathematics education
  5. research, analyse and implement classroom strategies that link mathematics to practical applications across the curriculum
  6. understand the importance of and develop techniques for adopting inclusive practices in relation to the teaching and learning of mathematics in diverse contexts.

Assessment

Research report on the design, trialling and evaluation of problem-based mathematics lessons (2000 words equivalent, 50%)
Case study of the mathematical reasoning of primary students (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit provides opportunities for students to review, analyse, consolidate and synthesise knowledge related to current issues and innovative pedagogies for the use of new media and technologies in early years education. Students critically engage with various forms of new media and technology, including digital and analogue media. A focus of the unit is on students developing their expertise in using new media by creating artworks using a range of applications and technologies. Students critically analyse current research and innovative uses of communication technologies and digital tools as well as the impact and expansion of new media on early years education. They demonstrate that they can plan and implement experiences to foster media literacy and intercultural communication for children in the early years in a broad range of educational contexts.

Outcomes

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

  1. develop research-based knowledge of the diversity of new media and technology relevant to early years education
  2. display skills in using a range of new media and technologies creatively
  3. critically analyse current issues and debates concerning children's engagement with new media and technologies and teaching and learning in early childhood
  4. understand the influence emerging information and communication technologies (ICTs) can have on the arts, sustainability, health and wellbeing, intercultural understanding and Indigenous Australian and Asian people's cultures and perspectives
  5. demonstrate expertise in planning and implementing effective use of new media and technologies in the early childhood curriculum for children of diverse backgrounds and abilities.

Assessment

Arts-based research assignment (2000 words or equivalent, 50%)
Media arts project (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit focuses on developing advanced understanding of thinking mathematically in primary education, with particular emphasis on the local and Australian curriculum for the primary years including mathematical reasoning and problem solving. Students extend and synthesise their understanding of conceptual frameworks, which reflect the complexity of children's mathematical growth across the curriculum. They research the challenges associated with mathematical content in diverse contexts, and are expected to research, adopt and design pedagogical approaches that support and challenge children to be mathematicians. Approaches which stimulate conjecturing, testing and mathematical justification are introduced and modelled, researched and critically analysed. Students critically engage with current research, practice and policy throughout the unit.

Outcomes

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

  1. demonstrate advanced understanding of the local and Australian curriculum for the primary years and the fundamental importance of mathematical reasoning
  2. gain an advanced understanding of thinking mathematically and its implications for teaching
  3. develop varying strategies and skills for researching, analysing and developing effective pedagogical approaches towards problem solving and investigations
  4. engage in deep reflection on their personal and professional learning
  5. research, understand and implement varying classroom strategies that link mathematics to practical applications and problems
  6. develop techniques for inclusive practices and understand the importance of adopting inclusive practices in relation to the teaching and learning of mathematics.

Assessment

Research report on the design, trialling and evaluation of problem-based mathematics lessons (2000 words equivalent, 50%)
Case study of the mathematical reasoning of primary students (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

In this unit students develop understanding of innovative practices in childhood education through exploring literature and evidence-based research in teaching and learning in early childhood contexts. This includes a focus on innovation in using information and communication technology (ICT), new media forms and new approaches to literacy and numeracy education. A range of approaches to research are explored to highlight the participation of children and families, ethical issues in research with young children, teacher research, self-study, arts-based research and other innovative methodologies. Students are encouraged to study their own pedagogical practice and explore the learning possible when teachers are researchers.

Outcomes

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

  1. develop their knowledge of innovation in teaching and learning in early childhood contexts through exploring evidence-based research including a focus on using ICT, new media forms and new approaches to literacy and numeracy education
  2. conduct and complete a literature review on innovative practices in childhood education
  3. understand how to make ethical decisions about the involvement of children and families in research
  4. show familiarity with a range of innovative methodologies
  5. frame their practice as research and study their own pedagogical practice.

Assessment

Literature review (2000 words equivalent, 50%)
Self-study research report on innovative practice (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit develops students' growing professional identity, ability to be a leader in the field of early years education and knowledge of professional engagement in Australia and internationally. Students critically review relevant changes in government policy and educational restructuring that influence the professional identity of teachers. Discourses of democratic professional engagement and managerial professionalism are discussed and analysed. There is emphasis on understanding professional accountability and effectiveness through reflexivity. The unit also prepares students to provide moral, ethical and intellectual leadership for the teaching profession by critically analysing their professional values and beliefs.

Outcomes

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

  1. understand their professional identity as teachers and critically analyse their growing professional identity through reflexive practice
  2. demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs
  3. demonstrate knowledge and application of intentional leadership through understanding legislative, administrative and organisational policy and through developing relationships with children, families, colleagues and other professionals
  4. demonstrate professional autonomy, well-developed judgement, responsibility and accountability as an educational professional
  5. use their pedagogical leadership to understand and respond to the diversity of learner needs within varied learning contexts.

Assessment

Reflective journal on how to plan and meet professional standards (2000 words, 50%)
Professional portfolio interview and presentation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

20 days in a primary school setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)

Synopsis

This unit monitors primary and secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Course 3750 and 4209: 20 days in secondary school setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

20 days with ages 3 to 5 years in preschool, kindergarten or other appropriate setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

Early Years Education specialisation: 15 days with ages 3 to 5 years in long day care or other appropriate setting

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors early years professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

15 days with ages 3 to 5 years in preschool or kindergarten or other appropriate setting

Assessment

This unit is graded pass grade only (PGO)
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

20 days

Assessment

This unit is pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors primary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

20 days

Assessment

This unit is pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

25 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


0 points, SCA Band 1, 0.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit monitors secondary professional experience in the Bachelor of Education (Honours) course. Students complete the required number of days and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers and tutors (or relevant academic staff in the Faculty of Education) and by teacher mentors in the education setting in which they are placed.

Outcomes

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

  1. complete the required number of days of professional experience and the activities specified in the professional experience guide for this unit
  2. develop a professional experience folder which records their planning of lessons and self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the professional experience guide and the practicum report from the students' teaching mentor/s and University professional experience advisers and tutors (or relevant academic staff).

Fieldwork

25 days

Assessment

This unit is graded pass grade only (PGO).
Students enrolled in this unit must complete learning outcomes 1, 2 and 3 in order to gain a pass grade only assessment. Students must complete and document their learning with detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • students must either attend on-campus briefing sessions or take responsibility to view the online recorded version of professional experience briefing sessions for their course

(b.) Attendance requirements for off-campus students:

  • students are not required to attend on-campus sessions but must take responsibility to view the online recorded version of the professional experience briefing sessions

(c.) Additional requirements (all students):

  • professional experience: students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide for this unit

See also Unit timetable information

This unit applies to the following area(s) of study

Co-requisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit builds the capacity of students for researching teaching and learning and/or complex problems in particular educational contexts. Students explore principles, approaches and methods for conducting and applying educational research, and they explore their understanding of their emerging identity as educational researchers. They investigate issues such as what 'counts' as research, where research can occur, what is to be researched, how research can be undertaken, why research is important and what constitutes a research community. They learn how to generate and use data ethically to inform their educational work and develop an evidence base for this work.

Outcomes

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

  1. understand the purposes, principles and approaches in educational research
  2. articulate their understanding of their emerging identity as a researcher
  3. explore and explain varied approaches to research that address complex problems
  4. demonstrate an awareness of ethical and pragmatic issues associated with undertaking research in a range of educational settings
  5. appreciate the importance of educational inquiry for improving professional practice and/or knowledge in their field
  6. develop and write a research proposal.

Assessment

Research narrative (2000 words, 50%)
Research proposal (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester to include:
  • 1-hour lectures in the early teaching weeks of semester
  • 3-hour workshops in the week after professional experience
  • 3 hours of peer support in the development of research proposals

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements for all students:

  • independent study to make up the required minimum hours during the semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit builds students' capacity to research teaching and learning in particular educational contexts. Students apply some of the principles and methods of educational research they have learned about by developing a short literature review related to the proposal developed in EDF4100. They then demonstrate their capacity to generate and use data ethically via a research project. This is focused on examining practice in an education setting, school or classroom, using methods that may include focus groups, interviews, self-study, action research or participant observation. Finally, students demonstrate a clear and coherent exposition of the knowledge they have gained through the presentation of their findings to their peers and in a written report.

Outcomes

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

  1. further build their capacity to research teaching and learning
  2. demonstrate their capacity to generate and use data ethically
  3. conduct a research project
  4. demonstrate a clear and coherent exposition of the knowledge they have gained in written and oral forms.

Assessment

Literature review (1000 words, 25%)
Research project (3000 words, 75%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester to include:
  • 7 x 3-hr workshops
  • 3 hours of peer interaction on the research project

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements for all students:

  • independent study to make up the required minimum hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit expands upon foundational physiological, kinesiological and psychological understandings of human movement science within health and physical education. Human movement science represents a unique discipline that explores human performance in relation to a range of movement challenges. Students develop advanced skills, knowledge and capabilities relevant to sport and exercise science that will enable them to become actors in the critique, interpretation, planning and design of existing sporting, performance, rehabilitation and health related concerns. The unit provides opportunities to examine how particular practices based upon foundational biophysical knowledge have historically emerged, been continually challenged and reinterpreted. Students gain practical experience in both laboratory and field-based settings related to the monitoring and execution of sporting, performance, rehabilitation and health-related practices.

Outcomes

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

  1. articulate how historical interpretations and applications of sport and exercise science knowledge have been critiqued, challenged and reinterpreted
  2. understand and interpret fundamental research approaches that underpin the discipline of sport and exercise science
  3. work independently and collaboratively to demonstrate competencies in addressing complex problems through interpretation, planning and design of performance based outcomes
  4. use and creatively integrate information and communication technologies to articulate understandings of sport and exercise science
  5. demonstrate familiarity with laboratory and field-based practices associated with the monitoring and execution of sporting, performance, rehabilitation and health-related practices.

Assessment

Critique of a contemporary sporting or exercise practice (1600 words equivalent, 40%)
Exploration of the design, application and evaluation of a contemporary sport and exercise science practice (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • workshop - 24 hours over the semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including engaging with online material, readings, revision, assignment work and other study

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Berwick First semester 2015 (Online)
Coordinator(s)Dr Deana Leahy

Synopsis

This unit explores concepts of health and health education contextualised within organisations (e.g. schools, hospitals or corporations) and community (welfare, policing, employment) settings. It examines past, present and future directions of health education and promotion, approaches to drug and sexuality education and resources available to health education.

Outcomes

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

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

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)

Synopsis

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

Outcomes

Upon successful completion of this unit students should be able 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 effects 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 wellbeing
  6. develop a repertoire of effective behaviour management strategies including problem-solving and relationship-building skills with students
  7. learn to work effectively with students, their families and other professionals in meeting the broader needs of students.

Assessment

Case study (1500 words, 40%)
Project plan (2500 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week or equivalent

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Niranjan Casinader

Synopsis

This unit further develops students' understanding of the key concepts and practical applications of curriculum, curriculum theory, assessment and evaluation. Students build their capacity to apply their knowledge of assessment strategies including informal and formal, diagnostic, formative and summative approaches, and assessment moderation and its application to assessing and improving student learning in varied contexts. They learn how to provide feedback and report to students and parents using accurate and reliable records of student achievement.

Outcomes

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

  1. understand the key principles of curriculum theory, assessment and evaluation
  2. develop and apply assessment practices within and across learning areas and subjects in local and national curriculum
  3. demonstrate understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches, and assessment moderation and its application to assessing student learning
  4. demonstrate broad knowledge of assessment and evaluation strategies that can be used to evaluate teaching programs to improve student learning
  5. demonstrate an understanding of the purpose of providing timely and appropriate feedback and reporting to students and parents using accurate and reliable records of student achievement.

Assessment

Portfolio of assessment tasks (2000 words equivalent, 50%)
Development of assessment tasks for integrated curriculum (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week including lectures, tutorials and online activities

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Rosalie Triolo

Synopsis

This unit prepares students to teach history as either a stand-alone discipline or as an identifiable component of an integrated program in schools or wider education settings. The unit develops capable history educators who will be competent to work globally in diverse education settings and locations.

Outcomes

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

  1. develop their learners' life, career, leisure and study skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
  2. locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives
  3. articulate the research underpinnings of pedagogical models common to history education, such as inquiry methodology and enact effectively such models in diverse learning settings
  4. cater to learners' different needs through inclusive strategies and engaging and diverse teaching, and learning and assessment activities, such as those in keeping with multiple intelligences theory
  5. develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways, including creatively and collaboratively
  6. facilitate learners' identification of links, similarities and differences between the past and the present and between the experiences of different cultures in different locations
  7. develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship.

Assessment

Documented class presentation (2000 words equivalent, 50%)
Research-based assignment (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF4118


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Ms Amber McLeod

Synopsis

This unit explores the role of practical and experiential learning in secondary education as a pedagogic intervention and strategy that engages students in learning through practical pedagogies. It draws upon ideas and practices associated with crafts and craft knowledge and skill in ways that provide a basis for teachers to work with students to build and extend student engagements in school learning. Schooling experiences often involve making things, putting things together, organising ideas and developing capabilities to support student thinking and taking decisive action. Students as pre-service teachers are provided with the knowledge and capacities to understand and implement practical education and learning experiences to secondary students. The unit is organised around the three core threshold concepts of making as thinking, doing as learning and knowing through practice.

Outcomes

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

  1. design and implement school learning experiences that involve making things as a key strategy for engaging students in learning
  2. plan learning and assessment options that develop student practical skills and abilities
  3. identify the appropriate practical learning experiences that stimulate and reinforce productive engagement in schooling.

Assessment

Essay (2000 words, 50%)
Practical learning project (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Coordinator(s)Dr Pearl Subban

Synopsis

This unit is the third in a sequence of three units to prepare students to teach English language, literacy and literature in primary schools. Students develop an understanding of their role as teachers of literacy across the curriculum with specific attention to Years 5 to 8. The unit explores a range of theoretical perspectives on the learning and teaching of English. Students also analyse current policy documents in order to understand how these mediate teachers' work.

Outcomes

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

  1. critically reflect upon their beliefs, ethical approaches and experiences of language and literacy learning in schools
  2. demonstrate their understanding of a range of effective and inclusive teaching strategies for developing literacy across the curriculum, including approaches to planning, assessment and reporting
  3. critically examine the factors influencing current policy on English curriculum, pedagogy and assessment, including the influence of international and national testing
  4. competently use a range of information and communication technologies (ICTs) to access and develop teaching resources and strategies
  5. provide evidence of their own learning in the area of English language, literacy and literature
  6. develop units of work to address the increasingly complex literacy demands of the twenty-first century.

Assessment

Analysis of student writing (2000 words equivalent, 50%)
Unit planning (2000 words equivalent, 50%)


Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF4112
EDF4406


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Sarah Hopkins

Synopsis

This is the third unit in a sequence of three units that builds students' knowledge, skills and attitudes relevant to the effective teaching and learning of primary school mathematics. The content focus is on the curriculum outcomes relevant to the statistics and probability strand at levels Foundation to Year 8. Students consolidate and synthesise their learning to critically reflect on activities and approaches for developing understanding, fluency, problem-solving and reasoning capacities associated with chance, data representation and data presentation. Students engage with research on how children learn and develop strategies for addressing more complex learning needs that involve differentiating the curriculum, setting challenging tasks for more able children and designing projects for promoting numeracy.

Outcomes

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

  1. plan for and manage the effective teaching of concepts and skills relating to statistics and probability
  2. confidently plan and facilitate a range of mathematics/numeracy learning activities which develop and enhance student understanding, fluency, problem solving and reasoning
  3. consider the needs of diverse groups of students (including students with different abilities, Aboriginal and Torres Strait Islander students, refugee students, immigrant students and minority students) and employ strategies to facilitate their learning
  4. harness information and communication technologies (ICTs) (e.g. interactive whiteboards, tablet PCs, web 2.0) and calculators (e.g. graphics calculators, CAS) and related software as learning technologies in their teaching repertoire
  5. select and use a variety of assessment techniques to evaluate student learning in mathematics
  6. plan lessons involving challenging tasks, enabling prompts and extending prompts
  7. design and evaluate a numeracy project.

Assessment

Differentiated lesson sequence (2000 words, 50%)
Numeracy project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

EDF4116


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit explores the teaching and learning of health and physical education (HPE). The unit enables students to build knowledge and gain experience in the unique teaching and learning environment of HPE. It provides historical, philosophical and pedagogical foundations of HPE, enabling students to develop confidence and competence in teaching HPE to students in the primary years.

Outcomes

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

  1. articulate the unique contribution of health and physical education to the general curriculum
  2. demonstrate knowledge of the philosophy, history and contemporary status of school physical education
  3. develop, design and plan lessons, units and curricula that are developmentally appropriate for levels Foundation to Year 8
  4. understand, utilise and have participated experientially in a variety of physical education specific pedagogies (e.g. fundamental motor skills, thematics, game-centred approaches) that promotes moving-related educative experiences
  5. communicate concepts and information about health and health-related matters as they pertain to health education (e.g. drug education, sexuality education) to a variety of audiences.

Assessment

School health education research project (1600 words, 40%)
Physical education teaching portfolio (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lecture per week
  • 1-hour tutorial or practical per week

(b.) Additional requirements:

  • 10 hours of independent study per week including reading, completing assessment tasks and reviewing and/or completing online tasks

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit requires students to critically engage with the pedagogical theories and practices relevant to upper secondary schooling. Using their chosen disciplinary field(s) as context, students are supported in developing an understanding of how a range of pedagogical approaches need to be considered in relation to individual student needs and the requirements of senior secondary curriculum and assessment frameworks. In particular, this unit offers students opportunities to further develop pedagogical content knowledge relevant to their chosen disciplinary field(s) and examine engaging and innovative approaches to teaching and learning within the constraints of externally moderated senior secondary curriculum. They are required to draw upon both their classroom experiences and the research literature as they reflect on the critical construction and utilisation of relevant pedagogical content knowledge in the senior years of secondary schooling.

Outcomes

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

  1. understand and apply the requirements of senior secondary curriculum and assessment frameworks for their chosen discipline(s) in their professional experience
  2. critically evaluate and implement different assessment approaches in their chosen disciplinary field(s)
  3. demonstrate an understanding of different pedagogical approaches in the teaching of students across the senior years of secondary schooling
  4. extend their repertoire of teaching skills and strategies that promote purposeful, engaging, innovative, creative and intellectually challenging learning.

Assessment

Portfolio of reflective practice (2000 words or equivalent, 50%)
Critical investigation of assessment approaches (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week over 8 weeks including lectures and tutorials

(b.) Additional requirements

  • independent study to make up the minimum required hours per week

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Margaret Plunkett (Gippsland); Dr Judy Williams (Peninsula)

Synopsis

This unit locates students in the life and culture of the school. It prepares them for 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 (ICTs) in planning for and delivering sessions forms part of this unit. The professional placement enables 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
  5. document their professional learning and experience.

Fieldwork

For double degrees: 20 days' placement; for course Bachelor of Primary Education (Gippsland and Peninsula): 20 days' placement; Middle school option: 5 days' placement (plus 15 days' placement to be completed in a secondary setting)

Assessment

This unit is graded pass grade only (PGO).
Successful completion of placement and allied tasks (2000 words, 50%)
A portfolio (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • 20 days per semester of professional placement

(b.) Additional requirements

  • limited number of seminar days and in-school tutorials

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF4105
EDF5110


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Margaret Plunkett (Gippsland); Dr Ibrahim Latheef (Peninsula)

Synopsis

In this unit students gain confidence to enter the teaching profession. It provides students with opportunities to engage with every facet of the culture and professional life of teaching. Students engage in reflective conversations with their peers and identify their strengths and what they contribute to the educational community, as well as engage in professional learning. They 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 information and communication technology (ICT) for teaching and learning in the twenty-first 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
  5. research, refine and document an aspect of their professional learning and experience.

Fieldwork

20 days' placement; Middle school option: 5 days' placement (plus 15 days' placement to be completed in a secondary setting)

Assessment

This unit is graded pass grade only (PGO).
Successful completion of placement and allied tasks (2000 words or equivalent, 50%)
A portfolio (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload comprises:

(a.) Contact hours for on-campus students:

  • 20 days per semester of professional placement

(b.) Additional requirements

  • limited number of seminar days and in-school tutorials

See also Unit timetable information

Chief examiner(s)

Prerequisites

Prohibitions

EDF4106
EDF5111


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Nerissa Albon (Gippsland); Dr Judy Williams (Peninsula)

Synopsis

This unit prepares students to enter the profession. They continue to develop their ability to become reflective professionals monitoring their own thoughts and actions. They gain an understanding of employment opportunities, processes and organisational and work conditions. Students gain an appreciation for the importance of emotional, physical, social and spiritual wellbeing. They learn strategies to balance work and life commitments. They 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. confidently seek employment
  3. apply strategies to manage their own wellbeing and appreciate the significance of others' wellbeing
  4. understand and articulate their identity as professionals entering the profession.

Assessment

Managing wellbeing (2000 words or equivalent, 50%)
Multimodal autobiography (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the minimum required hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Singapore Term 4 2015 (Online)
Peninsula Term 4 2015 (Off-campus block of classes)
Coordinator(s)Ms Rosemary Bennett

Synopsis

In this unit students critically examine principles, practices and issues of health and wellbeing. They explore how society and culture influence community practices, legal and quality assurance requirements relating to the health and wellbeing of children and adults in early childhood settings. The unit prepares 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 wellbeing
  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
  5. apply strategies to manage their own wellbeing.

Assessment

Essay (2000 words, 50%)
Tutorial presentation and/or diagrammatic map (2000 words or equivalent, 50% )

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 24 hours per semester

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Singapore Term 3 2015 (Online)
Coordinator(s)Dr Joseph Agbenyega

Synopsis

This unit explores 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. The policy and practical implications of learning and inclusion for teaching is featured, with particular emphasis on good practice and strategies that may be introduced to assist children and their families from varying cultural backgrounds.

Outcomes

Upon successful completion of this unit students should 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 explore ways to include children with special education needs
  3. gain insight into ways in which children from varying cultural backgrounds, particularly those with special education needs, are supported to maximise their learning potentials through collaboration with parents
  4. explore various conceptual and theoretical perspectives about learning, development, disability and special needs, and engage in case studies that exemplify the application of theoretical ideas and practice.

Assessment

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

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester (on-campus classes do not run during teaching practicum)

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF5413


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Singapore Term 2 2015 (Online)
Coordinator(s)Associate Professor Nikolai Veresov (Peninsula); Ms Robyn Babaeff (Singapore, online)

Synopsis

This unit examines the contexts for professional life as well as the identities, roles and responsibilities of a contemporary early childhood professional. It addresses 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, underpin the way the unit is conceptualised. Consideration is given to topics related to human and material resources management, service development and marketing.

Outcomes

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

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

Assessment

Service report (1600 words, 40%)
This is 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.
Project report (2400 words, 60%)
This is 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.

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the required minimum hours per week including readings, completion of set tasks and self-directed learning

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF4502
EDF4506


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Peninsula Term 1 2015 (Off-campus block of classes)
Singapore Term 3 2015 (Online)
Coordinator(s)Dr Denise Chapman (Peninsula - Online); Ms Marie Hammer (Peninsula - Second semester); Jill Robbins (Singapore - online)

Synopsis

This unit prepares students to enter the early childhood education profession. Students continue to develop their ability to become reflective professionals monitoring their own thoughts and actions. They gain an understanding of employment opportunities, processes and organisational and work conditions. Students understand the importance of emotional, physical, social and spiritual wellbeing. They learn strategies to balance work and life commitments. They develop 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. confidently seek employment
  3. apply strategies to manage their own wellbeing and appreciate the significance of others' wellbeing
  4. understand and articulate their identity as professionals entering the profession.

Assessment

Managing wellbeing (2000 words or equivalent, 50%)
Multimodal autobiography (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Contact hours for on-campus students:

  • 1-hour lecture per week
  • 1-hour tutorial per week

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements:

  • independent study to make up the required minimum hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF5411


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Professor Sue Grieshaber

Synopsis

This unit focuses on the planning, implementation and evaluation of high-quality, play-based curricula in kindergarten settings. Students 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 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
  4. make systematic links between culture, community, family and individual issues in their teaching practice.

Fieldwork

15 days

Assessment

Pedagogical tool kit (1600 words equivalent, 40%)
Successful completion of professional placement (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 2-3 contact hours per week

(b.) Additional requirements:

  • independent study to make up the required minimum hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF5410


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedPeninsula Second semester 2015 (Day)
Peninsula Term 1 2015 (Off-campus block of classes)
Peninsula Term 3 2015 (Off-campus block of classes)
Coordinator(s)Ms Robyn Babaeff (Term 1 - off-campus); Ms Marie Hammer (Second semester - day), Ms Nicole Marshall (Term 3 - off-campus)

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

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

  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
  4. collaborate with professional colleagues to assess their own personal professional learning and development.

Fieldwork

25 days

Assessment

Professional portfolio (1600 words equivalent, 40%)
Successful completion of professional placement (2400 words equivalent, 60%)

Chief examiner(s)

Prohibitions

EDF5412


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula First semester 2015 (Day)
Singapore Term 2 2015 (Online)
Coordinator(s)Dr Jane Bone (First semester - Peninsula, day); Dr Corine Rivalland (Term 2 - Singapore, online)

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 plan, conduct and evaluate a form of teacher research. This research takes place in an educational context and findings are 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)
  3. develop leadership and mentoring skills for the field of education around the co-construction of practice informing research and research informing practice.

Assessment

Research plan (2000 words or equivalent, 50%)
Teacher research in an educational setting (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) Requirements for on-campus students:

  • 24 hours per semester

(b.) Requirements for offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements:

independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedPeninsula Second semester 2015 (Day)
Peninsula Term 3 2015 (Off-campus block of classes)
Singapore Term 4 2015 (Online)
Coordinator(s)Dr Corine Rivalland (Singapore, online); Professor Sue Grieshaber (Second semester - Peninsula, day); Megan Adams (Term 3 - Peninsula off-campus)

Synopsis

In this unit students examine research which calls into question the taken-for-granted theories of play that have informed the work of early childhood professionals and are provided with new and different contexts to think about in relation to how play is defined and theorised. 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 more culturally inclusive research has been undertaken to show how play is culturally constructed. Students also consider the cultural ways in which children in contemporary society play and live in their communities. Importantly, students 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 in which children find themselves today. Students are supported in their work through observing children, undertaking analyses and re-theorising play.

Outcomes

Upon successful 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
  5. creatively explore the principles of play as a construct for learning in schools, centres and homes.

Assessment

Data collection and multimedia presentation (2000 words or equivalent, 50%)
Concept diagram and action plan (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

(a.) On-campus students

  • 2 contact hours per week

(b.) Offshore Kaplan based students:

  • one intensive block comprising two week nights and weekend days, normally from Thursday to Sunday
  • at least four hours of online study per term

(c.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Prohibitions

EDF5409


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Online)
Coordinator(s)Dr Joanne Burke

Synopsis

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

Outcomes

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

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

Assessment

Written assignment 1 (2000 words equivalent, 50%)
Written assignment 2 (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester

(b.) Additional requirements

  • independent study to make up the minimum required hours over the semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Enrolment in pre-service teacher education course


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Marianne Turner

Synopsis

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

Outcomes

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

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

Assessment

Reading log (2500 words, 60%)
Practical application: development of tailored materials and pedagogical approaches (1500 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the required minimum hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Online)
Coordinator(s)Dr Leonie Kronborg

Synopsis

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

Outcomes

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

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

Assessment

Reflective journal (3000 words, 70%)
Practical application: a differentiated curriculum unit (1000 words, 30%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours over the semester

(b.) Additional requirements

  • independent study to make up the minimum required hours over the semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Enrolment in pre-service teacher education course

Prohibitions

EDF4241


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate, Postgraduate
FacultyFaculty of Education
OfferedBerwick First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Coordinator(s)Mr Peter Anderson

Synopsis

This unit explores local and global Indigenous perspectives on teaching and learning. It develops students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples. The unit considers Indigenous and other forms of education alongside the provision of mainstream schooling by nation states. Students develop understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. They explore and utilise education programs which have successfully engaged with learners from Indigenous and traditionally oriented societies and achieved improvements in their education outcomes. Students also develop broad knowledge, understanding and respect for Aboriginal and Torres Strait Islander peoples and their histories, cultures and languages to meet expectations in the Australian Curriculum and the Australian Professional Standards for Teachers. They develop skills and insights into how to engage learners from Indigenous and traditional communities and create successful partnerships that improve academic outcomes and foster reconciliation.

Outcomes

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

  1. demonstrate cross-cultural skills and knowledge in developing partnerships with Indigenous education experts
  2. demonstrate understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds
  3. understand appropriate cultural protocols with respect to terms like 'Indigenous', 'local', 'Traditional' and 'Traditional Owner' as they pertain to Aboriginal and Torres Strait Islander peoples
  4. develop skills to utilise appropriate teaching strategies for Indigenous learners
  5. demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander peoples, histories, cultures and languages, to promote reconciliation between Aboriginal and Torres Strait Islander and non-Indigenous Australians
  6. use this knowledge in developing teaching and learning strategies related to understanding Indigenous education.

Assessment

Lesson plan (1200 words, 30%)
Portfolio of learning tasks (2800 words, 70%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students (in non-placement weeks):

  • 1-hour lectures
  • 2-hour tutorials

(b.) Additional requirements

  • 3 hours of directed online activity
  • independent study to make up the required minimum hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Enrolment in pre-service teacher education course or by special permission


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

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

Outcomes

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

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

Assessment

Critical evaluation of a vocational curriculum in schools (2000 words, 50%)
Reflection and analysis on workplace learning (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 contact hours per semester

(b.) Additional requirements

  • independent study to make up the required minimum hours per week

See also Unit timetable information

This unit applies to the following area(s) of study

Prerequisites

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


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit recognises that collaboration and ongoing consultation among teachers, administrative and support personnel, parents, students, allied health professionals and agency representatives are essential for teachers working with children with diverse needs in a variety of educational settings. The unit enables students to identify and develop the skills of collaboration and promote positive inter-professional practice in the workplace. Students are encouraged to identify key stakeholders when working collaboratively, as well as the issues that can occur when working as joint partners with others, including potential sources of conflict. Finally, students are encouraged to critically analyse the advantages and disadvantages of working inter-professionally and the need to evaluate collaborative practice.

Outcomes

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

  1. critically operationalise collaborative inter-professional practice, including the identification of key stakeholders
  2. analyse and develop strategies and skills to promote, implement and evaluate inter-professional practice
  3. compare and contrast the advantages and disadvantages of working collaboratively and identify ways of strengthening the integration of the different services for students with diverse needs in a variety of educational settings
  4. identify and promote strategies which promote collaborative practice at an organisational and practice level.

Assessment

Essay (2000 words, 50%)
Class presentation (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Coordinator(s)Dr Jane Kirkby

Synopsis

This unit requires students to critically engage with theories and practices associated with pedagogies used in secondary schooling and how these may differ from the primary setting. In particular, students are supported in the development of their understandings of the learning demands associated with their chosen disciplinary field(s) and in the examination of the levels of pedagogical sophistication that are required to teach within their area(s) in a secondary school setting. This unit enables students to draw upon the content and pedagogical knowledge they have developed over their participation in this course to work towards the development of pedagogical content knowledge that is appropriate for their chosen disciplinary field. Students are required to draw upon both their classroom experiences and the research literature as they actively participate in the construction of relevant pedagogical content knowledge.

Outcomes

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

  1. recognise the learning demands that exist within their chosen disciplinary field(s) in a secondary school setting
  2. show an understanding of different pedagogies required in teaching their chosen disciplinary field(s) across the secondary school years
  3. extend their repertoire of teaching skills and strategies that promote purposeful, meaningful, engaging, innovative, creative, intellectually challenging and authentic learning in their chosen disciplinary field(s)
  4. integrate their content and pedagogical knowledge as they work towards the development of pedagogical content knowledge relevant for their chosen disciplinary field(s).

Assessment

Portfolio (2000 words or equivalent, 50%)
Research project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 contact hours per week

(b.) Additional requirements

  • 10 hours of independent study per week

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedSingapore Term 1 2015 (Online)
Singapore Term 2 2015 (Online)
Singapore Term 3 2015 (Online)
Singapore Term 4 2015 (Online)

Synopsis

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

Outcomes

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

  1. demonstrate that they have worked under the guidance of experienced professionals to gain practice in the skills required to work in the profession
  2. have an understanding of the professional's role in the organisation and administration.

Assessment

This unit is graded pass grade only (PGO)
Completion of a learning log to monitor their experiences and learning (25%)
Performance report completed by workplace supervisors/mentors (75%)

Workload requirements

Minimum total expected workload comprise:
(a.) Contact hours:
+ 5 weeks' full-time fieldwork placement

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedSingapore Term 1 2015 (Online)
Singapore Term 2 2015 (Online)
Singapore Term 3 2015 (Online)
Singapore Term 4 2015 (Online)
Coordinator(s)Ms Stella Laletas

Synopsis

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

Outcomes

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

  1. demonstrate that they have worked under the guidance of experienced professionals to gain practice in the skills required to work in the profession
  2. have an understanding of the professional's role in the organisation and administration.

Assessment

This unit is graded pass grade only (PGO)
Completion of a learning log to monitor their experiences and learning (25%)
Performance report completed by workplace supervisors/mentors (75%)

Workload requirements

Minimum total expected workload comprises:
(a.) Contact hours:
+ 5 weeks' full-time fieldwork placement

See also Unit timetable information

Chief examiner(s)


3 points, SCA Band 1, 0.0625 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Online)
Coordinator(s)Dr Rachel Forgasz

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 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 develop a practicum folder to document their reflections and form a record of their developing ability to reach the standards expected of graduating teachers.

Outcomes

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

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

Fieldwork

EDF4730 and EDF4731 together require 25 days of placement.

Assessment

This unit is graded pass grade only (PGO).
Satisfactory completion of supervised practicum program of between 10 and 15 days, to a combined total of up to 25 days for EDF4730 and EDF4731
Practicum experience portfolio part 1A (equivalent to 1000 words)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)


3 points, SCA Band 1, 0.0625 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Online)
Coordinator(s)Dr Rachel Forgasz

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 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 develop a practicum folder to document their reflections and form a record of their developing ability to reach the standards expected of graduating teachers.

Outcomes

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

  1. develop and reflect on strategies that demonstrate empathy, positive regard for, and rapport with students
  2. regard all students as capable of learning and demonstrate an understanding of and commitment to equity in their practice
  3. identify the prior knowledge, the learning strengths and weaknesses of students and other factors which impact on learning
  4. develop and reflect on strategies that acknowledge and cater for diverse cultural, religious and socio-economic factors influencing students.

Fieldwork

EDF4730 and EDF4731 together require 25 days of placement.

Assessment

This unit is graded pass grade only (PGO).
Satisfactory completion of supervised practicum program of between 10 and 15 days, to a combined total of up to 25 days for EDF4730 and EDF4731
Practicum experience portfolio part 1B (equivalent to 1000 words)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)


3 points, SCA Band 1, 0.0625 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedClayton Second semester 2015 (Day)
Clayton Second semester 2015 (Online)
Coordinator(s)Dr Rachel Forgasz

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 are 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 should be able to:

  1. link their theoretical understandings of pedagogy and curriculum to teaching practice
  2. become familiar with a variety of resources to create rich and engaging learning environments
  3. be aware of assessment processes and procedures to support students' learning
  4. reflect on and respond to advice from their supervising teacher and University staff
  5. develop critical awareness of relevant curriculum documents
  6. utilise a range of teaching approaches in diverse learning environments
  7. undertake a range of teacher responsibilities
  8. develop and sustain professional working relationships with colleagues.

Fieldwork

EDF4733 and EDF4734 together require 25 days of placement.

Assessment

This unit is graded pass grade only (PGO).
Satisfactory completion of supervised practicum program of between 10 and 15 days, to a combined total of up to 25 days between EDF4733 and EDF4734
Practicum experience portfolio part 2A (1000 words equivalent)

Workload requirements

Students are expected to participate in introductory sessions, practicum and debriefing sessions

See also Unit timetable information

Chief examiner(s)


3 points, SCA Band 1, 0.0625 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
Monash Passport categoryInternship (Act Program)
OfferedClayton Second semester 2015 (Day)
Clayton Second semester 2015 (Online)
Coordinator(s)Dr Rachel Forgasz

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 are 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 should be able to:

  1. link their theoretical understandings of pedagogy and curriculum to teaching practice
  2. become familiar with a variety of resources to create rich and engaging learning environments
  3. be aware of assessment processes and procedures to support students' learning
  4. reflect on and respond to advice from their supervising teacher and University staff
  5. develop critical awareness of relevant curriculum documents
  6. utilise a range of teaching approaches in diverse learning environments
  7. undertake a range of teacher responsibilities
  8. develop and sustain professional working relationships with colleagues.

Fieldwork

EDF4733 and EDF4734 together require 25 days of placement.

Assessment

This unit is graded pass grade only (PGO).
Satisfactory completion of supervised practicum program of between 10 and 15 days, to a combined total of up to 25 days for EDF4733 and EDF4734
Practicum experience portfolio part 2B (1000 words equivalent)

Workload requirements

Students are expected to participate in introductory sessions, practicum and debriefing sessions

See also Unit timetable information

Chief examiner(s)


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit prepares students to teach school physical education from Years 7 to 12. The unit continues to build students' understanding of the historical, philosophical and experiential foundations of physical education and how these have shaped and continue to shape contemporary perspectives, paradigms of practice and student learning in movement culture. Students learn how teachers plan for teaching and learning in physical education and undertake educational projects and research as part of their professional work. They develop the competencies and skills to be capable and engaging physical education teachers of local (AusVELS), national and international curriculum and to enact this in practice. Through critically reflective inquiry, students draw on their identities and experiences enabling them to develop and refine their personal beliefs and attitudes about the teaching of physical education. Students also develop understanding of assessment, its moderation and interpretation, and how to use varied assessment strategies in classrooms.

Outcomes

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

  1. demonstrate further understanding of the historical, philosophical and experiential foundations of physical education
  2. utilise a range of resources, teaching/learning activities and assessment practices which support student learning and engagement
  3. plan, develop and implement lessons, units of work and curriculum that are developmentally appropriate for all learners
  4. understand a range of assessment strategies, how assessment is moderated and how it can be used to modify teaching practice or for reporting
  5. plan for and undertake educational projects or research relevant to their work as professional teachers
  6. understand the importance of professional learning and engagement in a changing society
  7. critically reflect on and evaluate their teaching experiences in physical education in a school environment.

Assessment

Negotiated tasks: Establishing defensible personal philosophies, beliefs and approaches to teaching (1600 words equivalent, 40%)
Professional experience portfolio of physical education teaching, learning and assessment tasks (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 3-hour workshop per week for 8 weeks

(b.) Additional requirements:

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

This unit applies to the following area(s) of study


6 points, SCA Band 1, 0.125 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2015

Synopsis

This unit prepares students to teach school health education from Years 7 to 12. The unit enables pre-service education students to build strong historical, philosophical, curriculum and pedagogical foundations in the field of school-based health education. Through an examination of national and international education and health policies and relevant research literature, students critically analyse how policy imperatives shape both contemporary curriculum and pedagogical priorities in health education. Drawing on literature and research studies students critically explore how curriculum and pedagogical imperatives are enacted in diverse educational and professional contexts. Working collaboratively and independently, students review, analyse, consolidate and synthesise their knowledge and skills as they work towards advancing their capacities in this field.

Outcomes

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

  1. demonstrate knowledge and understanding of the historical, philosophical, curriculum and pedagogical foundations of health education
  2. analyse relevant research and competing policy discourses associated with different disciplinary perspectives on health education
  3. demonstrate and apply knowledge and understanding to curriculum and lesson planning
  4. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
  5. critically evaluate different health education programs and models that seek to influence young people's health
  6. engage in critical explorations into health education practices and policies and apply this knowledge through various forms of research.

Assessment

Curriculum research development project and presentation (2400 words equivalent, 60%)
Health education portfolio (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • 24 hours contact for the semester comprising lectures and tutorials

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week to include; readings, preparation of work for workshops and for assessment tasks
  • group learning activities assigned as preparation for / follow-up to workshop sessions

See also Unit timetable information

This unit applies to the following area(s) of study


12 points, SCA Band 1, 0.250 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)

Synopsis

This is a unit of research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students are expected to demonstrate initiative and independence during their research study. All honours students are required to present their research proposal at a research seminar. The honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the honours thesis (both part 1 and part 2) are able to use this 16,000-word study as evidence of independent research experience in an application for entry into the doctorate program.

Outcomes

Upon successful completion of this unit (and EDF5152) students should be able to:

  1. produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD
  2. devise a research topic to investigate that is feasible within the two-unit time frame
  3. identify key research questions that are not too general and ambitious
  4. select and review relevant theory and literature
  5. design a study and choose appropriate methods to investigate research questions
  6. select appropriate modes of analysis
  7. consider ethical issues involved in research
  8. implement, critically appraise or apply research in a particular field
  9. prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

A 16,000-word dissertation is the formal assessment task for this unit (together with EDF5152).

Workload requirements

Minimum total expected workload comprises:
(a.) Overall requirements:
+ 24 hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

Enrolment in EDF5151 will usually occur when students have successfully completed the compulsory research unit. However, students may, with the written agreement of the course adviser, undertake a thesis before completing all the coursework requirements.


12 points, SCA Band 1, 0.250 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)

Synopsis

This is a unit of research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students are expected to demonstrate initiative and independence during their research study. All honours students are required to present their research proposal at a research seminar. The honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the honours thesis (both part 1 and part 2) are able to use this 16,000-word study as evidence of independent research experience in an application for entry into the doctorate program.

Outcomes

Upon successful completion of this unit (and EDF5151) students should be able to:

  1. produce a thesis that displays competence at understanding and carrying out research in the field of education, but with less emphasis on comprehensive knowledge and originality as required in a PhD or EdD
  2. devise a research topic to investigate that is feasible within the two-unit time frame
  3. identify key research questions that are not too general and ambitious
  4. select and review relevant theory and literature
  5. design a study and choose appropriate methods to investigate research questions
  6. select appropriate modes of analysis
  7. consider ethical issues involved in research
  8. implement, critically appraise or apply research in a particular field
  9. prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

A 16,000-word dissertation is the formal assessment task for this unit (together with EDF5151).

Workload requirements

Minimum total expected workload comprises:
(a.) Overall requirements:
+ 24 hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

Enrolment in EDF5152 will usually occur when students have successfully completed EDF5151.


12 points, SCA Band 1, 0.250 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)

Synopsis

This is a unit of research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students are expected to demonstrate initiative and independence during their research study. All honours students are required to present their research proposal at a research seminar. The honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the honours thesis (both part 1 and part 2) are able to use this 16,000-word study as evidence of independent research experience in an application for entry into the doctorate program.

Outcomes

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

  1. devise a research topic to investigate that is feasible within the two-unit time frame
  2. identify key research questions that are not too general and ambitious
  3. select and review relevant theory and literature
  4. design a study and choose appropriate methods to investigate research questions
  5. select appropriate modes of analysis
  6. consider ethical issues involved in research
  7. implement, critically appraise or apply research in a particular field
  8. prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

A 16,000-word dissertation and is the formal assessment task for this unit (together with EDF5151 and EDF5152).

Workload requirements

Minimum total expected workload comprises:
(a.) Overall requirements:
+ 24 hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

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


12 points, SCA Band 1, 0.250 EFTSL

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

LevelUndergraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)

Synopsis

This is a unit of research study, focusing on a particular theory or issue in the field of education, undertaken with guidance and support from the supervisor. Students are expected to demonstrate initiative and independence during their research study. All honours students are required to present their research proposal at a research seminar. The honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the honours thesis (both part 1 and part 2) are able to use this 16,000-word study as evidence of independent research experience in an application for entry into the doctorate program.

Outcomes

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

  1. devise a research topic to investigate that is feasible within the two-unit time frame
  2. identify key research questions that are not too general and ambitious
  3. select and review relevant theory and literature
  4. design a study and choose appropriate methods to investigate research questions
  5. select appropriate modes of analysis
  6. consider ethical issues involved in research
  7. implement, critically appraise or apply research in a particular field
  8. prepare a comprehensive written report that is professionally presented and contains all the required components including a bibliography at the end.

Assessment

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

Workload requirements

Minimum total expected workload comprises:
(a.) Overall requirements:
+ 24 hours per week

See also Unit timetable information

Chief examiner(s)

Prerequisites

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