- 2018

Faculty of Education
Postgraduate - Units

DRU0001 - Research in education

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Offered

Clayton

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Gippsland

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Peninsula

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Singapore

  • Research quarter 1 2018 (Online)
  • Research quarter 2 2018 (Online)
  • Research quarter 3 2018 (Online)
  • Research quarter 4 2018 (Online)

Synopsis

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


DRU0005 - Research in psychology

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Offered

Clayton

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Gippsland

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Peninsula

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Singapore

  • Research quarter 1 2018 (Online)
  • Research quarter 2 2018 (Online)
  • Research quarter 3 2018 (Online)
  • Research quarter 4 2018 (Online)

Synopsis

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


DRU0006 - Research in human movement

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Offered

Clayton

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Gippsland

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Peninsula

  • Research quarter 1 2018 (External Candidature)
  • Research quarter 1 2018 (On-campus)
  • Research quarter 2 2018 (External Candidature)
  • Research quarter 2 2018 (On-campus)
  • Research quarter 3 2018 (External Candidature)
  • Research quarter 3 2018 (On-campus)
  • Research quarter 4 2018 (External Candidature)
  • Research quarter 4 2018 (On-campus)

Synopsis

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


EDF4040 - Curiosity and powerful learning and teaching

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate, Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Richard O'Donovan

Coordinator(s)

Richard O'Donovan

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Co-requisites

Must be enrolled in D3001 BEd(Hons) and D6001 MTeach

Notes

This unit is available to approved cohorts only.

Synopsis

This unit adopts a 21st century teaching approach through application of a framework of practice termed Curiosity and Powerful Learning. Through this unit, students learn about why this approach is being utilised within schools and the importance of a clear pedagogical approach to teaching that embeds high impact strategies, visible models of practice and an inside-out approach to professional learning based on collaborative planning and observations. Students will become familiar with the ten theories of action that link specific teaching strategies with curiosity-driven learning. The workshops will develop students understanding and skills to implement models of practice and teaching strategies that aim to achieve high impact teaching and greater student improvement.

Outcomes

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

  1. broaden awareness and understandings about the challenges and moral imperatives of high impact teaching to improve student outcomes
  2. understand the levers of student improvement with particular focus on instructional practice
  3. identify the theories of action that underpin curiosity and powerful learning
  4. learn to identify learning intentions and focus on narrative and pace while teaching
  5. set challenging learning tasks
  6. practise framing higher order questions
  7. work with data to inform approaches to student feedback
  8. practise approaches to develop assessment for learning
  9. understand the importance of a collaborative approach to planning, observation and assessment of learning
  10. reflect on growing knowledge and understanding of the Graduate Teacher Standards.

Assessment

Performance of practice 1 (2000 words equivalent, 50%)

Performance of practice 2 (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 24 contact hours over the semester
  2. Additional requirements:
    • Independent study to make up the minimum required hours per semester

See also Unit timetable information


EDF4120 - Learning at the heart of teaching

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Hilary Monk

Coordinator(s)

Chris Peers (Clayton, Online)
Hilary Monk (Peninsula)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

This unit places the learner at the heart of teaching and examines the complex process through which learning develops. Students gain a strong understanding of how learning occurs by examining research into effective learning models. Reflecting on personal learning experiences, both past and present, is a powerful way for individuals to examine learning; it demonstrates how cultural and socio-economic contexts influence learning. This includes consideration of the benefits and limitations of employing digital technologies as a means to engage learners and address the challenges of achieving student-centred participation and inclusion. Students consider approaches to measure and evaluate learning and appreciate how a focus on learning prepares them as stronger and more responsive teachers.

Outcomes

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

  1. understand and engage with research into, and theories of, effective learning models
  2. demonstrate how responsive relationships and pedagogical practices position the learner at the heart of teaching
  3. identify approaches to measure and evaluate learning which align with learner-centredness and construct assessment as part of learning
  4. evaluate the integration of information and communication technologies to enhance learning
  5. demonstrate advanced capacity as reflective learners and professionals who can draw on personal experiences of learning to identify key influences on learning
  6. demonstrate practices to extend professional understanding through reflective and scholarly inquiry
  7. develop a personal and professional philosophy around learning.

Assessment

An examination of learning theories (2000 words, 50%)

Learning theory application (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF4121 - Teaching: The power to change

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Niranjan Casinader

Coordinator(s)

Michelle Ludecke (Clayton)
Anna Greene (Online, Peninsula)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

In this unit students investigate and reflect on the multiple dimensions of being a teacher, with a focus on their own specialisation and its educational context. They consider the kinds of 'power' they have as an individual teacher and the teaching profession as a whole to influence young people's learning and development in a complex world. As part of that investigation students examine, critically analyse and evaluate different theories of teaching and lesson design, with a particular focus on inquiry teaching practices as a prerequisite for effective inquiry learning. In the course of deepening understanding about the role of a teacher, students research a number of policy documents (at local, national and global levels) and consider the ways these policies influence teachers' practices and sense of who they are as professionals.

Outcomes

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

  1. investigate the complex, multi-faceted and changing nature of teachers' work
  2. examine, critically analyse and evaluate different theories of teaching practice, including the process of lesson planning
  3. develop a theoretical and practical knowledge and understanding of inquiry teaching practice as a foundation for inquiry learning, especially in their particular specialisation
  4. develop critical awareness of the ways policy documents (at local, national and global levels) have an impact on teachers' professional practice in diverse educational settings.

Assessment

Research essay: Teacher inquiry literacy in my specialisation (1600 words, 40%)

Online test (800 words or equivalent, 20%)

Teaching inquiry: Designing an inquiry-based learning experience (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF4122 - Teaching partnerships: Working with families and communities

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chris Peers

Coordinator(s)

Chris Peers (Clayton, Online)
Linda Henderson (Peninsula)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit examines teaching partnerships across the many ages and stages of learning. The work of teachers must recognise the way in which communities within and beyond the school operate as sites of learning. Teachers focus on the crucial work of building and maintaining relationships with families and care givers and in creating partnerships with them and others in the broader education community. The unit enables students to identify the key education stakeholders in their school and its community and then develop the skills and knowledge to build relationships and create partnerships across networks. Students have the opportunity to consider the ethics and protocols of engaging with diverse families and communities as well as establishing sustainable partnerships with diverse stakeholders. Students both investigate partnerships and actively contribute to building sustainable partnerships.

Outcomes

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

  1. identify a broad range of education partners in an education setting
  2. understand and engage with education policy, theories, legislation and research that position teachers' work as responsible for building and maintaining relationships and partnerships
  3. apply the protocols and adhere to the ethics of establishing diverse family, community and education partnerships, especially in relation to Aboriginal and Torres Strait Islander students
  4. participate in a range of partnership building exercises and apply these to developing strategies for effective education partnership work
  5. engage with local and professional communities to inform responses to education priorities and enhance learning.

Assessment

Critical review of teachers' work in engagement and partnerships (2000 words, 50%)

Case study: Engaging with a partnership (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF4123 - Literacy across the years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Janet Scull

Coordinator(s)

Damien Lyons (Clayton)
Ibrahim Latheef (Online)
Jennifer Rennie (Peninsula)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit orients students to the notion of literacy practice as fundamental to living in the world and how we learn, both formally and informally. It positions literacy practices in relationship to learning. It examines literacy/literacies across the years as a set of practices which are socially situated, developing from birth and beyond. Students explore how meanings are made and communicated through various modes, including reading, writing, speaking and viewing. Digital technologies are explored as potentially powerful ways to support and enhance positive relationships and engagement with literacy across a range of settings. Developing communicative competence in these ways connects students' out-of-school practices with those associated with schooling. Through the course of the unit, students become observers of their own meaning-making practices and reflect on connections to the shifting contexts in which they live and work.

Outcomes

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

  1. understand literacy/literacies as socially situated practice through which students create and interpret meanings
  2. appreciate how language shapes understanding across diverse settings (including everyday family practices, institutions, communities) and cultures
  3. identify the ways that language develops from birth to 18 years of age
  4. develop communicative competence in and across different modes, including reading, writing, oracy and viewing
  5. understand digital technologies as potentially powerful ways to support and enhance meaning-making
  6. understand the deeper structures of disciplinary knowledge; and the language and organisational principles and features that characterise disciplinary areas
  7. develop knowledge of teaching and learning strategies in literacy across the years and plan effective literacy lesson sequences
  8. consolidate their own personal literacy skills and application.

Assessment

A study of literacy practice (2000 words, 50%)

Planning for literacy learning across diverse contexts (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF4530 - Lifespan development and counsellor identity

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Leesa Tinney

Coordinator(s)

Leesa Tinney

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Synopsis

In this unit students examine the major lifespan theories and counselling approaches in order to understand the mental health issues that arise in the course of childhood, adolescence and adulthood. The strong focus on lifespan issues promotes an understanding of others and deeper appreciation of clients and the counselling process. Both historical and contemporary frameworks for lifespan and attachment counselling are explored and their relationship to practice evaluated. Students examine key concepts in attachment theory along with how the main attachment types play out both in childhood and later life. The personal and professional aspects experienced in the counselling profession are investigated together with the impact that counselling has on the identities and functioning of counsellors.

Outcomes

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

  1. describe and differentiate major lifespan theories
  2. understand the relevance of lifespan theory to counselling
  3. understand attachment theory to individual functioning
  4. recognise how adult attachment style can affect intimate relationships
  5. understand and explain the effects of counselling on the counsellor as a person and a professional
  6. cultivate sensitivity to the effects of counselling on the client
  7. articulate how an understanding of lifespan and attachment theory can be included in a practice framework for counselling.

Assessment

Case analysis (4000 words, 50%)

Self-reflection on developing practice and identity (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 contact hours and 16 hours equivalent of online activities over the semester, or
    • 36 contact hours of online activities
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF4531 - Professional practice in counselling

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Claire Hutton

Coordinator(s)

Claire Hutton

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

This unit familiarises students with the professional side of counselling. Students are introduced to the different ways in which counselling is offered, including online and distance counselling, individual, couples and group counselling. Students explore the many settings in which counselling takes place including career and vocational counselling, mental health settings, spiritual centres and school counselling. Creative approaches to counselling such as play therapy and art therapy and the counselling of diverse and special populations are investigated. The unit also introduces students to the professional organisations in their area of practice as well as to regulations which govern counselling practice.

Outcomes

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

  1. understand the many forms of professional counselling
  2. demonstrate knowledge of the variety of settings and populations in which counselling takes place
  3. demonstrate familiarity with counselling diverse client populations
  4. distinguish between the individual, couples and group therapy
  5. understand, differentiate and critically appraise the varied forms of counselling
  6. acquire practical counselling experience by learning in the field.

Fieldwork

2 days

Assessment

Professional counselling interview and presentation (4000 words, 50%)

Essay detailing the counselling service provision to a specific client group (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF4532 - Introduction to mental health issues

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Tristan Snell

Coordinator(s)

Hayley Anthony (Semester 1)
Leesa Tinney (Term 2)
Tristan Snell (Term 4)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit focuses on the incidence of mental health issues and their effects on the individual, family and community. It examines a variety of issues relating to trauma and grief, addictions to alcohol, drugs and other mental health issues. Students examine how the normal highs and lows of life can be managed and how declining mental health can affect feelings, thoughts and actions. Students are introduced to a number of therapeutic approaches.

Outcomes

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

  1. demonstrate an understanding of the types of mental health issues
  2. demonstrate an understanding of the main issues in grief and trauma counselling and the application of models of assessment to counselling practice
  3. develop and analyse the impacts on families of substance abuse and dependency
  4. develop an understanding of assessment techniques for use with grief, trauma and addictions
  5. examine the current practice issues for trauma, grief and addictions.

Assessment

Analysis of a mental health issue (4000 words, 50%)

Case study analysis of a person with a mental health disorder (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF4533 - Counselling children and adolescents

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Angela Mornane

Coordinator(s)

Nerelie Freeman (Term 1)
Angela Mornane (Semester 2, Term 3)

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit is an introduction to counselling child and adolescent clients and explores the childhood and teen years in which specific developmental milestones are reached. This challenging time for parents and teachers, during which children are learning about their place within the family, their school and local community, is examined. Students are assisted to understand adolescence as the period during which children begin the transition to adulthood but are still developing maturity and their identity. Students analyse how adolescents expand their horizons and move into the adult world, and the range of challenges that can present as they move towards greater independence.

Outcomes

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

  1. demonstrate an understanding of the major developmental milestones of children and adolescents
  2. demonstrate an understanding of typical challenges faced by children and adolescents
  3. recognise the process of development of 'self' within society
  4. reflect on and analyse their own responses as a counsellor to working with children and adolescents
  5. examine the effectiveness of various approaches to counselling children and adolescents
  6. become familiar with the counselling agencies specific to these age groups
  7. develop counselling skills suitable for child and adolescent clients.

Assessment

Vignettes of developmental stages (4000 words, 50%)

Case study analysis (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF4536 - Counselling practice and theory

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chong Sze Menn

Coordinator(s)

Chong Sze Menn

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit familiarises students with the professional aspects of counselling. Students are introduced to the different ways in which counselling is offered: including online and distance counselling, individual, couples and group counselling. Students explore the many settings in which counselling takes place including career and vocational counselling, mental health settings, spiritual centres and school counselling. Creative approaches to counselling such as play therapy and art therapy and the counselling of diverse and special populations are investigated. The unit also introduces students to the professional organisations in their areas of practice as well as regulations which govern counselling practice.

Outcomes

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

  1. explain the diversity of professional counselling
  2. demonstrate knowledge of the variety of settings and populations in which counselling takes place
  3. demonstrate familiarity with counselling in diverse client populations
  4. distinguish between individual, couple and group therapy
  5. differentiate and critically appraise the varied forms of counselling
  6. apply practical counselling experience after learning in the field

Fieldwork

2 days

Assessment

Professional counselling interview and presentation (2000 words, 50%)

Essay detailing the counselling service provision to a specific client group (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 36 hours of engagement in online, face-to-face or blended platforms over the semester
  2. 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


EDF4537 - Human growth and lifespan development

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Ting Sing Kiat (Semester 1)
Ling Mee Chooi (Semester 2)

Coordinator(s)

Ting Sing Kiat (Semester 1)
Ling Mee Chooi (Semester 2)

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

In this unit students examine major lifespan theories and mental health issues that arise in the course of childhood, adolescence and adulthood. Historical and contemporary frameworks of lifespan and attachment are explored and discussed in the context of counselling practice. Students also examine key concepts in attachment theory and how the main attachment types play out in both childhood and later life.

Outcomes

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

  1. describe and differentiate major lifespan theories
  2. explain the relevance of lifespan theory to counselling
  3. recognise how adult attachment style can affect relationships
  4. appreciate and cultivate sensitivity to the effects of counselling on the client
  5. articulate how an understanding of lifespan and attachment theories can be included in a practical framework for counselling.

Assessment

Essay on selected lifespan and attachment theories (2000 words, 50%)

Case study on applying life-span development theories (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 36 hours of engagement in online, face-to-face or blended platforms over the semester
  2. 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


EDF4538 - Mental health issues: Grief, trauma and substance abuse

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Low Jia Liang

Coordinator(s)

Low Jia Liang

Unit guides

Offered

Malaysia

  • Second semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit focuses on the types and incidence of mental health issues and their effects on the individual, family and community. It examines a variety of issues around trauma and grief, addictions to alcohol, drugs, and other mental health issues. Students examine how declining mental health can affect feelings, thoughts and actions. Students are introduced to a number of therapeutic approaches.

Outcomes

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

  1. demonstrate an understanding of mental health issues
  2. demonstrate an understanding of the main issues in grief and trauma counselling and the application of models of assessment to counselling practice
  3. develop and analyse the impact of substance abuse and dependency
  4. develop an understanding of assessment techniques for use with grief, trauma and addictions
  5. examine the current counselling issues for trauma, grief and addictions.

Assessment

Identifying and analysing a case study of a person with a mental health disorder (2000 words, 50%)

Examination (2 hours, 2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 36 hours of engagement in online, face-to-face or blended platforms over the semester
  2. 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


EDF4539 - Counselling in a multicultural context

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Low Jia Liang

Coordinator(s)

Low Jia Liang

Unit guides

Offered

Malaysia

  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit prepares students to be culturally competent counsellors in Malaysia and beyond. It examines selected issues connecting counselling and psychology to broader social, political and cultural issues. It locates existing psychological and counselling knowledge in a contemporary social context, exploring emerging theoretical developments and reviewing existing controversies. Specific topics investigated include culture and health, chronic disease, indigenous health, forensic and behavioural science, substance use, medical anthropology, and counselling theory in the multicultural context.

Outcomes

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

  1. critically appraise the role of counselling psychology in addressing a range of social, political and cultural issues
  2. review evidence and theories regarding multicultural counselling
  3. evaluate the relationship between counselling and broader social issues through group discussion
  4. develop skills in summarising and presenting ideas in both spoken and written form.

Assessment

Reflective journal (2000 words, 50%)

Presentation on multicultural counselling approaches (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-hr lecture per week
    • 2-hr tutorial per fortnight
  2. 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


EDF4600 - Developmental psychology and wellbeing

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise McLean

Coordinator(s)

Emily Berger

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

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

Co-requisites

Enrolment in 3242, 3243, 3509, D5002

Synopsis

This unit examines theoretical and practical implications of contemporary issues in developmental psychology and wellbeing across the lifespan. It is based on the premise that wellbeing is determined by interrelationships between psychosocial factors and development. The focus on current issues and practical applications span a broad spectrum within the developmental psychology and wellbeing fields. Topics may include biological, perceptual, cognitive, personality, social and emotional factors.

Outcomes

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

  1. demonstrate knowledge of the theoretical and practical implications of issues in developmental psychology and wellbeing
  2. demonstrate the skills necessary to critically appraise the current developmental and wellbeing literature and theories
  3. appreciate the value of informed group discussion in evaluating psychological research and ideas
  4. demonstrate well developed oral and written communication skills.

Assessment

Critical article review and presentation (2000 words equivalent, 50%)

Essay related to discussion paper topic (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 hour lecture per week
  2. Additional requirements
    • 10 hours of independent study per week

See also Unit timetable information


EDF4601 - Ethics and professional issues

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Gamble

Coordinator(s)

Nicholas Gamble

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

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

Co-requisites

Enrolment in 3242, 3243, 3509, D5002

Synopsis

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

Outcomes

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

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

Assessment

Essay on a contemporary issue in professional practice (1600 words, 40%)

Class presentation of ethical issues (800 words equivalent, 20%)

Examination (ethical and legal issues) (3 hours, 1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 hour lecture per week
  2. Additional requirements
    • 10 hours of independent study per week

See also Unit timetable information


EDF4602 - Psychological assessment

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Emily Berger

Coordinator(s)

Emily Berger

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

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

Co-requisites

Enrolment in 3242, 3243, 3509, D5002

Synopsis

This unit provides students with a theoretical overview of individual differences and how these may be assessed. It includes the theoretical background to the development of classes of tests, detailed examination of a range of models of human ability and other individual difference issues. The different approaches to the design and construction of personality assessment tools are addressed, and test evaluation methods and a review of recent trends in test development theory are covered. The unit also covers the administration, scoring and interpretation of a range of psychological tests and classification tools.

Outcomes

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

  1. demonstrate sound knowledge of the theoretical and historical bases of test development, particularly in relation to measures of ability and personality
  2. decide on the appropriate assessment procedures necessary to undertake specific psychological classification
  3. summarise the findings of psychological assessments in the form of a professional report
  4. appreciate the limitations of psychological assessment tools and how they can be misused.

Assessment

Weekly online quizzes (400 words equivalent, 10%)

Psychological report (2500 words, 50%)

Examination (2 hours, 1100 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-hour lecture per week
  2. Additional requirements
    • 10 hours of independent study per week

See also Unit timetable information


EDF4603 - Behaviour change interventions for practitioners

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Gamble

Coordinator(s)

Anneke Jurgens

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

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

Co-requisites

Enrolment in 3242, 3243, 3509, D5002

Synopsis

This unit focuses on the principles and procedures of applied behaviour analysis (ABA) in changing human behaviour. A range of behaviour change procedures to establish new behaviours, increase desirable behaviours and decrease undesirable behaviours are introduced. ABA typically employs single-subject research methodology. This unit introduces students to this technology, encompassing observational systems and single-subject research designs. The unit also highlights the role of functional behavioural assessment procedures in the context of positive behaviour support (PBS) and the development of effective non-aversive behaviour reduction interventions. It outlines the basic issues in developing behaviour modification programs to change one's own behaviour, a process called self-management. The ethical and social validity issues around the implementation of behaviour change procedures are highlighted, specifically in relation to those involving interventions including aversive procedures.

Outcomes

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

  1. articulate the basic principles of ABA including their application to establish new behaviours, increase desired behaviours and diminish inappropriate behaviours
  2. describe behaviour in observational terms
  3. conduct reliable and valid behavioural observations and choose appropriate experimental designs for specific research questions
  4. discuss ethical and social validity issues concerning the choice of target behaviours and appropriate interventions for vulnerable populations
  5. implement a simple intervention to change personal behaviour and monitor and report its effectiveness.

Assessment

Weekly quizzes (1600 words equivalent, 40%)

Case study (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-hour lecture per week
  2. Additional requirements:
    • 10 hours of independent study per week

See also Unit timetable information


EDF4604 - Research project

24 points, SCA Band 1, 0.500 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Gamble

Coordinator(s)

Louise McLean

Unit guides

Offered

Clayton

  • Full year 2018 (On-campus)

Co-requisites

Enrolment in 3242, 3243, 3509, D5002

Prohibitions

PSY4518

Notes

The second offering runs from 24/07/2017 to 25/05/2018.

Synopsis

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

Outcomes

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

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

Assessment

Examination (2-hour short answer and multiple choice, taken in the first semester of the unit) and two short-answer assignments on all topics covered in the statistics and research design program (4000 words equivalent, 15%)

and

Research project, comprising an oral presentation of the research proposal and either:

a report written in APA format (report should include a substantial literature review and may take the final form of a traditional thesis) (9000-12,000 words, 85%)

or

a literature review (4000-5000 words, 25%) accompanied by a report of the research presented in the format of a peer-reviewed scientific journal article (5000-7000 words, 60%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students: The statistics and research methodology component of the unit consists of:

    • 12 x 2-hour lectures
    • 6 x 1-hour fortnightly tutorials
  2. Additional requirements
    • independent study to make up the minimum required hours per week
    • Each student also plans, carries out and writes up an individual research project under the supervision of a staff member. In conjunction with this, students undertake an extensive literature review in the area of their research. The research is conducted over two semesters.

See also Unit timetable information


EDF4605 - Introduction to counselling psychology

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Andrea Reupert

Coordinator(s)

Phillip Tchernegovski

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

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

Co-requisites

Enrolment in 3242, 3243, D5002

Synopsis

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

Outcomes

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

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

Assessment

Theoretical essay (2000 words, 50%)

Class presentation (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 contact hours per week
  2. Additional requirements
    • 10 hours of independent study per week

See also Unit timetable information


EDF4610 - Interacting with research in education contexts

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Wing Chan

Coordinator(s)

Hongzhi Zhang (Semester 1)
Wing Chan (Term 1, Semester 2)
Ha Nguyen (Term 3)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit orientates students to the field of education and engages them with academic traditions and scholarly practices in the field of education at the postgraduate level. Students review academic texts and research papers which represent diverse standpoints in understanding education. Students examine how education researchers position themselves within the field in terms of different theories and understandings of education. Students develop capacities in critical reading, analysis and synthesis and use these to prepare their own well-crafted and well-supported academic arguments in written and oral forms. Through this unit, students explore a topic or theme of interest to them, critically review the evidence related to it and practise building an academic argument related to this theme.

Outcomes

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

  1. identify a range of standpoints that characterise some key ideas in the field of education
  2. critically read academic texts related to education research and identify the main theories and concepts which underpin these texts
  3. conduct a review of academic literature in response to a thematic issue or question
  4. build a convincing argument using education research and present this argument in both spoken and written form
  5. demonstrate familiarity with academic practices and conventions that support academic engagement in the field of education.

Assessment

Annotated bibliography (2000 words, 20%)

Oral presentation (1500 word equivalent, 20%) leading to a critical essay (3000 words, 50%)

Online learning activities (1500 word equivalent, 10%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 18 contact hours and 18 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF4611 - Investigating education issues in global contexts

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Katrina Tour

Coordinator(s)

Dat Bao (Semester 1)
Shane Phillipson (Term 2)
Katrina Tour (Semester 2)
Eisuke Saito (Term 4)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

In this unit students are involved in identifying and investigating current contemporary issues in education through a variety of lenses that may include local, national, regional or global perspectives and emphases on school, adult or higher education learning, both formal and informal, depending on the interests of the student cohorts. The unit begins with the identification of issues at each of these spatial and sectoral levels, relevant to the students and their work and roles in education. Opportunities are provided for students to critically engage with theory, contemporary policy documents and accounts that are relevant to the issues they are investigating. Students further define key questions for investigation, gather appropriate data to research the issues and present and share in debates through peer-led forums. Through shared learning, the unit provides an orientation for students to a broad range of debates across education contexts and develops understanding of the complexities in this field.

Outcomes

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

  1. identify, investigate and understand contemporary issues in education relevant to their roles and interests and work
  2. broaden their understanding of education debates through appropriate resources and shared peer learning
  3. present their developing views on education in various forms
  4. demonstrate understanding of complexities in this field
  5. apply the knowledge and understanding to their own learning context and work.

Assessment

Online learning activities (1000 words equivalent, 10%)

Individual or shared oral presentation and written commentary (3000 words equivalent, 40%)

Critical essay on contemporary issues in education (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 18 contact hours and 18 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5016 - Inclusive teaching

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Kate De Bruin

Coordinator(s)

Megan Adams (Semester 2 Clayton)
Stella Laletas (Online)
Sindu George (Peninsula)
Brad Wilke (Summer Semester A Clayton)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus block of classes)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit positions inclusion as a core component of effective teaching. It addresses learner diversity as an approach to achieve participation of all learners. Students explore and critically evaluate theories of diversity alongside the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups. As students develop their understanding of planning, goal setting and design to improve learning engagement, they consider how digital technologies may promote inclusion in the learning environment. Key policy and legislative requirements which encourage attention to diversity, inclusion and participation are examined. In these ways, students build knowledge of a repertoire of positive teaching and learning practices to manage classrooms and/or student behaviour within differentiated learning educational settings and among students with additional needs. They evaluate and apply these to develop their skills in supporting inclusive learning across contexts and students.

Outcomes

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

  1. understand theories of diversity, inclusion and exclusion as these influence the creation of caring, purposeful and democratic societies
  2. evaluate the assumptions and metaphors associated with inclusion, e.g. 'safe' classroom, 'level playing field'
  3. recognise the historical and contemporary experiences of cultural, linguistic and socially diverse minority groups
  4. identify the policies and legislative requirements which support diversity, inclusion and participation
  5. understand curriculum aspects and teaching approaches to support inclusive learning for differentiated educational settings and students with additional needs
  6. apply the principles of inclusion in planning, goal setting and design to improve learning engagement across diverse student groups and contexts
  7. build a repertoire of positive learning practices to manage classrooms and/or student behaviour within educational settings
  8. consider how digital technologies may promote inclusion in the learning environment.

Assessment

Literature review examining diversity in educational settings (1600 words, 40%)

Situated case of practice examining teacher's practices of inclusion or a case identifying practices that respond to the learning needs of a particular student (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5017 - Numeracy for learners and teachers

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jennifer Hall

Coordinator(s)

Jennifer Hall (Semester 1 Clayton)
Sharyn Livy (Online)
Michele Klooger (Peninsula)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus block of classes)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

In this unit students learn about the relationship between numeracy and mathematics as it applies to both learners and teachers. Being numerate is an expected outcome of schooling; everyone, as an informed citizen, needs to deal with the numeracy demands within everyday life, work and education contexts. The implications of this for learners and teachers are examined. Students explore the numeracy demands embedded across the school curriculum in a range of relevant contexts at all school levels, as well as within disciplines. To be numerate, individuals need to draw upon a wide range of mathematical knowledge, skills and concepts. Students encounter these mathematical concepts and engage with the various dimensions of numeracy: measurement, mathematical literacy (dealing with basic number skills), statistical literacy, financial literacy, and spatial/geometrical literacy. Relevant curricular examples that encompass these dimensions of numeracy are encountered and students reflect on pertinent teaching approaches to engage students in such tasks. Students also consider the school as the workplace of teachers, and explore the breadth of numeracy demands on teachers and the confidence, knowledge and skills needed to deal with them, including the use of digital tools. Examples include the interpretation of student achievement and other statistical data to guide pedagogical practices and improve learning outcomes, and financial aspects of school management. Students have opportunities to recognise and build on their own mathematical competencies.

Outcomes

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

  1. understand how numeracy and mathematics are interrelated
  2. identify the numeracy demands within discipline areas, across the curriculum, and in the school as a workplace
  3. identify the numeracy demands of everyday life across families, cultures, workplaces and educational settings
  4. develop appropriate learning tasks for students that address the numeracy challenges embedded in the curriculum
  5. interpret statistical and other numerical data to improve teaching and learning
  6. use digital and other tools effectively to engage with curricular and workplace numeracy
  7. demonstrate personal mathematical competencies to meet curricular and workplace numeracy challenges.

Assessment

Tasks exploring numeracy-related issues (2000 words equivalent, 50%)

Critical reflections on the numeracy demands of the curriculum and of the school as a workplace (total 2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5018 - Curriculum, assessment and reporting

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Corine Rivalland
Fida Sanjakdar

Coordinator(s)

Fida Sanjakdar (Clayton)
Kiiko Ikegami (Online)
Jennifer Rennie (Peninsula)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

This unit foregrounds curriculum theories and their application to teaching and learning in education, developing students' understanding of curriculum guidelines, documentation, and assessment and evaluation policies that are pertinent to the education field nationally and globally. Students critically analyse curriculum documents to develop an understanding of how policies and legislative requirements intersect and inform curriculum development learning and assessment. Students develop curriculum knowledge to design learning sequences, lesson plans and effective approaches to classroom management that meet diverse learners' needs and have the opportunity to explore and use technology to provide feedback to, and support learning among diverse learners.

Outcomes

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

  1. demonstrate knowledge and understanding of curriculum (e.g. as enacted, actual, hidden, take-home, contested)
  2. examine the ways in which data informs learning and planning, feeding back and forward into learning
  3. identify the relationships between curriculum, assessment and reporting
  4. evaluate how social, cultural and political contexts shape curriculum, with particular attention to how Indigenous knowledge and values underpin design, assessment and reporting
  5. demonstrate understanding of how policies and legislative requirements intersect and inform curriculum development learning and assessment
  6. apply knowledge and understanding in the planning, implementation or evaluation of a lesson or learning program.

Assessment

Curriculum analysis (2000 words, 50%)

Curriculum practice in context (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5019 - Teacher as professional leader

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michelle Ludecke

Coordinator(s)

Michelle Ludecke (Clayton)
Milorad Cerovac (Online)
Robert Colla (Peninsula)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit prepares students for their transition into professional practice as teachers and invites students to develop a deep and actionable understanding of their current and future role as a teacher. Drawing on a range of research evidence and the knowledge, skills and professional experiences developed during their course, students identify an employability plan to support their engagement in the teaching profession. They address the ethical, professional, industrial, legal and practice dimensions of the work of teachers and educational leaders. Students complete a teaching performance assessment in which they plan, teach, assess and reflect and develop a teaching portfolio which represents this work. They analyse a range of evidence and critically reflect on their performance. They depict their progress against Graduate Teacher Standards and graduate attributes they have developed that enable them to be skilled teachers and potential education leaders.

Outcomes

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

  1. develop and document evidence of the impact of their teaching practice on the learning outcomes of the students they teach
  2. document and articulate evidence of their professional practice against achievement of the Australian Professional Standards for Teaching at the Graduate level
  3. evaluate their knowledge and skills as professionals and identify areas for future professional learning
  4. explore their transition into the profession and demonstrate their attributes as employable graduates and professionals

Assessment

Employability plan (1600 words, 40%)

Teaching portfolio (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5020 - Early years numeracy and critical thinking

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jennifer Hall

Coordinator(s)

Jennifer Hall

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit explores how numeracy concepts develop as young children experience meaningful opportunities to develop their mathematical thinking in a range of settings such as home, childcare, school and community. It focuses on understanding and developing children's thinking in mathematics from infancy through to the early years of school. The content addresses key early numeracy ideas and pedagogical strategies for enhancing children's mathematical development through play, inquiry and problem solving. Students engage with current research, policy and practice on early years numeracy and the enhancement of young children's mathematical reasoning. Students investigate tools, technologies and processes for monitoring children's thinking and fostering their mathematical progress in inclusive ways. Students reflect on their own experiences and perspectives as mathematics learners to develop an awareness of how their beliefs about numeracy influence their interactions with children. They consider strategies for their ongoing learning and development.

Outcomes

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

  1. demonstrate advanced knowledge of relevant curriculum documentation on early years numeracy and an in-depth understanding of key numeracy concepts for young children in each of the mathematics strands
  2. identify everyday learning experiences in a range of settings that foster young children's mathematical thinking and reasoning
  3. reflect critically on their experiences, perspectives and beliefs about numeracy and demonstrate an awareness of their ongoing professional development needs in mathematics teaching and learning
  4. synthesise findings and information in the research literature about how young children become numerate and strategies for promoting their ability to think mathematically
  5. demonstrate the capacity to use tools, technologies and processes for monitoring children's thinking and fostering their mathematical progress.

Assessment

Synthesis of current research literature on young children's mathematical thinking (1600 words, 40%)

Observation of young children's mathematical thinking (2400 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5021 - Lenses on child development

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Joseph Agbenyega

Coordinator(s)

Sharryn Clarke

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

This unit explores multiple theoretical perspectives that underpin child development and learning. It evaluates these perspectives and explores their implications in current early years' educational and care practices from birth to eight years of age. Students critically analyse the psychological underpinnings of child development and other contemporary child developmental theories. This unit positions students as informed practitioners who apply key child development theories to curriculum design and pedagogical practices in the early years. Authentic cases and problems from diverse cultures provide students with opportunities to link child development theories to educational and care systems and consider their influence on child development and learning.

Outcomes

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

  1. demonstrate knowledge and understanding of multiple theoretical perspectives that underpin child development and learning
  2. demonstrate insights into different theories and their application to child development, learning and agency in diverse cultural contexts
  3. link theoretical knowledge on child development to curriculum design and pedagogical practices
  4. apply theoretical knowledge to support the developmental and learning needs of diverse children.

Assessment

Critical essay on lenses on child development (2000 words, 50%)

Analytical report of educational practices (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • independent study to make up the minimum requir

See also Unit timetable information

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


EDF5022 - Science, technology and sustainability in early years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Liang Li

Coordinator(s)

Liang Li

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

This unit focuses on the research and practices of science, technology and sustainability and the ways young children make meaning in these areas. Students consider how young children develop understandings of science, technology and sustainability in a variety of cultural contexts, including schools and their everyday environments at home and in the community. The teaching of science, technology and sustainability is examined from a range of theoretical perspectives, situated within Australian and international curriculum. Students co-construct pedagogical understanding about how children transition from everyday concepts to scientific concepts. They develop skills in promoting young children's learning of science, technology and sustainability.

Outcomes

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

  1. understand how young children learn scientific and technological concepts in everyday contexts with a focus on sustainability
  2. engage with current research about teaching and learning in science, technology and sustainability
  3. recognise the cultural nature of knowledge and a range of world views about science, technology and the environment in programs conducted during the period from birth to eight years of age
  4. evaluate a range of pedagogical approaches that support children's learning in science, technology and sustainability
  5. demonstrate high-level observational and analytical skills in examining children's learning of science and technology in everyday environments.

Assessment

Curriculum investigation: Observations of everyday and scientific concepts and Science, technology or environmental (STE) affordances (equivalent to 1500 words, 40%)

Science, technology and environmental (STE) electronic resource (equivalent to 2500 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5023 - Creative development for children

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Clare Hall

Coordinator(s)

Clare Hall

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit explores creative play and artistic activity as important components to children's overall development. Students examine how children express ideas and feelings through drama, music, arts and dance. Students analyse children's creativity, method of thinking and problem-solving skills. They develop professional skills to plan and implement learning programs that challenge children to expand their reasoning, imagination and understanding of the world, along with encouraging an educational environment that allows children to become more confident of their views and opinions. Students engage in their own arts processes and reflect critically and creatively on these using a range of technologies that extend their knowledge of creative media and techniques appropriate for young children. Practice-led workshops provide opportunities for individual and collaborative projects to illustrate how students engage, guide, scaffold and assess children's creative expression in an arts-centred curriculum.

Outcomes

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

  1. demonstrate advanced practical skills, knowledge and capabilities in fostering creativity through the visual arts, music, drama and movement suitable for young children (birth to eight years of age)
  2. demonstrate an understanding of contemporary approaches related to the development of creativity through arts pedagogies and inquiry-based learning
  3. initiate, develop, plan and implement relevant creative curriculum pedagogies that respond to a range of diverse learners' abilities and characteristics
  4. demonstrate capacities to evaluate and assess students' learning and development through art and creativity
  5. demonstrate a range of verbal, non-verbal, information and communication technologies (ICTs) and media communication techniques to support students' creative thinking and engagement.

Assessment

Position paper on children's meaning making through the arts (2000 words, 50%)

Arts curriculum in action (equivalent to 2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5024 - Play and pedagogy

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Gloria Quinones Goytortua

Coordinator(s)

Gloria Quinones Goytortua

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

In this unit students examine play as a pedagogical construct and what it means from the child's perspective. They investigate contemporary approaches on how play is defined and re-theorised. Play has been traditionally viewed as an important pedagogical approach in most communities drawing on a European heritage. However, this unit examines how play is culturally constructed in diverse communities and the ways children in contemporary society play and live in their communities. Students undertake analysis of the contemporary theories of play, noting the research upon which particular theories are based. They consider cross-cultural variations, collective relationships, digital spaces and the range of play contexts in which children find themselves today. Students are supported in their work through observing children at play and applying these ideas in their work with children.

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 contemporary theories of play and how these connect to their everyday work with children
  3. investigate the social construction of play in a range of cross-cultural contexts
  4. observe children's play and identify connections with contemporary theories of play
  5. creatively explore the principles of play as a construct for learning in schools, centres and homes.

Assessment

Play from a child's perspective: A multimedia presentation of the results of the topic of their enquiry (2000 words or equivalent, 50%)

Model of play: Evidence of play observations, analyses, and planning undertaken in relation to model of play (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5025 - Early childhood policy transformations

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Linda Henderson

Coordinator(s)

Linda Henderson

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit focuses on the world of policy making in early childhood within local and international contexts. Specific attention is given to the conceptualisation of policy actors, debates about inclusivity, and the newly emerging discourse in policy documents of children as rights holders. Students critically analyse broader policy frameworks in which key trends, for example, Indigeneity, labour market issues, the changing profile of families and formal education systems, are reflected in changes made to early childhood policies. Students develop understanding of a range of contemporary policies in early years education within Australian and international contexts and identify the ways these influence aspects of their professional practice.

Outcomes

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

  1. understand the ways in which policy directions reflect key trends shaping society in Australia and globally
  2. understand, design and implement relevant curriculum frameworks and pedagogies which reflect early childhood policy directions and initiatives and respond to children in Australian and international contexts
  3. develop teaching and learning strategies that widen participation and inclusion of children to enhance their individual and social prospects
  4. articulate and demonstrate their professional values and commitment to education as a means to secure social justice and sustainable futures for children.

Assessment

Policy analysis (2000 words, 50%)

Reflective practice and position paper (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5026 - Early years wellbeing and workplace safety

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jane Bone

Coordinator(s)

Jane Bone

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit explores theories, perspectives and issues related to the wellbeing of children and staff in early years settings. Particular emphasis is given to the physical and psychological aspects of wellbeing essential for child and staff health. The unit provides opportunities for early years educators to critically examine professional practice, curriculum and regulatory frameworks in relation to child and staff wellbeing and workplace safety. Themes addressed around children's health include promotion of children's physical health, happiness, spirituality, resilience, confidence, satisfaction and successful relationship building. Themes addressing staff wellbeing include promotion of staff wellbeing and aspects of work-life balance, stress, time management, developing and maintaining professional staff relationships and promoting workplace safety by understanding regulatory requirements and frameworks necessary for safe working environments.

Outcomes

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

  1. demonstrate advanced skills in designing and implementing teaching and learning strategies to promote children's wellbeing
  2. critically analyse and evaluate workplace issues of safety and wellbeing, demonstrating initiative, independent thinking and the ability to work collaboratively with other professionals
  3. understand and manage workplace safety within early years settings adhering to regulatory frameworks
  4. demonstrate an understanding of the relative legislative, administrative and organisational policies and processes relevant to early years settings.

Assessment

Case analysis (2000 words, 50%)

Teaching plan to support health and wellbeing (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5030 - Science education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Kathy Smith

Coordinator(s)

Jennifer Mansfield (Semester 1 Clayton)
Kathy Smith (Online)
Sarika Kewalramani (Peninsula)
Roland Gesthuizen (Summer Semester A Clayton)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus block of classes)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

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 focuses on how science knowledge shifts and changes over time and through technological and social change. The unit adopts a constructivist perspective by exploring strategies that include the use of prior knowledge, questioning and inquiry learning. An emphasis is placed upon 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 acting that generates knowledge and which represents cultures and societies
  2. demonstrate an understanding for the ways in which science responds to changing technological and social change
  3. critically reflect on their experiences as science learners and identify implications for their professional identities
  4. develop strategies to establish, monitor and develop student understanding of science and the importance of evidence, reasoning and critical thinking skills in this knowledge development
  5. communicate science understanding in multiple ways and to multiple audiences.

Assessment

Reflective critique (2000 words, 50%)

Science learning investigation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5031 - Literacy and English education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Janet Scull

Coordinator(s)

Damien Lyons (Clayton, Online)
Sue Wilson (Peninsula)

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

This unit explores the role and nature of English and literature education in primary settings. The unit prepares students to assess, plan and implement English and literacy learning to enhance children's oral language, reading, writing and visual literacies. In this context, a range of information and communication technologies are examined for their capacity to extend literacy learning among student participants and within primary classrooms. Through this unit, students strengthen their personal literacies and capacities for communication as members of the teaching profession.

Outcomes

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

  1. identify and critically examine a range of theoretical perspectives on literacies, and English and literacy learning in the primary years
  2. develop the ability to assess, plan and implement effective and inclusive English and literacy learning experiences for primary school children which reflect the complex nature of English and literacy teaching and learning in an increasingly diverse social and cultural world influenced by technological and social change
  3. understand how to assess, plan and implement literacy learning experiences that develop students' reading, writing, visual and oral literacy skills
  4. become competent in their personal literacies, including a range of information and communication technologies.

Assessment

Theoretical critique on literacy learning (2000 words, 50%)

Literacy planning resource (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5032 - Numeracy and mathematics education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Ann Gervasoni

Coordinator(s)

Ann Gervasoni (Clayton)
Penelope Kalogeropoulos (Online)
Sharyn Livy (Peninsula)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit focuses on the role and nature of mathematics education in primary schools and develops in students a critical understanding of the societal and cultural diversity that surrounds and informs mathematics teaching. Students engage with local and international educational research and policy to inform the development of their professional knowledge, skills and values development. Students examine how mathematical learning might be facilitated by the appropriate harnessing of learning technologies and calculators. Students evaluate how numeracy is explicit and implicit in the creation of an inclusive curriculum and the impact of international testing of numeracy/mathematics teaching. The personal numeracy required to critically engage with data about schooling and education is also addressed.

Outcomes

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

  1. develop their understanding of key concepts in primary school mathematics and numeracy teaching
  2. examine personal assumptions about mathematics and numeracy teaching and learning, reflecting on contemporary discussions in the research, professional and wider communities
  3. plan for effective teaching that supports children's learning
  4. authentically, efficiently and effectively assess children's mathematics and numeracy learning using a range of techniques
  5. use and integrate learning technologies (e.g. calculators, interactive whiteboards, and tablets) in teaching
  6. consolidate personal numeracy and statistical literacy.

Assessment

Numeracy inquiry project (2000 words, 50%)

Lesson planning task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5033 - Humanities and social sciences education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nathan Brubaker

Coordinator(s)

Howard Prosser (Semester 2 Clayton)
Nathan Brubaker (Online, Peninsula)
Gary Bonar (Summer Semester A Clayton)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus block of classes)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit examines how school students can learn to understand the world through history, economics, geography and citizenship education using single-disciplinary, multi-disciplinary and integrated lenses on the world. This includes understandings of the range of cultural experiences within both Australian and global communities. Students engage with theoretical, philosophical, pedagogical viewpoints and assessment strategies that address issues related to themes within the Australian Curriculum and related state curriculum frameworks, including Indigenous Australia, environmental sustainability, and Asia and the world. The unit develops understanding of how educators can embrace diversity and teach how natural and human events shape our societies and places within them.

Outcomes

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

  1. understand how students learn and develop knowledge, skills and understanding in the humanities and social sciences
  2. demonstrate knowledge and understanding of the comparative concepts, structure of content and diversity of teaching strategies
  3. plan lesson sequences in the humanities and social sciences, using knowledge of student learning, content and effective teaching strategies, and a range of resources
  4. demonstrate the capacity to monitor, assess and interpret student learning in ways that acknowledge and engage with diversity using a variety of assessment methods, and modify teaching practices appropriately
  5. develop understanding of democratic practice and equity within communities
  6. show sociocultural awareness and positive views of students from diverse backgrounds
  7. understand the ways in which different perspectives and cross-cultural understandings influence and shape communities and schools
  8. understand the range of cultural experiences within Australian and global communities and the ways in which many cultures have changed the nature of Australian society.

Assessment

Seminar presentation (2000 words, 50%)

Curriculum research assignment (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5034 - Arts and design education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Clare Hall

Coordinator(s)

Clare Hall

Unit guides

Offered

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit explores a range of pedagogical approaches to teaching and learning in the arts and design, and critically examines current theoretical perspectives in the arts and design education research. Students develop their competencies and involvement in a range of art forms, such as visual art, music, dance, drama, media and literature, and in doing so gain an understanding of the content, processes and skills as they relate to children's development and learning. The unit involves planning for and implementation of a range of arts and design learning experiences for children. It focuses on the integration of arts and design across the curriculum, and nurturing student creativity and critical thinking skills. Students develop their self-efficacy as teachers of the arts and their understanding of social justice perspectives in arts and design education.

Outcomes

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

  1. demonstrate critical understanding of recent trends and curriculum in arts and design education within Australia and internationally
  2. plan and implement learning experiences that focus on the arts and design which cater for children of diverse backgrounds and abilities and which model a range of effective and inclusive teaching strategies
  3. develop units of work that include a focus on integrating the arts and design across the curriculum including demonstrating connections between the arts, design, literacies and information and communication technologies (ICTs)
  4. explore and develop their own arts and design skills and pedagogical practices in the arts and design
  5. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts and design
  6. apply a variety of assessment approaches in the arts and design.

Assessment

Art and design inquiry project (2000 words, 50%)

Arts and design unit of work (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5035 - Health and physical education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rosie Welch

Coordinator(s)

Rosie Welch (Clayton, Online)
Debi Futter (Peninsula)

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Synopsis

This unit addresses physical education, health and wellbeing environments. It examines the health, wellbeing and sustainability of people, places and communities locally and globally. Students engage with a range of theoretical perspectives related to health and wellbeing. They explore pedagogical and theoretical approaches to teaching and learning in health, physical and environmental education. Drawing on cross-disciplinary approaches, students develop competency and confidence in providing developmentally appropriate and fundamental movement activities leading to physical education and health promotion in outdoor and indoor learning environments. The wellbeing of both teachers and learners in a variety of educational and community settings is examined.

Outcomes

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

  1. demonstrate critical understanding of recent trends and curriculum in physical education, health and wellbeing across educational environments both within Australia and internationally
  2. plan and implement learning experiences that focus on movement, environment and community in outdoor and indoor settings, and which cater for children of diverse backgrounds and abilities and draw on a range of effective and inclusive teaching strategies
  3. explore and develop strategies for health and wellbeing for their future within the teaching profession
  4. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching health and wellbeing
  5. apply a variety of assessment approaches in health and physical education
  6. identify and work with the concept of community and community-based resources for the development of educational sustainability.

Assessment

Health and physical education inquiry project (2000 words, 50%)

Planning resource (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5036 - Arts, design and health education in the primary years

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rosie Welch

Coordinator(s)

Rosie Welch

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Synopsis

This unit involves the planning and implementation of a range of integrated learning experiences for children, including a focus on integrating the arts, design and health across the curriculum. The unit draws on creative and critical pedagogies to nurture student creativity and ability to respond to issues of social justice through arts, design and health and physical education. It addresses two themes: the first explores creativity and the arts and the second examines health and wellbeing. In theme one, a range of pedagogical approaches to teaching and learning in the arts and design are canvassed and current theoretical perspectives in the arts are examined. Students develop their competencies in a range of art forms, such as visual art, music, dance, drama, media and literature, and in doing so gain an understanding of the content, processes and skills as they relate to children's development and learning in the arts and design. In theme two, students gain understandings in the health and wellbeing of people, places and communities locally and globally and critically examine theoretical perspectives related to health and wellbeing. Students develop competencies in the content, processes and skills of health and wellbeing and physical education using cross-disciplinary approaches.

Outcomes

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

  1. demonstrate a critical understanding of contemporary issues and curriculum in arts, design, health and physical education within Australia and internationally
  2. plan and implement learning experiences that focus on the arts, design, health and physical education which cater for children of diverse backgrounds and abilities and draw on a range of effective and inclusive teaching strategies
  3. develop units of work that include a focus on integrating the arts, design, health and physical education across the curriculum including connections between literacies and information and communication technologies
  4. explore and develop their own skills and pedagogical practices in the arts, design, health and physical education
  5. identify, evaluate and interpret a range of relevant curriculum documents and resources for teaching the arts, design, health and physical education
  6. apply a variety of assessment approaches in the arts, design, health and physical education.

Assessment

Practice-based project (2000 words, 50%)

Curriculum resource (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Additional requirements (all students)
    • 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


EDF5040 - Navigating youth transitions: Learning, work, and identity

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anne Keary

Coordinator(s)

Anne Keary

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

As a key role and responsibility of educators is to prepare students for post-school futures, this unit aims to develop a critical appreciation of the challenges and opportunities facing young people in an era of rapid and uncertain change. Global trends, local contexts and changing patterns of youth participation in employment, education and civic life are examined. The role of mainstream schooling in youth transitions is examined, educational alternatives are considered, and implications for schools, teachers and their professional practice are evaluated. Students are given the opportunity to review relevant policy and research, and to develop an educational program around issues facing young people. The aim is to enhance understanding of the complex nature of young people's transitions through post-compulsory education and training, and how their learning, identities and well-being are affected. This unit will extend the professional learning of students by developing their skills to access and critique relevant research and design targeted educational programs to address the diverse needs of young people.

Outcomes

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

  1. recognise how global trends and local contexts affect young people's learning, work, identities and well-being in school and beyond
  2. appreciate the challenges and issues facing young people as they navigate complex transitions from school to work, tertiary education and adulthood
  3. access and critically evaluate relevant policy and research relating to youth transitions through post-compulsory education and training, including pathways, employability and lifelong learning
  4. consider the diverse needs and identities of young people in transition and assess implications for the purposes and priorities of schools, and the professional roles and practices of teachers
  5. design targeted educational programs that address issues facing young people, and support and enhance their transitions through post-compulsory education and training.

Assessment

Critical review: Critical analysis of policy and research on a key issue affecting youth transitions (2000 words, 50%)

Program design: Design of an educational response to the issue examined in the critical review (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5041 - Engaging adolescent learners

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Angela Mornane

Coordinator(s)

Angela Mornane

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

This unit provides a critical understanding of the notion of adolescence, and the societal and cultural diversity that informs teaching middle years learners. Students focus on the secondary student at this stage in their life and learning trajectory. They examine salient aspects of adolescent development in the context of teacher education, as well as factors impacting on learning and wellbeing. Pre-service teachers engage in ethnographic approaches to explore adolescent cultural worlds and draw on significant features of such worlds to examine different forms of engaging curriculum. Students apply their understanding and design relevant and engaging curriculum for middle years learning.

Outcomes

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

  1. appreciate a range of constructions of adolescence: biological, psychological, sociological, educational, and how these have an impact on our understanding of the concept
  2. build understanding of Western and cross-cultural adolescent identities and diversity, particularly in terms of ways that ethnicity, socioeconomic status, gender and sexuality have an impact on adolescence
  3. become familiar with key policy documents and theoretical perspectives influencing adolescent learning
  4. implement and reflect on pedagogical approaches which engage and challenge adolescent learners
  5. create a supportive learning environment that focuses on adolescent wellbeing
  6. demonstrate the ability to create differentiated curriculum for middle years learners
  7. use popular culture or digital technologies and texts to extend and enhance effective middle years learning.

Assessment

Study of adolescent learner practices (2000 words, 50%)

A description of and rationale for an original resource for middle years learning (equivalent to 2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 24 hours engagement in online, face-to-face or blended platforms
  2. Contact hours for off-campus students:
    • equivalent to 24 hours engagement in online or blended platforms
  3. Additional requirements (all students)
    • 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


EDF5121 - Accounting education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anita Forsyth

Coordinator(s)

Robyn Stanton

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in accounting

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4839

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5122).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students are familiarised with current developments in the theory, research and practice of accounting education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of accounting and related subjects across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for accounting and related studies
  3. set clear, challenging and achievable goals for students in their learning of accounting and associated studies
  4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
  6. employ accountable and theoretically grounded processes to monitor student learning and progress
  7. critically evaluate their practicum experiences of teaching accounting and related studies in schools and other settings.

Assessment

Research report and lesson plan (2000 words, 50%)

Selection of resources and design of teaching and learning activities (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5122 - Accounting education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anita Forsyth

Coordinator(s)

Robyn Stanton

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5121

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4840

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5121).

Synopsis

This unit builds on EDF5121 (Accounting education in the secondary years A), enabling pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of accounting and related commerce studies. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of accounting and related curriculum. Through an examination of a range of curricula drawn from state, national and international contexts, students gain deeper understandings of current developments in the theory, research and practice of accounting education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They undertake research into the design of a comprehensive teaching and learning plan suitable for teaching post-compulsory accounting content. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of accounting and related studies across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for accounting and related studies
  3. set clear, challenging and achievable goals for students in their learning of accounting and related studies
  4. research and design innovative teaching and learning procedures and plans to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
  6. create assessment tasks that are purposeful and relevant to the teaching and learning accounting program and the learning needs of students
  7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
  8. critically evaluate their practicum experiences of teaching accounting and related studies in schools and other settings.

Assessment

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of an accounting teaching and learning plan (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5123 - Biology education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jennifer Mansfield

Coordinator(s)

Jennifer Mansfield

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in biological sciences

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4841

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5124).

Synopsis

This unit enables pre-service teachers to build a strong foundation to teach biology as a specialist in Years 11 and 12 and in the junior years (7 to 10). The unit draws upon a constructivist theory of learning to explore the most appropriate ways of encouraging students to build their conceptual understandings of biological concepts. Linked to this, students develop and demonstrate a range of pedagogical approaches appropriate to teaching biology as evidenced in the science education research literature. Importantly, pre-service teachers are introduced to appropriate curricula (Years 7 to 12) so they are confident about aligning their teaching to the curriculum in preparation for the classroom. Throughout the unit students are encouraged to work collaboratively while being challenged to consider the key issues impacting biology education and how these might be addressed in their teaching. Students are encouraged to think critically about teaching biology, learn how to adapt their knowledge and skills within diverse contexts, and recognise the importance of reflecting upon their own practice.

Outcomes

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

  1. articulate and apply their understanding of a constructivist perspective of learning in biology
  2. link the everyday world of the learner with biology in ways that are meaningful and relevant
  3. actively participate in professional conversations about the key theoretical and pedagogical perspectives and issues in teaching biology
  4. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices to meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
  5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of biological concepts.

Assessment

Written assignment (2000 words, 50%)

Reflective assignment linking research to biology teacher practice (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5124 - Biology education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jennifer Mansfield

Coordinator(s)

Jennifer Mansfield

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5123

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4842

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5123).

Synopsis

This unit builds on EDF5123 (Biology education in the secondary years A) by extending the opportunities for pre-service teachers to develop, implement and critically reflect upon their pedagogical practices in biology. In particular students consider the importance and value of outreach and fieldwork in teaching biology along with the possibilities offered by a range of online electronic resources. Pre-service teachers consider the types and ranges of assessment in biology and the ways in which these should inform student learning. An important component of this unit is an increased focus on the need for biology teachers to think critically about their own practice and the degree to which it enhances the learning opportunities for all students. Throughout the unit, students work collaboratively to develop team-teaching skills while being expected to demonstrate an ability to operate independently in order to plan and implement curriculum using appropriate pedagogies for teaching biology. Pre-service teachers learn first-hand how to use and undertake small research tasks that will help develop their professional practice and scholarship into the future.

Outcomes

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

  1. demonstrate confidence and skill in generating solutions to complex problems in relation to teaching and learning
  2. devise and implement a variety of assessment procedures to promote student learning in biology
  3. plan and implement fieldwork for students that is linked to senior biology curriculum requirements and informed by the research literature
  4. engage in critical reflection as a professional teacher and understand contemporary trends in practice and research at the national and international level
  5. demonstrate a degree of autonomy and adaptability as a responsible professional practitioner.

Assessment

Reflective assignment (2000 words, 50%)

Design curriculum task related to senior biology (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5125 - Business management education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Allie Clemans

Coordinator(s)

Nicola Sum

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in business management, human resource management or management studies

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4843

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5126).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula and related documents drawn from state, national and international contexts, students are familiarised with current developments in the theory, research, and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of business management and related studies across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for business management and related studies
  3. set clear, challenging and achievable goals for students in their learning of business management and related studies
  4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions
  6. employ accountable and theoretically grounded processes to monitor student learning and progress
  7. critically evaluate their practicum experiences of teaching business management and related studies in schools and other settings.

Assessment

Research report (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5126 - Business management education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Nicola Sum

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5125

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4844

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5125).

Synopsis

This unit builds on EDF5125 (Business management education in the secondary years A), enabling pre-service education students to continue to build a strong foundation for their career-long professional learning as secondary school teachers of business management and related commerce studies. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of business management and related curriculum. Through an examination of a range of curricula and related documents drawn from state, national and international contexts, students gain advanced skills and deeper understandings of current developments in the theory, research and practice of business management education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of business management and related studies across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for business management and related studies
  3. set clear, challenging and achievable goals for students in their learning of business management and related studies
  4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICT), in ways that align with pedagogical intentions
  6. create assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students
  7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
  8. critically evaluate their practicum experiences of teaching business management and related studies in schools and other settings.

Assessment

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of a teaching and learning plan (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5127 - Chemistry education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Karen Marangio

Coordinator(s)

Karen Marangio

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in chemistry or biochemistry

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4847

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5128).

Synopsis

This unit prepares students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is for students to use cognitive skills in critical thinking and reflection to build an understanding of the importance of developing an effective pedagogy for teaching chemistry that can be adapted and applied in diverse educational settings. The unit also builds an understanding of problematic chemistry content and the application of evidence-based teaching approaches that better facilitate student learning. Students trial a wide variety of effective teaching strategies including the use of information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.

The unit highlights the importance of setting personal and professional goals, engaging with relevant research literature and actively accessing professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. The principles of and methods for assessing and monitoring student learning in chemistry are introduced. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives are recurrent themes explored through readings, class group work, discussion forums and assignments.

Outcomes

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

  1. understand appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility and fruitfulness of this content
  2. apply contexts for the teaching of chemistry content that accounts for the experiences and social and cultural backgrounds of their clientele
  3. evaluate a range of teaching strategies and support resources (human and material) for teaching chemistry
  4. select and apply a coherent range of teaching procedures appropriate to fostering motivation and purposeful, independent learning in their students
  5. critically understand the principles of curriculum design, the content of current curriculum and the pedagogy of chemistry education
  6. develop an evolving philosophy for what chemistry teaching means
  7. develop an understanding of the relationship between science, technology and society and the cultural context for chemistry
  8. demonstrate critical awareness and understanding of the barriers raised by traditional science and chemistry curricula
  9. value the practice of real-world chemistry
  10. develop as professionals that are knowledgeable, skilful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.

Assessment

Research assignment: Learning and teaching chemistry (2000 words, 50%)

Learning log (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5128 - Chemistry education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Karen Marangio

Coordinator(s)

Karen Marangio

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5127

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4848

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5127).

Synopsis

This unit builds on EDF5127 (Chemistry education in the secondary years A) in preparing students to teach chemistry in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). Pre-service teachers continue to build an understanding of the importance of developing and applying an effective pedagogy for teaching chemistry through the use of critical reflection. The application of evidence-based teaching approaches that better facilitate student conceptual understanding of chemistry content learning is a focus of the evaluation of curriculum design and implementation. Students trial a wide variety of effective teaching strategies including the use of information and communication technology (ICT) skills and techniques essential for establishing a productive and engaging secondary science classroom.

The unit highlights the importance of setting personal and professional goals, engaging with relevant research and actively accessing professional learning programs that contribute to the ongoing improvement of one's professional classroom practice. The principles of and methods for assessing and monitoring student learning in chemistry are explored further. The relationship between science, technology and society, the cultural context for chemistry, the nature of chemistry as a discipline, the values that underpin chemistry and the relevance of chemistry to students' lives are recurrent themes explored through readings, class group work, discussion forums and assignments.

Outcomes

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

  1. apply appropriate chemistry content for Years 7 to 12 that takes into account the intelligibility, plausibility and fruitfulness of this content
  2. use appropriate contexts for the teaching of chemistry content that accounts for the experiences and social and cultural backgrounds of their clientele
  3. evaluate and select teaching strategies and support resources (human and material) appropriate for teaching chemistry
  4. synthesise and apply a coherent range of teaching procedures that foster motivation and purposeful, independent learning in their students
  5. critically understand the principles of curriculum design, the content of current curriculum and the pedagogy of chemistry
  6. develop an evolving philosophy for what chemistry teaching means
  7. demonstrate an understanding of the relationship between science, technology and society and the cultural context for chemistry that is visible in their teaching
  8. demonstrate critical awareness and understanding of the barriers raised by traditional science and chemistry curricula
  9. value the practice of real-world chemistry
  10. develop as professionals that are knowledgeable, skilful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.

Assessment

Multi-media presentation (2000 words, 50%)

Chemistry curriculum research project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5129 - Drama education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rachel Forgasz

Coordinator(s)

Rachel Forgasz

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in drama, performance studies or theatre studies (incl. practical drama)

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4851

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5130).

Synopsis

This unit addresses the theory and practice of secondary school drama education. Drawing on a range of national and international research in the area of drama education, it introduces pre-service students to the cognitive and pedagogical skills and theoretical and practice-based knowledge and understandings of the broad field of drama education. It prepares them to plan for drama teaching and learning that will engage diverse secondary student learners. Students critically examine relevant state and national curriculum documents. Working collaboratively and independently, students explore, analyse, synthesise and apply a range of theoretical, philosophical and pragmatic perspectives on drama education.

Outcomes

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

  1. take a critical position with respect to fundamental scholarly concepts in drama education
  2. begin to understand and critically interpret relevant curriculum documents
  3. plan purposefully for student learning in secondary drama contexts
  4. begin to understand a variety of assessment strategies to evaluate diverse student learning and development in drama
  5. begin to enact a range of planning and teaching strategies in order to meet the needs of a diverse range of student learners
  6. begin to adopt and enact a reflective approach to continuous professional development as a professional drama educator.

Assessment

Teaching task (800 words equivalent, 20%)

Reflective tasks (1600 words equivalent, 40%)

Curriculum task (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5130 - Drama education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rachel Forgasz

Coordinator(s)

Rachel Forgasz

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5129

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4852

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5129).

Synopsis

This unit builds on student learning in EDF5129 (Drama education in the secondary years A), addressing the theory and practice of secondary school drama education. Students refine their cognitive understandings and develop their pedagogical skills as professional drama educators so they are able to meet the needs of diverse learners. Working collaboratively and exercising intellectual independence, they critically engage with a range of theoretical, philosophical and pragmatic perspectives on drama education, including local and national curriculums. Students explore a range of national and international research in the area of drama education, and they are invited to conduct their own independent research in order to develop their scholarship and professionalism as drama educators and to enable them to continue to build and communicate their developing expertise in a variety of educational settings.

Outcomes

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

  1. refine a critical and researched position with respect to fundamental and specialised scholarly concepts in drama education
  2. critically implement the requirements of relevant curriculum documents
  3. independently plan for student learning in secondary drama contexts
  4. design a variety of assessment strategies to evaluate diverse student learning and development in drama
  5. enact a range of planning and teaching strategies in order to meet the needs of a diverse range of student learners
  6. adopt and enact a reflective approach to continuous professional development as a professional drama educator.

Assessment

Reflective tasks (800 words equivalent, 20%)

Presentation task (1600 words equivalent, 40%)

Research task (1600 words equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5131 - Economics education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anita Forsyth

Coordinator(s)

Anita Forsyth

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in economics

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4853

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5132).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise, commerce and business related education in secondary schools. Students develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. Through an examination of a range of curricula drawn from state (e.g. VCE economics), national (e.g. Australian Curriculum: economics and business) and international contexts (e.g. IB economics), students are familiarised with current developments in the theory, research and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. research and critically reflect on the debates about the role and importance of economics education in the secondary school curriculum in order to develop understandings related to their beliefs and their identity in regard to the subject of economics and their teaching of this subject
  2. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of economics and related subjects across Years 7 to 12
  3. research, select and evaluate appropriate economics and associated studies teaching and learning resources
  4. set clear, challenging and achievable goals for students in their learning of economics and associated studies
  5. design innovative teaching and learning procedures to engage and motivate students which respond to the diverse abilities and interests of all learners
  6. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies, in ways that align with pedagogical intentions
  7. critically evaluate their practicum experiences of teaching economics and related studies in schools and other settings.

Assessment

Research report and lesson plan (2000 words, 50%)

Research, selection and evaluation of resources and design of teaching and learning activities (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5132 - Economics education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anita Forsyth

Coordinator(s)

Anita Forsyth

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5131

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4854

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5131).

Synopsis

This unit enables pre-service education students to further develop and extend the learning undertaken in EDF5131 (Economics education in the secondary years A). Students continue to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise and business related education in secondary schools. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. They acquire knowledge and understanding of the nature and purpose of assessment, designing assessments that are purposeful and relevant to the teaching and learning economics program and the learning needs of students. Through an examination of a range of curricula drawn from state, national and international contexts students are further familiarised with current developments in the theory, research and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They undertake research into the design of a comprehensive teaching and learning plan suitable for teaching compulsory economics content. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of economics and related subjects across Years 7 to 12
  2. research, select and evaluate appropriate economics and associated studies teaching and learning resources
  3. set clear, challenging and achievable goals for students in their learning of economics and associated studies
  4. research and design innovative teaching and learning procedures and plans to engage and motivate students which respond to the diverse abilities and interests of all learners
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICT), in ways that align with pedagogical intentions
  6. use assessment tasks that are purposeful and relevant to the teaching and learning economics program and the learning needs of students
  7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
  8. critically evaluate their practicum experiences of teaching economics and related studies in schools and other settings.

Assessment

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of an economics teaching and learning plan, plus reflection (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5133 - English as an additional language (EAL) education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anna Filipi

Coordinator(s)

Jessica Premier

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in linguistics or a second language

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4855

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5134).

Synopsis

This unit prepares pre-service student teachers for the teaching of English as an additional language (EAL) to the full range of non-English speaking background students, including recently arrived students with limited English language skills, international students and others in a range of EAL contexts. Drawing on a range of research, it investigates the nature of English and the theory and principles of second language pedagogy, along with many other factors that have an impact on EAL teaching and learning. Particular attention is paid to the sociocultural contexts of learning and the need for sensitivity to linguistic and cultural diversity in schools. With reference to current curriculum documents, policy and assessment protocols, pre-service teachers learn to apply appropriate research methodology to the assessment of EAL learner needs, devise appropriate lessons to meet those needs and to select and adapt materials to work effectively to maximise the educational opportunities of all EAL learners. Links are made to the professional experience units in the course, both in terms of preparing students to undertake their practicum (including lesson planning and activities that incorporate the use of information and communication technology) and in guiding students' critical reflection on their practice during and after that practicum.

Outcomes

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

  1. draw on existing research in the area of teaching EAL to enact subject appropriate research skills and meet the needs of EAL learners
  2. access, adapt and develop materials and teaching activities and critically evaluate resources which meet the diverse needs and identities of EAL learners
  3. plan and reflect on engaging lessons using communicative objectives and activities
  4. assess the language needs and work of EAL learners
  5. generate optimal conditions for language learning
  6. appreciate the diverse cultural and language backgrounds of EAL learners and demonstrate sensitivity to differences between learners' cultures and that of the wider Australian community.

Assessment

Case study of an EAL learner (2000 words, 50%)

Annotated lesson plan (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5134 - English as an additional language (EAL) education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anna Filipi

Coordinator(s)

Anna Filipi

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5133

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4856

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5133).

Synopsis

This unit builds on the contextual and pedagogical knowledge about EAL teaching developed in EDF5133 (English as an additional language (EAL) education in the secondary years A). Working collaboratively and independently, students link theory and practice in order to deepen their capacity to teach EAL in a range of settings, including intensive new arrival programs, EAL support programs in the mainstream, EAL programs targeting international students and team-teaching (where ESL teaching is taught in cooperation with a mainstream subject teacher). The unit links in with knowledge and skills gained during professional experience units in the course. One aspect of this linking involves examination of a variety of EAL practices and frameworks in secondary settings, including the Australian and Victorian curriculum. Students learn how to assess EAL learner needs, how to devise appropriate strategies and materials, including units of work to meet those needs, and how to work effectively as part of a whole-school program to maximise the educational opportunities of all EAL learners.

Outcomes

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

  1. draw on appropriate research strategies and resources to plan, implement and evaluate a sequence of lessons that are responsive to diverse student needs
  2. critically evaluate, select, adapt and generate materials and activities relevant to student needs
  3. plan engaging units of work linked to curriculum and best practice
  4. assess the language needs and work of EAL learners informally and formally
  5. critically evaluate EAL resources for classroom use
  6. appreciate the diversity of EAL learners and plan for multilevel classes
  7. demonstrate an awareness of the need to collaborate with colleagues and the community to promote a whole-school approach to the language needs of EAL learners.

Assessment

Annotated bibliography of curriculum materials (1600 words, 40%)

Development of a unit of work (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5135 - English education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Fleur Diamond

Coordinator(s)

Fleur Diamond

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in literature or literary studies; or minor in English language studies or linguistics with a two-unit sequence in literature or literary studies

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4857

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5136).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of English, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and independently to develop their skills and knowledge in planning and implementing curriculum materials in the area of English language. They learn how teachers plan for and undertake educational projects and research as part of their professional work. Students also learn to appreciate how language, in its various modes and uses, including those involving information and communication technologies (ICT), mediates the learning of all young people across a range of curriculum areas and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in the theory and practice of English literacy education. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on the rich traditions and exciting innovations in English education in Australia and internationally.

Outcomes

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

  1. critically reflect on their beliefs, ethical practices and experiences in regard to the subject of English and in regard to their teaching of this subject
  2. use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
  3. actively participate in professional conversations and debates about issues pertinent to English education
  4. inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
  5. investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
  6. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
  7. plan for and undertake educational projects or research relevant to their work as professional teachers.

Assessment

Critical autobiographical narrative, inquiring into and drawing on a practicum experience (2000 words, 50%)

Collaboratively designed unit of work focused on writing (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5136 - English education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Scott Bulfin

Coordinator(s)

Fleur Diamond

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5135

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4858

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5135).

Synopsis

This unit builds on EDF5135 (English education in the secondary years A) by extending pre-service students' knowledge, skills and capacities. Students continue to build a strong foundation for their career-long professional learning as teachers of English language, literature, literacy and related subjects in secondary school (Years 7 to 12). Students work collaboratively and independently to plan and implement appropriate curriculum in the area of English language. They also learn how teachers plan for and undertake educational projects and research as part of their professional work. They develop a finely honed appreciation of how language, in its various modes and uses, including information and communication technologies (ICT), mediates the learning of all young people in school and in their outside-school lives. Through an examination of a range of national and international education policies and the Australian Curriculum: English, students are familiarised with current developments in the theory and practice of English literacy education, with a particular focus on senior English curriculums. The unit informs and facilitates students' active contributions to contemporary dialogue within the English teaching profession, drawing both on rich traditions and exciting innovations in English education in Australia and internationally.

Outcomes

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

  1. critically reflect on their beliefs, ethical practices and experiences in regard to the subject of English and in regard to their teaching of this subject
  2. use, critically and creatively, a variety of communication strategies in different modes (including a range of ICTs) and in different teaching and learning contexts
  3. actively participate in professional conversations and debates about issues pertinent to English education
  4. inquire into and develop their professional identity as prospective teachers of English language, literature and literacy
  5. investigate the impact of recent language and literacy policy on curriculum, pedagogy, assessment and ethical issues in different subject areas
  6. plan for, enact and adjust as appropriate a variety of teaching and learning strategies and practices that meet the needs of a diverse range of student learners, in a variety of settings and curriculum contexts
  7. plan for and undertake research into their practicum experiences of teaching English in schools and other settings
  8. design and publish text-related tasks and artefacts for teaching a diverse range of students in schools and collaboratively plan accompanying professional learning activities that could be used with peers and/or professional colleagues in schools.

Assessment

Evaluative research-based piece focusing on an experience of teaching writing on a practicum (2000 words, 50%)

Design of innovative curriculum materials (and professional learning activities) related to the teaching of text (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5137 - General science education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rebecca Cooper

Coordinator(s)

Rebecca Cooper

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in one of biology, chemistry, earth science (geology), environmental science or physics together with a two-unit sequence in another of these areas

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4859

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5138).

Synopsis

This unit introduces students to the language, methods and major ideas useful in contemporary science teaching and focuses on content, pedagogy and the interrelationships between them, laying a strong foundation for career-long professional learning. Students develop their subject matter knowledge and skills from critically engaging with national and international research literature relevant to teaching in secondary schools and they refine their attitudes through reflecting on their past and current experiences. The unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

Outcomes

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

  1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of science
  2. translate conceptual ideas and processes about science into classroom learning activities for students
  3. develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in science education classrooms
  4. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
  5. critically understand the principles of curriculum design as these relate to the content of current general science curricula
  6. demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
  7. use and creatively integrate information and communication technologies (ICT) to enhance student engagement and conceptual understanding.

Assessment

Research report (2000 words, 50%)

Reflective task and classroom presentation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements:
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5138 - General science education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rebecca Cooper

Coordinator(s)

Rebecca Cooper

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5137

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4860

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5137).

Synopsis

This unit builds on EDF5137 (General science education in the secondary years A) to broaden students' thinking about learning and teaching science by introducing them to ways of engaging learners in real-world science building a strong foundation for career-long professional learning. It provides students with the opportunity to develop their planning and teaching skills and emphasises the importance of reflection and continual development of teaching practice. This unit draws on concepts from constructivist theories of learning, pedagogical content knowledge and critical reflection, enabling pre-service teachers to apply evidence-based teaching approaches that successfully facilitate student learning. Students build understanding that learning and teaching science is more about creating a scientifically literate community than it is about content and correct answers. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

Outcomes

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

  1. explore ways of facilitating students in their explorations of their own questions and investigations
  2. develop competence in planning and implementing lessons and units of work
  3. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
  4. develop a personal approach to teaching science, through the exploration and experience of a variety of learning and teaching strategies
  5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of science concepts across a range of disciplines
  6. critically understand the principles of curriculum design as these relate to the content of current general science curricula
  7. demonstrate inclusive practices in the teaching of science that account for the diverse experiences and social and cultural backgrounds of their students
  8. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.

Assessment

Research report (2000 words, 50%)

Reflective task and classroom presentation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements:
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5139 - Geography education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Phillips

Coordinator(s)

Michael Phillips

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in geography

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4861

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5140).

Synopsis

This unit prepares students to become effective and knowledgeable specialist geography teachers. It develops students' knowledge and understanding of current policies, theories, research principles and methods in geography education nationally and internationally. Additionally, students research how these impact on curriculum and pedagogy for geography teachers. The unit involves research into various strategies, resources, policies, activities and forms of assessment for geography education.

Outcomes

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

  1. demonstrate an advanced understanding of contemporary approaches and trends in geography education in Australia and internationally
  2. develop and implement a differentiated and inclusive geography curriculum including the creative integration of digital technologies
  3. design and conduct research into the field of geography education
  4. engage learners and communities in geography education to promote a more equitable and sustainable community
  5. develop an ongoing capacity to create units of work in response to changing educational policy and theory for secondary school students
  6. understand the role of geography both as a separate discipline and as part of an integrated curriculum.

Fieldwork

Fieldwork may be arranged by negotiation with students

Assessment

Lesson planning sequence (2000 words equivalent, 50%)

Class presentation involving research into teaching resources (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 hour workshop per week
  2. Additional requirements:
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5140 - Geography education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Phillips

Coordinator(s)

Michael Phillips

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5139

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4862

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5139).

Synopsis

This unit builds on the understanding developed in EDF5139 (Geography education in the secondary years A), to allow students to develop advanced knowledge, skills and capabilities as specialist geography teachers. It extends students' understanding of current trends and approaches in geography education, through a focus on the uses and applications of fieldwork, information and communication technologies (ICT), personal geographies, environmental and sustainability education, and civics and citizenship education. Students are expected to critically examine school geography drawing on a range of national and international perspectives on geography curriculum, resources and assessment, and on learners of diverse backgrounds and abilities. Students are also expected to be able to design and conduct research to develop their understanding of geography education.

Outcomes

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

  1. demonstrate a critical understanding of contemporary approaches, research and trends in geography education in Australia and internationally
  2. respond to current ideas about the scope and purpose of school geography and apply them in their geography classes, e.g. in relation to ICTs, sustainability, citizenship and personal geographies
  3. plan, resource, teach and assess geography field activities
  4. effectively design geography education lessons that facilitate critical thinking, research, numeracy and literacy skills
  5. demonstrate advanced knowledge of the role of geography both as a separate discipline and as part of an integrated curriculum.

Fieldwork

Fieldwork may be arranged by negotiation with students.

Assessment

Geography fieldwork guide (2000 words, 50%)

Preparation of a teaching unit (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 hour workshop per week
  2. Additional requirements
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5141 - Health education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Deana Leahy

Coordinator(s)

Deana Leahy

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor covering health, human development, family and nutrition

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4863

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5142).

Synopsis

This 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 public health authorities' practices and policies and apply this knowledge through various forms of research.

Assessment

Foundations of health education research essay (2000 words, 50%)

Health education curriculum development project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. Additional requirements
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5142 - Health education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Deana Leahy

Coordinator(s)

Deana Leahy

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5141

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4864

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5141).

Synopsis

This unit builds on EDF5141 (Health education in the secondary years A). The unit extends students' knowledge, understandings and skills in health education. Students draw on research literature to critically examine a range of contemporary curriculum and pedagogical innovations in health education, including the use of information and communication technology (ICT), health literacy, critical inquiry and social action projects. Through further examination of a range of national and international health and education policies students are familiarised with current developments in theory and practice related to senior health education curriculums. Working collaboratively and independently, students consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills enabling them to provide solutions to complex educational problems in secondary schools.

Outcomes

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

  1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior health education
  2. consolidate their understanding of professional knowledge and professional practice in health education
  3. critically analyse the impact of contemporary issues on policy, curriculum and pedagogy in relation to health education in schools
  4. appreciate the importance of professional learning and engagement in a changing society and changing education
  5. reflect on and evaluate their teaching experiences in health education
  6. critically evaluate the impact of recent curriculum and pedagogical innovations in health education.

Assessment

Curriculum research development project (2000 words, 50%)

Health education research reflections blog (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. Additional requirements
    • independent study to make up the remaining hours per week

See also Unit timetable information

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


EDF5143 - History education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rosalie Triolo

Coordinator(s)

Rosalie Triolo

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in history

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4865

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5144).

Synopsis

This unit introduces pre-service teachers to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of an integrated program in either Australian or overseas schools or wider educational settings. Successful completion of this unit enables students to demonstrate advanced knowledge, skills and capabilities in history education. The unit is practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs.

The unit explores: pre-service teachers' personal philosophies and latest research on why to teach and learn about the past, multiple definitions of 'historical literacy', and Australian Curriculum cross-curriculum priorities (especially Aboriginal and Torres Strait Islander histories and cultures, and Asia and Australia's engagement with Asia) and general capabilities. It explores Australian Curriculum: History and its implementation and evolution; civics and citizenship education and values education imperatives, strategies for engaging and purposeful lesson-planning and delivery, 'teaching by the textbook and the website', teacher-directed as well as student-centred questioning, English language proficiency including assisting students for whom English is another language, preparations for school placement, and introductions to inquiry methodology, Gardner's 'multiple intelligences', Bloom's 'taxonomy' and de Bono's 'six thinking hats'.

Outcomes

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

  1. begin to develop their learners' study, career, leisure and life skills through the knowledge, skills, values, attitudes and behaviours associated specifically with the study of history
  2. begin to locate, create, use and evaluate history education resources in diverse forms incorporating diverse perspectives and inclusive approaches
  3. begin to 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. begin to cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities, such as those in keeping with multiple intelligences theory
  5. begin to develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways including creatively, collaboratively and with competence in information and communication technologies (ICTs)
  6. begin to 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. begin to develop learners' empathy, values, attitudes and behaviours consistent with informed and positive local and global citizenship for a more equitable and sustainable world.

Fieldwork

Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.

Assessment

Learning sequence that demonstrates understanding of history education curriculum and pedagogy for local and global settings (2000 words, 50%)

History and media presentation that demonstrates design and conduct of research and integration of information and communication technologies (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 hour workshop per week
  2. Additional requirements
    • 9 hours of independent study per week

See also Unit timetable information

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


EDF5144 - History education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Ann Guns

Coordinator(s)

Ann Guns

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5143

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4866

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5143).

Synopsis

This unit builds on EDF5143 (History education in the secondary years A) and continues to develop pre-service teachers' understandings and skills with regard to the teaching and learning of history as either a stand-alone discipline or an identifiable and rigorous component of integrated programs in Australian or overseas schools or wider educational settings. Successful completion of this unit enables students to demonstrate advanced knowledge, skills and capabilities in history education. The unit continues to be practice-based, research-informed and resource-rich. It embraces diverse histories, perspectives, pedagogies and technologies, and prepares pre-service teachers to tailor history education experiences to meet their students' different learning, career, leisure and life needs. It explores advanced teaching, learning and assessment strategies with emphases on 'viewing', 'listening to' and 'visiting' primary sources of the past. It engages with relevant professions and communities, especially leading history education resource providers at state/territory, national and international levels. It encourages effective inclusion of Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and sustainability imperatives, and identifies connections between religious studies and history education. It develops the suite of skills associated with unit planning and delivery at all secondary year levels, and examines the requirements of various history curricula in Australia. It concludes by offering strategies for securing employment as history/humanities school teachers or educators in non-school history education settings that advocate and work for high quality history education experiences and respond effectively to curriculum priorities or history education developments as they arise.

Outcomes

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

  1. develop their learners' study, career, leisure and life 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 and inclusive approaches
  3. articulate the research underpinnings of pedagogical models common to history education and enact effectively such models in diverse learning settings
  4. cater to learners' different needs through inclusive strategies and engaging and diverse teaching, learning and assessment activities
  5. develop learners' abilities to demonstrate problem-solving capabilities in a variety of ways, including creatively, collaboratively and with competence in information and communication technologies
  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 for a more equitable and sustainable world.

Fieldwork

Fieldwork in history education settings (e.g. museums and galleries) may be arranged by negotiation with students.

Assessment

Resource guide that focuses on design and conduct of research into history education (2000 words, 50%)

Unit outline that demonstrates advanced knowledge, skills and capabilities relevant to history education (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 hour workshop per week
  2. 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


EDF5145 - Digital technologies in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Henderson

Coordinator(s)

Roland Gesthuizen

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in computer studies or information technology

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4867

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5146)

Synopsis

This unit enables students to understand the scope of digital technologies in secondary school (Years 7 to 12). It provides students with opportunities to develop advanced knowledge and skills relevant to teaching about, with and through digital technologies with a particular emphasis on the junior levels in secondary schools. This includes the use of digital systems to represent understandings, conceptualise and manage ideas, to create and communicate, to engage critically with the impacts of technology on society and education, and to develop an understanding of the relationship between digital technologies curriculum content and pedagogy.

Outcomes

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

  1. understand the scope of the digital technologies curriculum across secondary school levels
  2. plan, resource, teach and assess digital technology lessons that reflect an understanding of education policy, theories, research principles and methods particularly in the junior levels at school
  3. develop units of work that include differentiated and inclusive approaches that reflect relevant curriculum and pedagogy for learners in Australian and international contexts with a particular focus on Years 7 to 10
  4. recognise the centrality of literacy and numeracy for effective use of digital technology
  5. identify current ideas about how students learn and some implications for their digital technology classes
  6. work independently and collaboratively integrating digital technology to enhance learning in classes which reflect digital technology as both a separate discipline and as part of an integrated curriculum
  7. identify professional learning needs through critical reflection of practicum experiences
  8. critically engage with issues and debates surrounding digital technology in education, including health, equity, ethical and legal implications.

Assessment

Unit of work for secondary school students with critical analysis (2600 words or equivalent, 60%)

Professional learning journal (1400 words or equivalent, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5146 - Digital technologies in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Phillips

Coordinator(s)

Michael Phillips

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5145

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4868

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5145).

Synopsis

This unit builds on EDF5145 (Digital technologies in the secondary years A). It provides students with opportunities to continue developing their advanced knowledge and skills relevant to teaching about, with and through digital technologies but with a particular emphasis on senior levels in secondary schooling. This includes: the use of technologies to represent understandings, conceptualise and manage ideas, to create and communicate, to engage critically with the impacts of technology on society and education and to develop an understanding of the relationship between the digital technologies curriculum content and pedagogy. The unit also considers how we can sustain professional learning and the role of the digital technologies teacher more broadly in the school and in shaping policy.

Outcomes

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

  1. understand education policy, theories, research principles and methods and use these to plan, resource, teach and assess digital technology lessons particularly in the senior levels at school
  2. understand and implement relevant curriculum and pedagogy for learners in the post-compulsory Australian (Years 11 and 12) context and apply their knowledge of curriculum and pedagogy in the development of units of work appropriate for digital technology classes
  3. develop ways in which digital technology can support teaching and learning across the school curriculum, including engagement with parents/carers and the wider school community
  4. develop strategies to identify and meet ongoing professional learning needs
  5. engage with professional networks and participate in conversations and debates pertinent to digital technology education
  6. understand the instrumental role digital technology teachers can take in schools including professional learning of colleagues, management of technical services and strategic planning.

Assessment

Unit of work for secondary school students with critical analysis (2000 words or equivalent, 50%)

Sustainable system of engaging critically with resources, policy and networks for teaching and professional engagement (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5155 - Languages education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anna Filipi

Coordinator(s)

Gary Bonar

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) of study in a language, which requires as a prerequisite successful completion of Year 12 studies in the language. Native speakers of the language must seek a statement of equivalence from an Australian university to verify that their knowledge and competence in the language meets the standard of a post Year 12 study in the language (refer to course adviser for more information).

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4871

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5156).

Synopsis

This unit involves pre-service students in close examination of current research on first and second language theories linked to principles of optimal classroom pedagogy. Through an examination of global, national and Victorian policies, curriculum, assessment frameworks and relevant research literature, students critically reflect on how these impact on decisions at the school and classroom levels related to the teaching and learning of languages. Students work collaboratively and independently to also explore intercultural contexts as they are realised through interaction with a range of spoken and written texts. Drawing on literature and research studies 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 languages education
  2. analyse relevant research and competing policy discourses associated with different applied linguistics perspectives on languages 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 languages methodologies and programs and models
  6. engage in critical explorations and reviews of research and materials for the teaching and learning of languages.

Assessment

Curriculum research case study project (2000 words, 50%)

Languages micro-teaching and reflective essay (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5156 - Languages education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anna Filipi

Coordinator(s)

Gary Bonar

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5155

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4872

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5155).

Synopsis

This unit builds on EDF5155 (Languages education in the secondary years A). It extends students' knowledge, understandings and skills in languages education. Students draw on research literature to develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language competencies. This unit critically examines a range of contemporary curriculum and pedagogical innovations in languages education, including the use of information and communication technology (ICT), second language literacies, critical inquiry and action research projects. Through further examination of a range of national and international languages and education policies, students investigate and evaluate theoretical and practical links between disciplines, domains and literacies in order to better appreciate the importance of communication and how languages contribute to this educative process. Working collaboratively and independently, students consolidate their content knowledge, develop pedagogical knowledge and skills enabling them to provide solutions to complex educational challenges in secondary schools.

Outcomes

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

  1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior languages education programs
  2. consolidate their understanding of professional knowledge and professional practice in second languages education
  3. critically analyse the the impact of contemporary second language teaching and learning issues on policy, assessment practices, curriculum and pedagogy to reflect on practice
  4. appreciate the importance of professional learning and engagement in a changing society and education context
  5. reflect on and evaluate their teaching experiences in languages education
  6. critically evaluate the impact of recent curriculum and pedagogical innovations in languages education.
  7. research critically and creatively a variety of language and intercultural context strategies appropriate to real-world and classroom second language teaching and learning.

Assessment

Classroom practice research project (2000 words, 50%)

Languages education curriculum development of a unit of work (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5157 - Languages education A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Brad Wilke

Coordinator(s)

Brad Wilke

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) of study in a language, which requires as a prerequisite successful completion of Year 12 studies in the language. Native speakers of the language must seek a statement of equivalence from an Australian university to verify that their knowledge and competence in the language meets the standard of a post Year 12 study in the language (refer to course adviser for more information).

Co-requisites

EDF5155 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4873

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5158).

Synopsis

This unit involves pre-service education students in the close examination of current, local and international research on first and second language theories linked to Foundation to Year 12 principles of classroom pedagogy. Students reflect on the research, policies and practices for effective teaching of languages within the perspective of the F-12 continuum. Students explore flexible and informed approaches to languages education in early years, junior, middle and senior years classrooms, advancing their capacities to select appropriate strategies for different learners' linguistic and communicative needs. Planning and sequencing lessons for a variety of contexts are linked to research, and literature of second languages education explores intercultural contexts as they are realised through interaction with languages education. Drawing on literature and research studies, 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 languages education in all learning contexts
  2. engage in critical explorations of current and international languages and bilingual education curriculum and policy developments and their F-12 classroom pedagogical implications
  3. analyse relevant research and competing policy discourses associated with different schooling perspectives on languages education
  4. demonstrate and apply knowledge and understanding to curriculum and lesson planning for a diverse age range of languages students
  5. enact and adjust as appropriate a variety of teaching strategies and practices that meet the needs of a diverse range and age of learners, in a variety of settings and curriculum contexts
  6. critically evaluate different languages methodologies, programs and models on an F-12 continuum
  7. engage in critical explorations and reviews of research and materials for the teaching and learning of languages.

Assessment

Classroom research case-study project (2000 words, 50%)

Languages micro-teaching and reflection (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5158 - Languages education B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Gary Bonar

Coordinator(s)

Brad Wilke

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5157

Co-requisites

EDF5156 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4874

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5157).

Synopsis

This unit builds on EDF5157 (Languages education A). It extends students' knowledge, understandings and skills in Foundation to Year 12 (F-12) languages education. Students draw on research literature across primary and secondary school contexts to develop an understanding of learning strategies in order to build effective practices to inform their teaching in second language learning. The unit critically examines a range of contemporary curriculum and pedagogical innovations in languages education, including the use of information and communication technology (ICT), multiliteracies, critical inquiry and action research projects. Through further examination of a range of national and international languages policies students investigate and evaluate theoretical and practical links of second language literacies and school contexts in order to better appreciate the importance of how languages contribute to this educative process. Working collaboratively and independently, students consolidate their content knowledge, develop pedagogical knowledge and skills enabling them to provide solutions to complex educational challenges in F-12 classrooms.

Outcomes

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

  1. develop, design, plan and research lessons, units of work and curriculum appropriate for primary and secondary languages education programs
  2. consolidate their understanding of professional knowledge and professional practice in second languages education
  3. critically analyse the impact of contemporary second language teaching and learning issues on policy, curriculum, assessment practices and pedagogy to reflect on practice
  4. appreciate the importance of professional learning and engagement in a changing social and pedagogical context
  5. reflect on and evaluate their teaching experiences in languages education
  6. critically evaluate the impact of recent curriculum and pedagogical F-12 innovations in languages education
  7. research critically and creatively a variety of language and intercultural strategies appropriate to real-world and classroom second language teaching and learning.

Assessment

Curriculum development research project (2000 words, 50%)

Languages education curriculum development of a unit of work (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5159 - Legal studies education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Allie Clemans

Coordinator(s)

Nicholas Ford

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in legal studies

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4875

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5160).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula and related documents drawn from state, national and international contexts, students are familiarised with current developments in the theory, research, and practice of legal studies education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of legal and related studies across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for legal and related studies
  3. set clear, challenging and achievable goals for students in their learning of legal and related studies
  4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions
  6. employ accountable and theoretically grounded processes to monitor student learning and progress
  7. critically evaluate their practicum experiences of teaching legal studies and law-related studies in schools and other settings.

Assessment

Research report (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5160 - Legal studies education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Nicholas Ford

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5159

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4876

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5159).

Synopsis

This unit builds on EDF5159 (Legal studies education in the secondary years A), enabling pre-service education students to build a strong foundation for their career-long professional learning as secondary school teachers of legal and related studies. Students further their understanding of key theoretical and pedagogical perspectives and issues in the teaching of law-related curriculum. Through an examination of a range of curricula and related documents drawn from state, national and international contexts, students generate advanced skills and deeper understandings of current developments in the theory, research and practice of legal studies education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of legal studies and law-related studies across Years 7 to 12
  2. research, select and evaluate appropriate teaching and learning resources for legal and related studies
  3. set clear, challenging and achievable goals for students in their learning of legal and related studies
  4. research and design innovative teaching and learning procedures to engage and motivate the diverse range of learners in every classroom
  5. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communications technologies, in ways that align with pedagogical intentions
  6. create assessment tasks that are purposeful and relevant to the teaching and learning program and the learning needs of students
  7. employ accountable and theoretically grounded processes to monitor and assess student learning and progress
  8. critically evaluate their practicum experiences of teaching legal and related studies in schools and other settings.

Assessment

Collection of assessment tasks (2000 words equivalent, 50%)

Research and design of a teaching and learning plan (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5161 - Mathematics education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Hazel Tan

Coordinator(s)

Richard O'Donovan

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in mathematics or statistics (provided it is taken within a mathematics department)

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4877

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5162).

Synopsis

This unit with EDF5162 (Mathematics education in the secondary years B) explores the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter, knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units prepare students to teach mathematics and consider the philosophy and evidence-based research that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both junior level (Years 7 to 10) in this unit and senior levels (Years 11 to 12) in EDF5162. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative inquiry that is developed through critical reflection and research on experience.

Outcomes

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

  1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools in Australia and internationally
  2. translate conceptual ideas and processes about mathematics into classroom learning activities for students
  3. plan and design lessons and units of work that may be suitable for the diverse social and cultural backgrounds and experiences of students
  4. develop an understanding of a constructivist perspective on learning and its implications, and a variety of assessment techniques available, for use in mathematics education classrooms
  5. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
  6. develop, through experience and personal inquiry of a variety of learning and teaching strategies, a personal approach to teaching mathematics.

Assessment

Personal reflection and curriculum analysis (2000 words, 50%)

Investigative task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5162 - Mathematics education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Hazel Tan

Coordinator(s)

Hazel Tan

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5161

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4878

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5161).

Synopsis

This unit with EDF5161 (Mathematics education in the secondary years A) explores the teaching and learning of mathematics in secondary schools. The units introduce students to the language, methods and major ideas useful in mathematics teaching, and focus on content, pedagogy and the interrelationships between them. Students are provided with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and refine their attitudes through reflecting on new and past experiences. The units prepare students to teach mathematics and consider the philosophy and evidence-based research that underpins their teaching. Students are encouraged to develop an understanding of the subject discipline's place within secondary schools, at both senior level (Years 11 and 12) in this unit and junior levels (Years 7 to 10) in EDF5161. Together, the units emphasise a view of learning about teaching as an ongoing, collaborative inquiry that is developed through critical reflection and research on experience.

Outcomes

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

  1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of mathematics as a subject discipline in secondary schools in Australia and internationally
  2. translate conceptual ideas and processes about mathematics into classroom learning activities for students
  3. develop competence in planning and implementing lessons and units of work, including assessment strategies, that may be suitable for the diverse social and cultural backgrounds and experiences of students
  4. explore ways of facilitating students in their explorations of their own questions and investigations
  5. develop an understanding of a constructivist perspective on learning and its implications and a variety of assessment techniques available for use in mathematics education classrooms
  6. become sensitised to the real world of the learners in their classrooms and develop an appreciation for providing learning experiences that are meaningful to students
  7. develop, through experience and personal inquiry of a variety of learning and teaching strategies, a personal approach to teaching mathematics.

Assessment

Analysis task (2000 words, 50%)

Inquiry-based task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5163 - Media education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melissa Wolfe

Coordinator(s)

Melissa Wolfe

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in media studies, film or journalism

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4879

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5164).

Synopsis

This unit prepares specialist teachers of media studies to teach in secondary schools. Drawing on a range of national and international literature, the unit introduces students to current debates and trends in media education practices. Students investigate the different justifications for teaching media studies in secondary schools, and critically inquire into the benefits and dangers of different approaches to teaching media studies. Bringing together theory and practice, students examine different approaches to teaching key media studies topics, including representation, narrative, new media and media production. Students apply their knowledge of these topics to evaluate media studies teaching resources and to design and implement individual lessons and assessment tasks for diverse students at a range of levels with an awareness of national and international curriculum documents.

Outcomes

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

  1. critically investigate different rationales and scoping of media studies
  2. understand and critically evaluate different approaches to teaching media studies
  3. identify, evaluate and use different resources for teaching media studies across different year levels
  4. effectively plan and teach media studies lessons for Years 7 to 12 and for students of diverse backgrounds and abilities
  5. understand and implement effective assessment tasks for Years 7 to 12 media studies and for students of diverse backgrounds and abilities
  6. understand the ethical, safety and legal issues associated with the teaching of media studies in secondary schools and develop procedures to respond to these issues.

Assessment

Evaluation of teaching resources task (2000 words, 50%)

Lesson planning task (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5164 - Media education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melissa Wolfe

Coordinator(s)

Melissa Wolfe

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5163

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4880

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5163).

Synopsis

Building on EDF5163 (Media education in the secondary years A), this unit continues to prepare specialist teachers of media studies to teach in secondary schools. Drawing on a range of national and international literature, it further develops students' critical understandings of historical and current debates in media education and trends in contemporary practice and curriculum. Working collaboratively and independently, and exploring some basic research approaches, students examine different approaches to teaching and researching key media studies topics, including media industry, social values and the media, audience and media influence and media production. Students apply their knowledge of these topics to design, implement and critically reflect on sequential programs of media studies lessons and assessment programs for diverse students at a range of levels with an awareness of national and international curriculum documents.

Outcomes

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

  1. further develop their understanding of the scope and purpose of media studies
  2. understand and critically evaluate different approaches to teaching media studies
  3. identify, evaluate and use different resources for teaching media studies across different year levels
  4. develop and critically reflect on sequences of lessons that meet the requirements of various curriculum documents and research the effectiveness of some of these sequences
  5. understand and implement effective assessment programs for Years 7 to 12 media studies and for students of diverse backgrounds and abilities
  6. understand the ethical, safety and legal issues associated with the teaching of media studies in secondary schools and develop procedures to respond to these issues.

Assessment

Assessment design task (2000 words, 50%)

Unit of work with a minor action research component (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5165 - Music education in the secondary years 1A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Renee Crawford

Coordinator(s)

Renee Crawford

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) in music with either

  1. practical music; or
  2. AMEB Grade VI or Year 12 practical music; or
  3. practical music specialising in one or more musical instruments

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4881

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5166).

Synopsis

This unit introduces students to the teaching and learning methods and major ideas useful in contemporary music education, particularly those that are essential for class music teachers. Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools and also considers primary school music education from the viewpoint of the specialist music educator. Students are encouraged to refine their attitudes to music education through critical reflection and evaluation of both their past and current experiences. This introduces students to the research skills considered necessary for their professional work. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals.

The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection. Furthermore, it reinforces a view of learning about teaching as an ongoing, collaborative process. This unit focuses primarily on lower and middle secondary school music.

Outcomes

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

  1. develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through critical reflection as part of their professional work
  2. begin to translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
  3. develop an understanding of practical and experiential learning and its implications for use in diverse music education situations
  4. begin to explore ways of facilitating students in their explorations of their own questions and investigations
  5. develop an understanding of curriculum and assessment in music education
  6. begin to develop competence in planning and implementing lessons and units of work
  7. begin to develop a wide variety of learning and teaching strategies that support the connections between music theory and practice and formulate a personal approach to teaching music.

Assessment

Critical reflection based on practicum teaching and learning episodes in the style of an autoethnography or narritive inquiry (2000 words, 50%)

Unit of work using innovative and original curriculum material (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5166 - Music education in the secondary years 1B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Renee Crawford

Coordinator(s)

Renee Crawford

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5165

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4882

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5165).

Synopsis

This unit builds on the key ideas and methods in teaching and learning music introduced in EDF5165 (Music education in the secondary years 1A). Further, this unit supports all music teaching and learning including that offered by instrumental specialist teachers. It provides students with opportunities to develop their subject matter knowledge and skills relevant to teaching in secondary schools. This unit focuses primarily on senior secondary school music. Students are encouraged to further refine their attitudes and approaches to music education through critical reflection, research, analysis and evaluation as part of their professional work. In turn, students further develop the required research skills considered necessary for contemporary educators. This is particularly pertinent for class music educators, many of whom are already experienced instrumental teachers and music professionals.

The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. As part of this cycle of learning, students are expected to engage in planning, presenting and evaluating teaching sequences through critical reflection, research and analysis of pedagogical reasoning. Furthermore, the unit reinforces a view of learning about teaching as an ongoing, collaborative process.

Outcomes

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

  1. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of music through professional experience, research and analysis
  2. translate conceptual ideas and practical processes about music and music engagement into classroom learning activities for students
  3. develop an understanding of a performative, experiential perspective on learning and its implications and a variety of assessment techniques available for use in diverse music education situations
  4. develop an understanding of senior secondary curriculum and assessment in music education
  5. develop competence in planning and implementing lessons and units of work
  6. expand their understanding of the diversity of learnings and musics experienced by their students, colleagues and peers to inform their presentation of meaningful and engaging learning experiences
  7. acquire an understanding of holistic learning and teaching including the wide variety of learning and teaching strategies that support the connections between music theory and practice in developing a personal approach to teaching music.

Assessment

Collaboratively designed unit of work and presentation (2000 words equivalent, 50%)

Research and analysis of a learning context - linking educational theory and music education pedagogy to practice (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5167 - Music education in the secondary years 2A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise Jenkins

Coordinator(s)

Louise Jenkins

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) in music with either:

  1. practical music; or
  2. AMEB Grade VI or Year 12 practical music; or
  3. practical music specialising in one or more musical instruments

Co-requisites

EDF5165 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4883

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5168).

Synopsis

This unit introduces students to some major music teaching and learning methods and a breadth of ideas useful in contemporary music education. The unit develops an understanding of the knowledge, skills and capacities required to establish and manage school music departments. In particular, the unit addresses the knowledge and skills that underpin the work of an effective school music educator and the application of these skills to the teaching, conducting and management of school performance ensembles. The unit considers the support that must be provided for all music teaching and learning in educational environments including that offered by instrumental specialist teachers. It focuses on the interrelationships and inter-dependencies between school music classroom teaching and learning and music performance practices. As part of this process, the students explore the Alexander technique, performance anxiety, and Yamaha and Suzuki methodologies. The unit practical work repositions students as novice learners of unfamiliar instruments such as guitar and keyboard, to explore effective teaching and learning and to develop recognition of the importance of the vital connections between theory and practice. Students also position themselves as instrumental experts as they prepare for and teach a lesson about their specialist instrumental area, thereby transferring knowledge, skills and ideas to others. Students plan for and undertake research related to their practicum experience and gather data related to classroom music ensemble to support an evaluative research-based piece.

Outcomes

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

  1. identify and discuss significant issues that surround effective teaching and learning in music, particularly school music departments
  2. plan for the establishment and management of school music programs, ensemble programs and performances
  3. demonstrate the advanced theoretical and technical knowledge which are required to teach high quality class instrumental music teaching programs that link to the overarching school music program
  4. plan for and undertake educational research projects relevant to their work as professional teachers
  5. transmit knowledge, skills and idea about their specialist music area to others in a coherent and clear manner.

Assessment

Evaluative research-based essay which draws on the experience of classroom ensemble programs via the practicum experience (2000 words, 50%)

Class presentation which involves the application of the individual student's skills and knowledge about their instrument to the professional school teaching experience (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5168 - Music education in the secondary years 2B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise Jenkins

Coordinator(s)

Louise Jenkins

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5167

Co-requisites

EDF5166 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4884

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5167).

Synopsis

This unit further develops the understandings of some major teaching and learning methods and ideas useful in contemporary music education. It expands the knowledge and understandings developed in EDF5167 (Music education in the secondary years 2A). In particular, the unit explores the knowledge and skills inherent within major music methodologies such as Kodaly, Dalcroze and Orff, and the application of these new understandings to the secondary music classroom. Students are encouraged to share their past experiences in these methodologies and, in doing so, build a better understanding and basis for future practice as educators. The practical aspects of school music programs are explored through a research-based piece which evaluates a school instrumental program, underpinned by data gathered while on practicum. The unit employs a pedagogical approach that connects theoretical and experiential learning, understanding these embedded practices to be interrelated and interdependent. This experiential learning is furthered by the students' previous or current involvement in a musical production. The skills, knowledge and capacities the students learn through their involvement in a musical production are applied to the real school musical experience when they lead their own students in the development of a school musical.

Outcomes

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

  1. identify and understand significant issues that surround effective teaching and learning in music and communicate these understandings as a clear and coherent exposition of knowledge and ideas to a wider audience
  2. adapt the knowledge and skills learnt throughout the unit to the planning, management and presentation of a school musical production
  3. plan and execute group project work with some independence and be responsible and accountable for their own learning
  4. expand their understanding of experiential music teaching and learning and reflect on supporting practices that can enhance school music education
  5. understand various crucial music education methodologies and apply these newly developed skills and knowledge in the secondary classroom
  6. identify the diversity of strategies, pedagogies and disciplines that will inform their work as music educators.

Assessment

Evaluative research-based written piece informed by the practicum experience (2000 words, 50%)

Written reflection based on an experience of participating in a student-led class musical or community-based musical presentation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5169 - Outdoor education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jodi Evans

Coordinator(s)

Jodi Evans

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Major in outdoor education including environmental studies and outdoor recreational activities; and current Emergency First Aid Level 2 certificate

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4885

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5170).

Synopsis

This unit prepares pre-service students to teach school outdoor education from Years 7 to 12. Drawing on a range of Australian and international research, the unit introduces students to the historical, philosophical, experiential and environmental foundations of outdoor education and explores how these shape professional practice and student learning. Working collaboratively and independently, students develop competencies and skills in professional knowledge and professional practice. They reflect critically upon their experiences of learning, leading and teaching in outdoor education, and apply their understandings, knowledge and skills in planning for teaching and learning in a range of contexts and settings, including where possible the use of information and communication technologies (ICT). The unit enables students to pursue a critical research agenda in outdoor education, enabling them to become critically reflective and informed professionals. They also learn how teachers plan for and undertake educational projects and research as part of their ongoing professional development.

Outcomes

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

  1. demonstrate and explain the historical, philosophical, experiential and environmental foundations of outdoor education
  2. critically inquire into the purposes and rationales for teaching outdoor education in the curriculum
  3. develop content, design and plan lessons, units of work and curriculum that are developmentally appropriate, and that meet the needs of diverse learners in a multicultural world
  4. demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and engagement
  5. critically reflect upon and evaluate their teaching experiences in outdoor education in a school environment.

Assessment

Reflective and negotiated tasks inquiring into and drawing on a practicum experience (2000 words, 50%)

Outdoor education resource development (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 24 contact hours per semester
  2. Additional requirements:
    • 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


EDF5170 - Outdoor education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jodi Evans

Coordinator(s)

Jodi Evans

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5169

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4886

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5169).

Synopsis

This unit prepares students to teach school outdoor education from Years 7 to 12 with a particular emphasis on senior curriculum in Australia. Building on EDF5169 (Outdoor education in the secondary years A), the unit further develops students' knowledge and understanding of the history of outdoor education curriculum in Australia and other countries and introduces them to relevant policy in these areas. Working collaboratively and independently, students consider how historical factors and current policy shape contemporary curriculum, professional practices and student learning. Students reflect critically upon their experiences of planning for and teaching outdoor education, and they develop their capacity to undertake limited research into outdoor education. This combination of activity enables them to develop and refine their educational philosophy, their leadership capacities and their abilities to meet the diverse educational needs of students in secondary school outdoor education programs.

Outcomes

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

  1. explain the historical, philosophical, experiential and environmental foundations of outdoor education curriculum, and the influence of educational policy on this
  2. examine and critically inquire into the purposes and rationale for teaching outdoor education in senior years
  3. critically reflect on their beliefs, attitudes and experiences of outdoor education with regard to developing an educational philosophy appropriate to curriculum inquiry and critique
  4. develop, design and plan lessons, units of work and curriculum content appropriate for outdoor education in a range of contexts and settings
  5. critically examine the impact of contemporary issues and policy on the development of curriculum and pedagogy in outdoor education
  6. develop, discuss and incorporate specific assessment practices that are appropriate for outdoor education
  7. critically assess their professional readiness and needs to effectively understand and successfully implement key curriculum documents in outdoor education in a school environment.

Assessment

Critically reflective research-informed task (2000 words, 50%)

Design of innovative and contemporary curriculum materials related to the teaching of outdoor education (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 24 contact hours per semester
  2. Additional requirements:
    • 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


EDF5171 - Physical education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Trent Brown

Coordinator(s)

Trent Brown

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

72 credit points in physical education, including human movement (e.g. anatomy, physiology, exercise physiology, biomechanics, growth and motor development, skill acquisition and psycho-social aspects of physical activity), health and nutrition and study in the skill activity areas of fundamental motor skills, ball handling, dance, games, fitness education, athletics, aquatics and sport education; and current certificates in Emergency First Aid Level 2 and AustSwim Teacher of Swimming and Water Safety

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4887

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5172).

Synopsis

This unit prepares students to teach school physical education from Years 7 to 12. It provides students with the historical, philosophical and experiential foundations of physical education and how these have shaped and continue to shape contemporary perspectives, paradigms of practice and diverse student needs and how they learn in physical and movement culture. They learn how teachers plan for and undertake educational projects and research as part of their professional work. A focus for this unit is on students developing competencies and skills in professional knowledge underpinned by local and international curriculum and how this is enacted in professional practice. Students are provided with opportunities, in class and/or via related professional experience (teaching practicums), to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

Outcomes

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

  1. demonstrate and explain the historical, philosophical and experiential foundations of physical education
  2. justify the purposes and rationale for teaching physical education in the curriculum
  3. develop content, design and plan lessons, units of work and curriculum that are developmentally appropriate
  4. demonstrate and develop knowledge of a range of resources and teaching/learning activities which support student learning and engagement
  5. plan for and undertake educational projects or research relevant to their work as professional teachers
  6. develop, discuss and incorporate various physical education specific assessment and reporting practices.

Assessment

Essay and planning tasks (2000 words, 50%)

Reflective tasks (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5172 - Physical education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Trent Brown

Coordinator(s)

Trent Brown

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5171

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4888

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5171).

Synopsis

This unit builds on physical education concepts and knowledge from the previous semester. It provides students with a continuing intellectual, theoretical and practical framing inclusive of a critical research agenda in secondary physical education, enabling students to become critically reflective and informed professionals. They also learn how teachers plan for and undertake educational projects and research as part of their professional work. The focus for this unit is on students consolidating their physical education specific professional knowledge and professional practice, while identifying and engaging in professional learning for improved practice and student learning. Students are provided with opportunities, in class and/or via related professional experience (teaching practicums), to consolidate their content knowledge, develop subject matter and pedagogical content knowledge and skills relevant to teaching in secondary schools.

Outcomes

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

  1. develop, design, plan and research lessons, units of work and curriculum appropriate for senior physical education
  2. consolidate their understanding of professional knowledge and professional practice in physical education
  3. examine the impact of contemporary issues on policy, curriculum and pedagogy facing physical education and teachers of physical education
  4. develop an insight into the importance of professional learning and engagement in a changing society
  5. critically reflect and evaluate their teaching experiences in physical education in a school environment.

Assessment

VCE Physical education unit outline (2000 words equivalent, 50%)

VCE Physical education teaching resource (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5173 - Physics education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rebecca Cooper

Coordinator(s)

Rebecca Cooper

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in physics (includes electronics)

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4889

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5174).

Synopsis

This unit prepares pre-service teachers to teach physics in secondary schools and colleges both as a specialist subject in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is for pre-service teachers to develop and apply critical thinking and reflection. This enables them to build a deep understanding of the importance of developing and implementing an effective pedagogy for teaching physics that can be adapted and applied in diverse educational settings. The unit also builds an advanced knowledge of problematic physics content through an examination of the national and international physics education research literature and the application of evidence-based teaching approaches that successfully facilitate student learning. Pre-service teachers are assisted to trial and critique a wide variety of purposeful and effective teaching strategies including the implementation of information and communication technology (ICT) skills and techniques considered essential for establishing a productive, diverse and sustainable secondary classroom.

In addition, pre-service teachers are introduced to local and national curricula (junior to senior years) and developments in global physics education so that they are confident about aligning and evaluating their teaching to successfully meet the demands of the curriculum. Throughout the unit, students are encouraged to work collaboratively while being challenged to consider the key issues and dilemmas impacting contemporary physics education in a variety of contexts and how these might be addressed and influence their professional classroom practice.

Outcomes

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

  1. articulate and apply their understanding of a constructivist perspective of learning in physics
  2. link the everyday world of the learner with physics in ways that are meaningful, relevant and engaging
  3. interpret, critique and implement the language, content and assessment methods in senior physics curriculum documents critical for successful physics teaching in secondary schools and colleges
  4. develop confidence and a capacity to effectively communicate their advanced physics knowledge using a diverse range of appropriate methods, while planning lessons which encourage purposeful and critical thinking in their students
  5. demonstrate an awareness of the ways in which science education research helps inform teacher practice to enhance student understanding of physics concepts
  6. critically understand the principles of curriculum design, the content of current senior physics curricula and the pedagogy of physics education
  7. apply contexts for the teaching of physics content that accounts for the experiences and social and cultural backgrounds of their students
  8. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding.

Assessment

Written assignment including research report and lesson design (2000 words, 50%)

Class ICT presentation including reflective journal and discussion of problems (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5174 - Physics education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rebecca Cooper

Coordinator(s)

Rebecca Cooper

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5173

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4890

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5173).

Synopsis

This unit builds on EDF5173 (Physics education in secondary years A). It prepares pre-service teachers to teach physics in secondary schools and colleges both as a specialist unit in senior years (Years 11 and 12) and within the junior science curriculum (Years 7 to 10). A central focus of the unit is to continue to assist pre-service teachers to develop their capacity and confidence to effectively communicate their advanced physics knowledge using a diverse range of appropriate teaching strategies and laboratory work, while encouraging purposeful and critical thinking in their students. The unit also builds the pre-service teacher's confidence to design a variety of authentic assessment and monitoring procedures aimed at evaluating the ability of their students to achieve the intended learning objectives as outlined in the relevant physics curricula. An important component of this unit is an increased focus on the need for pre-service physics teachers to think critically about planning the development of their own professional practice and the extent to which this addresses the diverse social, cultural and economic needs of their students. Pre-service teachers also undertake research into the design of a comprehensive unit of work suitable for teaching senior physics content, and critically reflect on their own professional practice and its importance for effecting and motivating continuous improvement. The unit highlights the importance of setting personal and professional goals and identifies physics professional associations and learning communities that contribute to enriching and supporting physics teachers in improving student learning in physics.

Outcomes

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

  1. interpret, critique and implement the language, content and assessment methods in the senior physics curriculum documents useful in contemporary physics teaching in secondary schools and colleges
  2. demonstrate confidence and skill in generating solutions to complex problems in relation to teaching and learning
  3. link the everyday world of the learner with physics in ways that are meaningful, relevant and engaging
  4. engage in critical reflection as a professional teacher and understand contemporary trends in practice and research at the national and international level
  5. use and creatively integrate information and communication technologies to enhance student engagement and conceptual understanding
  6. undertake research and design a comprehensive unit of work suitable for teaching content from a senior physics curriculum
  7. critically reflect on their own professional practice and its importance for effecting continuous improvement
  8. access and employ a variety of authentic assessment and monitoring procedures aimed at evaluating the success of students to meet the intended learning outcomes of the physics curriculum framework.

Assessment

Written assignment including reflective journal and discussion of problems (2000 words, 50%)

Research and design of a physics curriculum task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5175 - Psychology education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Karen Marangio

Coordinator(s)

Karen Marangio

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in psychology

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4891

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5176).

Synopsis

This unit explores the learning and teaching of psychology in secondary schools. It enables students to teach psychology and lay a strong foundation for career-long professional learning. Students become familiarised with psychology curricula and national and international research literature, including current developments and historical views. Students explore the complexities of teaching to enhance student learning of psychology and use these understandings to design and implement purposeful learning activities within a range of contexts. This unit encourages students to consider the purpose of teaching psychology in schools. Students develop an understanding of the subject discipline's place within secondary schools, at senior level (Years 11 and 12) and junior level (Years 7 to 10), including within the science domain, and its links to other domains such as health and humanities. The unit emphasises a view of learning about teaching as an ongoing, collaborative process that is developed through engaging with theory, research and critical reflection on experience.

Outcomes

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

  1. appreciate the nature and scope of psychology as a subject discipline in secondary schools
  2. demonstrate familiarity with the curricula policies related to the teaching of psychology, both nationally and internationally
  3. follow ethical guidelines when teaching psychology and plan responsibly, especially when carrying out research investigations and teaching potentially sensitive or controversial topics
  4. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of psychology
  5. develop competence in planning and implementing lessons and units of work, including assessment strategies, that embrace the diverse social and cultural backgrounds and personal experiences of students
  6. select and utilise appropriate resources, including drawing on current local or global issues and popular media to create effective learning activities that may incorporate information and communication technology (ICT) to suit the school context and the students' learning needs
  7. inspire learners of psychology to foster an interest in and positive attitude toward the understanding of human mental processes and behaviours
  8. value the links between psychological understandings, the real world and students' everyday lives and consider what it means to be a psychologically literate citizen in today's society
  9. work collaboratively with peers to help articulate the pedagogical issues, consider different perspectives and understand that learning to teach is a social endeavour
  10. reflect critically on the development of their own teaching and learning to teach psychology.

Assessment

Investigation into learning and teaching psychology (2000 words, 50%)

Reflective journal (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5176 - Psychology education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Karen Marangio

Coordinator(s)

Karen Marangio

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5175

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4892

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5175).

Synopsis

This unit builds on EDF5175 (Psychology education in the secondary years A) as it continues to explore the learning and teaching of psychology in secondary schools. It extends students' ability to plan, enact and adjust as appropriate a range of teaching and learning strategies to meet the needs of a diverse range of learners in a variety of settings and curricula contexts. It encourages students to engage with contemporary ideas and research literature and consider the philosophy that underpins their teaching. It continues to encourage students to consider the purpose of teaching psychology in schools and psychology's place within secondary schools and focuses more on international curricula, electronic assessment, debate, learning spaces and information technologies this semester. Students develop an appreciation of how working in collaborative teams, and regularly engaging in critical conversations about teaching and learning, psychology experiences and research literature, are an essential part of the professional work of a teacher of psychology.

Outcomes

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

  1. appreciate the nature and scope of psychology as a subject discipline in secondary schools
  2. demonstrate familiarity with the curricula policies related to the teaching of psychology, both nationally and internationally
  3. follow ethical guidelines when teaching psychology and plan responsibly, especially when carrying out research investigations and teaching potentially sensitive or controversial topics
  4. acquire a sound understanding of key theoretical and pedagogical perspectives and issues in the teaching of psychology
  5. develop competence in planning and implementing lessons and units of work, including assessment strategies, that embrace the diverse social and cultural backgrounds and personal experiences of students
  6. select and utilise appropriate resources, including drawing on current local or global issues, popular media to create effective learning activities that may incorporate information and communication technology (ICT) to suit the school context and the students' learning needs
  7. inspire learners of psychology to foster an interest in and positive attitude towards the understanding of human mental processes and behaviours
  8. value the links between psychological understandings, the real world and students' everyday lives and consider what it means to be a psychologically literate citizen in today's society
  9. work collaboratively with peers to help articulate the pedagogical issues, consider different perspectives and understand that learning to teach is a social endeavour
  10. reflect critically on the development of their own teaching and learning to teach psychology.

Assessment

Multi-media presentation linking research to psychology teaching practice (2000 words equivalent, 50%)

Written assignment (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5177 - Social education in the secondary years A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Elizabeth Tudball

Coordinator(s)

Elizabeth Tudball

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Minor in a social science area (e.g. anthropology, cultural studies, economics, environmental studies, geography, history, legal studies, philosophy, politics, sociology) and a two-unit sequence in another of these areas

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4893

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5178).

Synopsis

This unit prepares students to become effective and knowledgeable social education teachers. Students learn to critically explore different approaches to teaching social education in Years 7 to 12. The unit involves an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum, including civics and citizenship, history, geography, politics, international studies, sociology, cultural studies, studies of Asia, and sustainability, that are taught in diverse ways in schools. Students also critically examine relevant state and national curriculum documents.

Outcomes

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

  1. demonstrate a critical understanding of contemporary trends in, and approaches to, social education teaching in Australia
  2. identify, evaluate and use different resources for teaching social education
  3. effectively plan and teach social education lessons across different year levels and for students of diverse backgrounds and abilities
  4. develop units of work that meet the requirements of curriculum for Years 7 to 10 and the post-compulsory Years 11 and 12
  5. understand and implement effective assessment programs for Years 7 to 12 social education and for students of diverse backgrounds and abilities
  6. design social education lessons that integrate information and communication technologies
  7. design social education lessons that facilitate critical thinking, research, numeracy and literacy skills.

Assessment

Lesson planning and annotated bibliography of teaching resources (2000 words equivalent, 50%)

Exploring the principles of learning and teaching (POLT) in social education (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week including 1 hour lecture
  2. 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


EDF5178 - Social education in the secondary years B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Elizabeth Tudball

Coordinator(s)

Elizabeth Tudball

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5177

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4894

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5177).

Synopsis

This unit builds on the understanding developed in EDF5177 (Social education in the secondary years A), to further prepare students to become effective and knowledgeable social education teachers. Students develop the ability to critically explore different approaches to teaching social education in Years 7 to 12. The unit involves an examination of various strategies, resources, activities and forms of assessment for teaching different areas of the social education curriculum. Students also critically examine national curriculum documents and explore examples of international research on social education teaching and learning, to prepare them to be teachers in other global contexts.

Outcomes

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

  1. demonstrate a critical understanding of contemporary trends in, and approaches to, social education teaching in Australia and internationally
  2. identify, evaluate and use different resources for teaching social education
  3. effectively plan and teach social education lessons across different year levels and for students of diverse backgrounds and abilities
  4. develop units of work that meet the requirements of curriculum documents for Years 7 to 10 and the post-compulsory Years 11 and 12, in either Australian or other global curriculum
  5. understand and implement effective assessment programs for Years 7 to 12 social education and for students of diverse backgrounds and abilities
  6. effectively design social education lessons that integrate information and communication technologies (ICT)
  7. design social education lessons that facilitate critical thinking, research, numeracy and literacy skills.

Assessment

Assessment design task (2000 words, 50%)

Unit of work (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week including 1 hour lecture
  2. 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


EDF5179 - Visual art and design education in the secondary years 1A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melissa Wolfe

Coordinator(s)

Nish Belford

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) in relevant area(s) of visual arts (e.g. photography, sculpture, drawing, ceramics, multimedia) which includes at least 12 credit points of practical art content

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4895

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5180).

Synopsis

This unit enables pre-service teachers to develop skills in lesson planning for diverse student learners and to confidently approach their initial pre-service classroom experiences in visual art and design. Working collaboratively and independently, students build understanding and knowledge of the ways in which visual art and design pedagogy can be considered in practical terms and the corresponding nature of professional identity for the specialist art and design teacher. The assessment tasks provide opportunities for students to engage at a theoretical and practical level with critical curriculum models (from Australia and overseas) and to apply their knowledge of this theory in their developing art and design pedagogy, including information and communication technology (ICT) practices. The emphasis is on exploring classroom practice and curriculum design, offering students opportunities to understand and identify with the professional responsibilities specific to learning and teaching in the disciplines that inform visual art and design curriculum practice.

Outcomes

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

  1. understand the structural issues relevant to lessons and units of work in visual art and design
  2. critically determine, and select appropriate content for units of work in visual art and design
  3. devise tasks and activities for teaching and learning in visual art and design suitable for diverse learners in a range of educational settings
  4. identify important pedagogical issues in visual art and design educational theory
  5. apply critical theoretical and conceptual issues to the evaluation of specific examples of visual art and design curriculum practice.

Assessment

Unit of work (2000 words or equivalent, 50%)

Reflective task (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5180 - Visual art and design education in the secondary years 1B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melissa Wolfe

Coordinator(s)

Melissa Wolfe

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5179

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4896

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5179).

Synopsis

This unit builds on coursework undertaken in EDF5179 (Visual art and design education in the secondary years 1A). Students continue to improve their skill, knowledge and expertise in developing curriculum design for the classroom through studio-based practices. Creative classroom pedagogies are explored and include a discussion of the interdisciplinary relationships between artists, designers and educators and their impact on student experiences at secondary school and beyond. Through critical engagement with educational literature, students engage with both philosophical approaches to art education and the formal links to prescribed curricula. This unit offers a focus on senior secondary assessment tasks, unit development and curriculum.

Outcomes

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

  1. understand the structural issues relevant to lessons in visual art and design in relation to classroom practice and prescribed curriculum
  2. critically and creatively design and organise appropriate content for sequences of lessons in visual art and design
  3. devise relevant summative and formative assessment tasks and/or activities for teaching and learning in visual art and design domains
  4. identify and critically discuss relevant pedagogical issues relating to visual art and design educational theory
  5. apply concepts drawn from discipline-based art education (DBAE) and other relevant curriculum models to the evaluation of specific examples of visual art and design curriculum practice.

Assessment

Reflective task (2000 words or equivalent, 50%)

Research task (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5181 - Visual art and design education in the secondary years 2A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chris Peers

Coordinator(s)

Chris Peers

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

36 credit points (with at least 12 points at each of levels 2 and 3) in relevant area(s) of visual arts (e.g. photography, sculpture, drawing, ceramics, multimedia) which includes at least 12 credit points of practical art content

Co-requisites

EDF5179 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4897

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5182).

Synopsis

This unit provides pre-service art teachers with a heightened understanding of the connections between the knowledge disciplines and practices which inform visual art curriculum. Working collaboratively and independently, students build skills around the development of art historical and art critical knowledge, such as research, lesson planning and unit preparation. The unit also enables students to learn about museum activities, the use of information and communication technology (ICT) in these spaces and the design of museum experiences for secondary school art and design students. Students explore approaches to the exhibition space and to the function of museums, in order to utilise these sites as supplements to the art classroom. Drawing on national and international literature, students engage in their own research to develop foundational knowledge in art historiography and pedagogical strategies relevant to art history and art criticism that lead students back to studio practice.

Outcomes

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

  1. understand the structural issues relevant to discipline-based knowledge in the visual arts
  2. critically determine, select and apply appropriate art historical and art critical tasks
  3. devise relevant tasks and activities for museum education in the visual arts and design fields
  4. identify important pedagogical strategies in visual art and design (including those that incorporate ICTs) that meet the needs of a diverse range of students
  5. apply critical theoretical and conceptual issues to specific examples of visual art and design curriculum practice.

Assessment

Research task (2000 words, 50%)

Research essay (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5182 - Visual art and design education in the secondary years 2B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chris Peers

Coordinator(s)

Chris Peers

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5181

Co-requisites

EDF5180 and enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4898

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5181).

Synopsis

This unit builds on coursework undertaken in EDF5181 (Visual art and design education in the secondary years 2A). It enables pre-service visual art and design teachers to build knowledge and skills in curriculum design through teaching studio-based practice. Drawing on national and international research literature and curricula, it explores a range of issues with respect to classroom pedagogy in the visual arts that are specific to aesthetic education, including a discussion of the interdisciplinary relationships between artists, designers and teachers and their impact for conceptions of student experience. Through focusing on the place of aesthetic principles in the art classroom and through working collaboratively and independently, pre-service teachers gain knowledge and skills in extending their own artistic practice to their pedagogical practice. They apply that knowledge and those skills in building a professional identity that recognises their own students' learning via the art and design curriculum and their own needs as developing practitioners and professionals.

Outcomes

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

  1. understand relevant structural issues to curriculum evaluation in visual art and design
  2. critically determine and select appropriate assessment mechanisms in visual art and design
  3. consider conceptual problems relevant to the challenge of aesthetic education
  4. identify important pedagogical and aesthetic issues in visual art and design educational theory
  5. apply critical theoretical and conceptual issues to specific examples of visual art and design curriculum practice.

Assessment

Reflective task (2000 words or equivalent, 50%)

Research task (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-3 contact hours per week
  2. 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


EDF5183 - Teaching specialism in secondary education A

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4899

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5184).

Synopsis

This unit enables students to develop the required knowledge, skills and capacities to teach their specialism (method) in secondary schools. It develops students' understanding of a range of curricula and pedagogical practices in the teaching and learning of their specialist field. It encourages students to explore relevant research literature, engage with traditional and contemporary ideas, and focus on the specific challenges, complexities, debates and ideas associated with teaching and student learning in their specialism. Through this unit, students develop skills in a number of areas including lesson and unit planning, developing learning outcomes for students, differentiating the 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 for their specialist field. This unit models working in collaborative teams, exploring different perspectives, engaging with research literature and critical reflection on practice as essential parts of professional learning and as integral to the professional work of a teacher. Students engage in constructive conversations with other students in this unit to explore a range of perspectives and compare the complexities of teaching and learning in their specialism with other specialisms.

Outcomes

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

  1. demonstrate and apply their understanding of a range of teaching and learning approaches and practices in their specialist field, with an emphasis on the secondary school
  2. develop and share exemplars of lessons and units encompassing differentiated curriculum and inclusive planning to meet diverse learner needs and curriculum expectations in secondary schools
  3. select and use appropriate resources and strategies for teaching within specialist areas in secondary schools in varied settings
  4. critically engage with policy and curriculum from Australia and overseas to inform teaching and learning in the secondary years
  5. understand how to generate and implement assessment strategies which can inform pedagogy
  6. demonstrate an awareness of the ways in which research in their specialism informs teaching practice to enhance student learning
  7. actively participate in professional learning teams and learning conversations around teaching in their specialism and comparing the complexities, debates, ideas and challenges with other emerging specialist teachers.

Assessment

Annotated lesson plans for specialist curriculum (2000 words or equivalent per student, 50%)

Unit of work for Australian secondary curriculum (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:

  1. Contact hours for on-campus students:
    • 2 contact hours per week
  2. Additional requirements:
    • 10 hours of independent study per week

See also Unit timetable information

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


EDF5184 - Teaching specialism in secondary education B

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prerequisites

EDF5183Not offered in 2018

Co-requisites

Enrolment in D3001 BEd(Hons), D3002 to D3009 BEd(Hons)(Secondary doubles), D6001 MTeach

Prohibitions

EDF4900

Notes

This unit is part B of a two-part unit and must be taken in conjunction with part A (EDF5183).

Synopsis

This unit extends students' understanding of varied methods and practices in their specialist field, with an emphasis on the later years of secondary school. Students continue to research contemporary and innovative ideas and research literature and explore the complexities, challenges, debates and issues associated with teaching and learning within their specialism. They consolidate knowledge and skills in a number of areas including lesson and unit planning, differentiating the curriculum and planning for diverse learner needs, selection and preparation of appropriate teaching resources and assessment strategies and selection of appropriate content and teaching procedures for their specialist field. The focus of the unit is on developing pedagogy relevant to learners in the secondary years and to the Australian Curriculum, but also draws on examples 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 prepared to teach across the world in varied settings. Students work collaboratively in professional learning teams, share their perspectives on what it means to teach and learn within their specialism, and monitor their own learning. This is viewed as an essential part of learning to teach and as integral to their professional work as a teacher.

Outcomes

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

  1. demonstrate and apply their understanding of varied methods and practices in the teaching and learning of disciplines and subjects in their specialist field in the senior years and with an emphasis on secondary schools in varied settings
  2. develop and share examples of lessons and units encompassing differentiated curriculum and individual planning for diverse learner needs and to meet curriculum expectations in secondary schools in varied settings
  3. select and use appropriate resources and strategies for the teaching of disciplines and subjects in secondary schools in varied settings
  4. understand and utilise policy and curriculum from Australia and elsewhere to inform teaching and learning in the secondary years
  5. understand how to generate and implement assessment data and strategies which inform pedagogy
  6. demonstrate an awareness of the ways in which research in their specialism informs teaching practice to enhance student learning
  7. actively participate in professional learning teams and learning conversations pertinent to teaching their specialism
  8. monitor and critically reflect on their own learning as they enter the teaching profession.

Assessment

Investigation into teaching and learning within their specialism (2000 words or equivalent per student, 50%)

Portfolio of strategies utilising information and communication technologies (ICT) (2000 words or equivalent per student, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 contact hours per week
  2. Additional requirements:
    • 10 hours of independent study per week

See also Unit timetable information

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


EDF5301 - Introduction to STEM education

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Kathy Smith

Coordinator(s)

Kathy Smith

Unit guides

Offered

Clayton

  • First semester 2018 (Online)

Co-requisites

Enrolment in D4005 GradCertSTEMEd

Synopsis

This unit introduces the notion of STEM (science, technology, engineering and mathematics) and STEM education with respect to the variety of environments and systems in which it needs to operate. The local, national and global contexts of STEM and STEM education are explored, particularly in terms of how these contexts interplay with educational settings such as schools. The unit focuses on considering how STEM contexts have an impact on your thinking as both an educator and a leader in STEM education, and explores the opportunities and challenges that this notion brings, which may require a reframing of thinking and practice. Skills such as critical analysis, synthesis of complex information, problems and concepts will be developed in practitioner research contexts.

Outcomes

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

  1. develop a sound understanding of concepts and contemporary issues in STEM education, contexts and systems, locally and globally
  2. explore the major theoretical and professional debates in STEM education as located within contemporary research
  3. utilise enhanced research and leadership skills to develop sustainable action plans for the engagement of learners in STEM education.

Assessment

Examining a case (2000 words, 50%)

Multimedia presentation (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Requirements for online students:
    • 24 hours of online engagement over the semester
  2. Additional requirements:
    • 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


EDF5302 - Content, pedagogy and pedagogical content knowledge in STEM education

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Phillips

Coordinator(s)

Michael Phillips

Unit guides

Offered

Clayton

  • First semester 2018 (Online)

Co-requisites

Enrolment in D4005 GradCertSTEMEd

Synopsis

This unit introduces and explores the notion of expert educator knowledge underpinning STEM (science, technology, engineering and mathematics) and STEM education. In particular, it focuses on the interplay between pedagogical knowledge and content knowledge theoretically conceptualised as pedagogical content knowledge (PCK). While there have been many examples of PCK as the basis for expert educator knowledge, exploring this concept in STEM education disrupts many assumptions in relation to the knowledge base of expert educators. The unit focuses on the ways in which STEM challenges the notion of knowledge as an individual attribute (belonging to a person), instead considering the knowledge as being distributed amongst people and significantly how this knowledge base is dynamic and therefore changes over time. Students are challenged to consider the ways in which a dynamic, distributed conceptualisation of knowledge can start to shift and shape our views about STEM pedagogy. Within the unit, there is a strong focus on theoretical explorations of STEM knowledge, STEM pedagogies and the development of an identity as a STEM leader together with pragmatic considerations of the ways in which these ideas shape STEM as a true interdisciplinary field which requires collaboration between educators as much as it does from students. This unit challenges STEM educators to consider the syntax and structure of STEM together with their emerging identity as a STEM leader.

Outcomes

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

  1. critically evaluate research in relation to knowledge underpinning expert teacher pedagogies and practices in STEM and STEM education
  2. design strategies for the effective distribution of PCK in STEM teams
  3. develop strong connections between STEM policy, practice and identity as a leader in this educational field.

Assessment

Developing a STEM learning action plan (2000 words or equivalent, 50%)

Exploring my STEM identity (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Requirements for online students:
    • 24 hours of online engagement over the semester
  2. Additional requirements:
    • 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


EDF5303 - Digital foundations of STEM education

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Roland Gesthuizen

Coordinator(s)

Roland Gesthuizen

Unit guides

Offered

Clayton

  • Second semester 2018 (Online)

Co-requisites

Enrolment in D4005 GradCertSTEMEd

Synopsis

This unit builds student capacity in the purposeful and creative use of digital technologies as part of STEM (science, technology, engineering and mathematics) education. Students critically evaluate both practice and research in the use of digital technologies in STEM curriculum. Through practice, students investigate and design appropriate strategies for the effective integration of digital technologies to support student engagement and learning. Throughout the unit opportunities are made available to students to develop an understanding of how digital technologies can support STEM education. At the same time students are exposed to contemporary research and debates regarding the role of digital technologies in STEM, STEM education and education more broadly, including significant issues such as access, equity, content representation, ethics and risk. Theory, research and practice are brought together as students are encouraged to practise a critical approach while designing the integration of digital technologies in their STEM education programs. Such an approach includes new and emerging approaches to engaging students in STEM education through digital technologies and practices such as 'making', coding programming, game-based learning, data visualisation and flipped classrooms. In-class activities may include engaging in STEM debates related to pre- and post-class materials as well as practical hands-on applications of digital technologies such as the programming of personal data collection devices or the creation of stop-animation. Pre- and post-class activities may include reading of academic texts, watching 'flipped' class materials such as videos, quizzes, and individual and collaborative creation of digital artefacts. Students engage in hands-on application of digital technologies in relation to STEM education. While the unit requires students to learn how to use digital technologies, it has been designed for all students regardless of their familiarity with digital technologies.

Outcomes

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

  1. critically evaluate research and practice in the use of digital technologies in STEM curriculum
  2. design strategies for the effective integration of digital technologies to support STEM curriculum
  3. select and use digital technologies in appropriate and creative ways to engage students and support their learning
  4. discuss current and emerging trends in digital technologies and the implications for teaching and learning in STEM
  5. describe relevant issues and strategies to support the safe, responsible and ethical use of digital technologies in learning and teaching.

Assessment

Critical investigation of the place of technology in STEM (1600 words, 40%)

Portfolio (2400 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Requirements for online students:
    • 24 hours of online engagement over the semester
  2. Additional requirements:
    • 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


EDF5304 - Contemporary practices of STEM education

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rebecca Cooper

Coordinator(s)

Amanda Berry

Unit guides

Offered

Clayton

  • Second semester 2018 (Online)

Co-requisites

Enrolment in D4005 GradCertSTEMEd

Synopsis

This unit takes the knowledge, skills and capabilities developed in previous units of the course and uses these elements to examine contemporary STEM (science, technology, engineering and mathematics) settings. A small STEM practice placement will be undertaken. This practical experience provides students with an opportunity to engage as a learner in order to explore how as educators they may provide similar opportunities for authentic STEM learning experiences for others. The notion of what constitutes an authentic STEM learning experience is explored and examined. STEM education relies on the communication of STEM knowledge, processes and interaction to others and this unit provides a frame for interrogating these different communication strategies. Authentic experiences also need to be relevant to the learner, therefore what makes an experience relevant is critically examined. Additionally STEM skills, particularly creative and critical thinking, are important components of innovation and entrepreneurship. The opportunities for authentic STEM experience to provide these learning opportunities is also considered.

Outcomes

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

  1. articulate how they have extended their current knowledge, skills and abilities needed as a STEM educator
  2. demonstrate an understanding of the contemporary practices of STEM and how such practices help us to respond to changing technological and social change
  3. demonstrate the connections between understandings of STEM practices and educational practices
  4. utilise enhanced research and leadership skills to develop sustainable action plans for the engagement of learners in STEM education.

Assessment

Critical analysis task (2000 words, 50%)

Evaluation task (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Requirements for online students:
    • 24 hours of online engagement over the semester
  2. Additional requirements:
    • 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


EDF5307 - Leading schools 1

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prerequisites

Enrolment in Graduate Certificate of Principal Preparation (Victoria)

Synopsis

In this unit, students map and evaluate their skill development in relation to the evidence which identifies core practices and requirements of school leadership. They document and analyse cases of their leadership practice and reflect on the potential areas for their continued leadership growth.

Outcomes

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

  1. identify their skill development in relation to the Australian Professional Standard for Principals Self-Assessment Tool
  2. appraise their current capability against the Australian Professional Standard for Principals and identify areas for future growth
  3. develop cases of their leadership practice which illustrate the values that influence their leadership practice
  4. analyse cases of leadership practice and identify areas for their potential leadership.

Assessment

Leadership capability evaluation (2000 words or equivalent, 50%)

Cases of practice (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Intensives: 3 days
  2. Additional requirements (all students):
    • Online activities (synchronous and asynchronous) up to the remaining expected workload hours.

See also Unit timetable information

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


EDF5308 - Leading schools 2

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Amanda Heffernan

Coordinator(s)

Maria Gindidis
Amanda Heffernan

Unit guides

Offered

Clayton

  • Full year 2018 (Flexible)
  • Second semester 2018 to First semester 2019 (Flexible)

Prerequisites

Enrolment in Graduate Certificate of Principal Preparation (Victoria)

Synopsis

In this unit, students develop their understanding of the centrality of leadership as a way to improve teaching and learning in a school. They engage with a range of evidence to guide their vision and strategy for a school and develop skills in communicating this to a range of school, system and community stakeholders. Students learn to lead, design and manage the quality of teaching and learning to strengthen their students' achievement. Students rely on analysis of evidence and data to set up a supportive environment to build staff capacity. They identify processes for collaboration and accountability and how to prioritise resource allocation to support school priorities. Students engage in critical reflection on cases of school practice and on their own leadership development in order to optimise their readiness for school leadership.

Outcomes

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

  1. understand the nature of school leadership in the Victorian context, and leadership as a socially and institutionally constructed phenomenon
  2. identify the ways in which leaders learn about leadership and construct their short-term and long-term career trajectories
  3. engage with recent trends in education and leadership theory and practice, as these apply in the Victorian and wider national and global contexts
  4. develop conceptual and theoretical understanding in examining the leadership of teaching and learning, within practice and relevant contexts
  5. apply growing conceptual and theoretical understanding in examining leadership within schools and in initiatives to engage schools with the wider community
  6. develop skills related to the design, generation and interpretation of evidence on which they can base their practice
  7. develop skills related to managing schools and managing resources to support the leading of learning and teaching.

Assessment

Reading logs (2000 words equivalent, 25%)

Problems-based learning activities (2000 words equivalent, 25%)

Digital leadership portfolio (4000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Intensives: 6 days
  2. Additional requirements (all students):
    • Online activities (synchronous and asynchronous) up to the remaining expected workload hours.

See also Unit timetable information

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


EDF5309 - Education leadership project

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Mark Rickinson

Coordinator(s)

Maria Gindidis
Amanda Heffernan

Unit guides

Offered

Clayton

  • Full year 2018 (Flexible)
  • Second semester 2018 to First semester 2019 (Flexible)

Prerequisites

Enrolment in Graduate Certificate of Principal Preparation (Victoria)

Synopsis

This unit develops students' capacities to generate and analyse evidence as a basis of education leadership practice. Through practice, students investigate issues of relevance within school contexts. They design and implement small-scale interventions to enhance school improvement and to develop their personal leadership capability. The project articulates its design elements, includes a critical review of relevant evidence and presents findings through analysis of data. Through critical reflection, students consider the application of the project findings to the core work of leadership within education settings.

Outcomes

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

  1. develop and reflect on their evolving leadership practices and ongoing professional learning in relation to the Australian Professional Standard for Principals
  2. use deep knowledge of teaching and learning to initiate, support and evaluate a strategic area for school improvement
  3. activate improvement through innovation and change
  4. analyse, appraise and synthesise data and evidence from varied sources
  5. identify and communicate key findings to varied stakeholders.

Assessment

Team leadership project (2000 words or equivalent, 50%)

Capstone leadership project (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Intensives: 3 days
  2. Additional requirements (all students):
    • Online activities (synchronous and asynchronous) up to the remaining expected workload hours.

See also Unit timetable information

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


EDF5513 - Evidence-based counselling in practice

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Sandy Stewart

Coordinator(s)

Sandy Stewart

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

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

Synopsis

This unit develops core skills in counselling and applying evidence-based interventions to clinical practice. Core skills are developed through guided rehearsal, feedback and practice. Students are introduced to mainstream theoretical approaches in current psychotherapy and the evidence base supporting these. Students are also introduced to a range of presenting issues, and develop expertise in sourcing and applying evidence-based interventions for working with these issues in clinical settings.

Outcomes

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

  1. develop foundational professional skills for therapeutic practice
  2. apply core counselling skills with a variety of clients and presenting issues
  3. demonstrate an understanding of main theoretical models and key factors influencing therapeutic outcomes, including evidence based to support these
  4. identify evidence-based therapeutic interventions and how these might be applied in clinical work
  5. communicate a deep knowledge of the evidence base and therapeutic interventions for one core presenting issue relevant to counselling practice.

Fieldwork

Supervised professional experience related activities are undertaken in this unit which contribute to the total placement hours required in EDF5517.

Assessment

Research report (4000 words, 50%)

Class presentation (2000 words equivalent, 30%)

Weekly quiz (2000 words equivalent, 20%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2.5-hour lecture/workshop per week
    • 0.5 hour per week supervision of placement-related activity
  2. Additional requirements (all students):
    • independent study to make up the required minimum hours per week

See also Unit timetable information


EDF5514 - Applied psychological assessment and psychopathology

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Shane Costello

Coordinator(s)

Shane Costello

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

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

Synopsis

This unit provides students with the opportunity for advanced exploration and analysis of the psychological assessment process. It involves scholarly consideration and debate of quantitative and qualitative approaches to psychological constructs, their dominant underpinning theories, means of assessment, and exploration of associated issues of validity and reliability, cultural and ethical considerations, and linguistic factors. Students acquire skills in the administration, scoring and interpretation of pertinent psychological tests, the integration of multiple sources of assessment data, and appropriate report writing. The unit also covers constructive critical appraisal and skills in making clinical judgement for the assessment and diagnostics of disabilities, psychopathology and human strengths (positive psychology). The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

Outcomes

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

  1. identify and understand the varied aspects of psychological test validity
  2. critically appraise psychological tests, including the theories that underpin them
  3. effectively integrate multiple forms of assessment data
  4. appreciate the impact of culture, linguistic load, and bias on the psychological assessment process
  5. understand the pertinent ethical issues that arise when conducting psychological assessments and reporting results
  6. clearly and succinctly report the results of a psychological assessment via a written report
  7. think critically about psychological constructs, psychopathology and appropriate assessment.

Fieldwork

Supervised practicum related activities are undertaken in this unit which contribute to the total placement hours required in EDF5517.

Assessment

Psychological report including critical reflection component (3000 words, 40%)

Evidence-based assessment presentation (3000 words, 40%)

PeerWise quiz (2000 words equivalent, 20%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2.5-hour lecture/workshop per week
    • 0.5 hour per week supervision of placement-related activity
  2. Additional requirements (all students):
    • independent study to make up the required minimum hours per week

See also Unit timetable information


EDF5515 - Applied ethics and research practice

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Gamble

Coordinator(s)

Nicholas Gamble

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

This unit develops students' ethical practice in a variety of psychological and research contexts. It covers the ethical dilemmas that might exist in psychologists' research, educational or professional roles in different workplaces. Ethical approaches pertaining to the practice of psychology, conducting research, assessments, and program design and evaluation are discussed. The unit considers these activities across a variety of contexts, such as in person, postal, telephone, internet and other electronic transmissions. Ethical, legal and moral issues are considered and discussed. The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

Outcomes

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

  1. understand the Australian Psychological Society (APS) code of ethics and its application across a variety of contexts and professional roles
  2. identify the ethically complex situations that can develop in the application of psychological principles in practice and in research
  3. appreciate the range of behavioural responses to ensure ethical behaviour in all aspects of the science and practice of psychology
  4. apply decision-making strategies to enact and maintain appropriate ethical conduct.

Fieldwork

Supervised practicum related activities are undertaken in this unit which contribute to the total placement hours required in EDF5517.

Assessment

Essay (3000 words, 40%)

Group presentation and report (3000 words equivalent, 40%)

Weekly quiz (2000 words equivalent, 20%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2.5-hour lecture/workshop per week
    • 0.5 hour per week supervision of placement-related activity
  2. Additional requirements (all students):
    • independent study to make up the required minimum hours per week

See also Unit timetable information


EDF5516 - Clinical and therapeutic interventions

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Janette Simmonds

Coordinator(s)

Janette Simmonds

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5513

Synopsis

This unit reviews current approaches to psychological practice employing empirically supported interventions. The learning is structured around evidence-based practice and the development of practice-based evidence for common issues in both adult and child populations. Students examine both client and therapist variables that have been identified as essential for intervention efficacy and are exposed to a range of techniques associated with promotion of wellbeing, symptom reduction and behavioural change. In addition, students learn how to employ culturally sensitive interventions that have been shown to facilitate positive outcomes in a variety of contexts. Research methodologies employed in the establishment of evidence-based practice are critiqued. Students learn how to utilise research in guiding their choice of therapeutic interventions and how to study the outcomes of their intervention in practice. The unit also provides guided rehearsal and development of skills relating to general professional psychological practice.

Outcomes

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

  1. find, collect, describe and critique empirically supported treatments associated with common needs and concerns presented to psychologists in practice
  2. design intervention/treatment plans to test hypotheses generated from a client's presenting issues
  3. outline a range of variables associated with positive outcomes in psychotherapy and interventions generally
  4. collect, record and analyse client responses to interventions and therapeutic programs
  5. identify and critically appraise the major research approaches utilised in the establishment of evidence-based practice and their application in developing practice-based evidence.

Assessment

Functional behavioural assessment (3000 words, 40%)

Case conceptualisation and intervention plan (5000 words, 60%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2.5-hour lecture/workshop per week
    • 0.5 hour per week supervision of professional experience related activity
  2. Additional requirements (all students):
    • independent study to make up the required minimum hours per week

See also Unit timetable information


EDF5517 - Professional experience in psychology

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Sandy Stewart

Unit guides

Offered

Clayton

  • Full year 2018 (On-campus)

Co-requisites

All of EDF5513, EDF5514, EDF5515, EDF5516

Synopsis

This is a unit for professional experience in psychology. Students complete the required number of supervised days and the activities specified in the professional experience manual for this unit. Students' learning is supported by professional experience advisers. This unit tracks the requirements for completing professional experience in the course. This unit is designed to support psychological training on a 5+1 basis.

Outcomes

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

  1. complete the required number of supervised days of professional experience and the activities specified in the professional experience manual for this unit
  2. compile a practice log and e-journal which record their self-reflections on their developing professional practice and learning
  3. achieve a satisfactory level of progress in their development as provisional psychologists in line with the requirements outlined in the professional experience manual and the professional experience report from the students' University professional experience advisers (or relevant academic staff).

Fieldwork

300 hours of supervised professional experience activities across the year

Assessment

This unit is graded pass grade only (PGO).

Successful completion of 300 supervised professional experience hours

Workload requirements

300 hours of supervised professional experience activities across the year

See also Unit timetable information


EDF5530 - Counselling skills for individuals, couples and groups

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Andrea Reupert (Semester 1)
Claire Hutton (Term 3)

Coordinator(s)

Tristan Snell (Clayton)
Claire Hutton (Hong Kong, Singapore)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit introduces students to the theoretical and applied aspects of counselling to individuals, couples and groups, and the evidence base which informs them. Students are introduced to basic and advanced micro-skills, concepts and theories that are currently used in counselling practice, and also examine and apply a range of strategies used by therapists to note, track and evaluate the progress of the client in therapy. The unit provides students with the opportunity to develop and practise their micro-skills and techniques over the semester and learn the underpinnings that inform the dynamics of counselling processes. Throughout the unit students draw on their current or previous clinical professional experience to apply theory to practice and to reflect on their cultural awareness, sensitivities and the ways in which their personal development may influence their counselling practice.

Outcomes

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

  1. understand, differentiate and critically evaluate the central approaches to counselling and psychotherapy
  2. learn and practise counselling micro-skills in a systematic manner
  3. understand the dynamics and diversity of individual, couple and group counselling and apply their skills accordingly
  4. critically appraise their performance as counsellors
  5. apply information about the therapeutic alliance and other relevant strategies for helping clients in counselling therapy
  6. cultivate sensitivity to other people's cultural and personal ways and preferences
  7. consider and understand their own values and style and their influence on counselling practice
  8. develop treatment plans and produce practice notes.

Fieldwork

Class activities equivalent to 20 hours of client contact are recorded in the student's log book of clinical professional experience.

Assessment

Critical essay (4000 words, 50%)

Therapeutic practice with an individual client and self-appraisal (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
    • off-campus students are required to attend a compulsory 3-day residential school at Clayton campus
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF5531 - Cognitive behaviour therapies

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Di Mattia

Coordinator(s)

Phil Chittleborough (Clayton)
Brett Furlonger (Hong Kong, Singapore)

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit presents students with in-depth knowledge about a range of contemporary cognitive behavioural therapies including cognitive therapy, rational emotive behaviour therapy, behavioural therapy, narrative therapy, acceptance and commitment therapy, reality therapy, dialectic behaviour therapy and solution-focused therapy. Throughout the unit students draw on their current or previous clinical professional experience as they develop understandings of these models and their view of the individual and his/her symptoms. The strengths and limitations of each counselling approach are critically examined. The role of the counsellor within each therapeutic approach is contrasted and analysed.

Outcomes

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

  1. identify the features of a range of contemporary cognitive behavioural therapies
  2. critically evaluate the therapeutic effectiveness of each cognitive behavioural therapy counselling approach with reference to current research findings
  3. compare the philosophical basis of a well established therapy with a 'third-wave' therapy
  4. apply the skills of cognitive, reality and behavioural therapies in counselling role plays
  5. develop a case conceptualisation using a cognitive behavioural approach
  6. develop a cognitive-behavioural intervention plan.

Fieldwork

Class activities equivalent to 20 hours of client contact are recorded in the student's log book of clinical professional experience.

Assessment

Visual group role play of cognitive behaviour therapies (4000 words, 50%)

Case conceptualisation and intervention plan (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF5532 - Ethics for counsellors

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Zoe Morris

Coordinator(s)

Phil Chittleborough (Semester 1 Clayton)
Michael Di Mattia (Semester 2 Clayton, Hong Kong, Singapore)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit develops advanced understanding of the ethical, legal and regulatory dimensions of professional counselling practice. Students examine the ethical foundations of the profession and gain an awareness of the critical issues and dilemmas faced by counsellors. Students learn how to resolve ethical dilemmas which are not addressed by professional codes of conduct. Themes addressed include implementing ethical principles and codes of practice, moral and legal responsibilities, personal, social and professional values, diversity, sensitive issues and practice, duty of care, confidentiality and privacy, referrals, dual relationships and managing boundaries, and professional relationships.

Outcomes

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

  1. understand and be prepared to adhere to the professional, ethical, social, legal and moral obligations of counsellors
  2. comprehend the ethical requirements of the societies and professional organisations in the locations in which they plan to practise
  3. explore the functions and processes of professional and legal bodies in dealing with ethical matters
  4. develop and demonstrate well informed decision-making processes regarding dilemmas arising in counselling
  5. determine professional competencies and limits of proficiency in a range of situations
  6. make appropriate referrals
  7. monitor and develop their own abilities and wellbeing as counsellors.

Assessment

Essay on ethical issues and compendium (4000 words, 50%)

Research and ethical application (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF5533 - Advanced counselling practice

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicky Jacobs (Semester 1, Term 2)
Tristan Snell (Semester 2, Term 4)

Coordinator(s)

Nicky Jacobs (Semester 1, Term 2)
Gill Hanna (Semester 2)
Angela Gorman-Alesi (Term 4)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Hong Kong

Singapore

Co-requisites

EDF5534 and must be enrolled in course owned by Faculty of Education.

Synopsis

This unit extends students' counselling practice through a focus on three elements of professionalism: evidence-based practice, advanced assessment and intervention, and reflective practice. In this unit, students will examine applied and academic research and evaluation in relation to mental health issues and counselling, and evaluate the quality of, and approaches used to gather, research evidence. Over the course of this unit students will also reflect and draw on their current or previous clinical professional experience, consolidating their skill in documenting evidence-based interventions and choosing appropriate assessment tools and instruments. Under supervision, students take up opportunities for self-reflection on their own professional development as counsellors.

Outcomes

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

  1. demonstrate advanced knowledge and skills of professional counselling practice
  2. examine research-based evidence and evaluate it according to quality indicators
  3. demonstrate an understanding of advanced intervention planning to address client needs
  4. extend familiarity with a variety of assessment instruments and tools and implement these in practice
  5. reflect on the legal, ethical and professional principles and practices relevant to counselling.

Fieldwork

After satisfactorily completing this unit, 10 non-contact hours are automatically accrued towards the total of 300 professional experience hours completed over the duration of the Master of Counselling course.

Assessment

Literature review (4000 words, 50%)

Reflective essay (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 20 hours on campus classes, 12 hours online classes and 4 hours directed online learning over the semester, or
    • 24 hours directed online learning and 12 hours online classes over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • 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


EDF5534 - Supervised professional counselling practice

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Full year 2018 (Flexible)
  • Second semester 2018 to First semester 2019 (Flexible)

Hong Kong

Singapore

Co-requisites

EDF5532 and must be enrolled in course owned by Faculty of Education.

Notes

The second offering runs from 24/07/2017 to 25/05/2018.

Synopsis

This is a unit for professional experience in counselling. Students complete the required number of hours and the activities specified in the professional experience guide for this unit. Students' learning is supported by professional experience advisers, supervisors and lecturers. This unit tracks the requirements for completing professional experience in the course and during supervised placement in the field.

Outcomes

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

  1. develop advanced knowledge and skills in professional practice and competency
  2. gain experience in the implementation of ethical principles in field practice
  3. complete a professional log book and case notes
  4. make appropriate specialist and agency referrals
  5. gain an advanced knowledge of local human services systems
  6. understand legal and ethical principles relevant to the field of counselling.

Fieldwork

250 hours, comprised of at least 160 contact hours and 90 non-contact hours are recorded in the student's log book of clinical professional experience.

Assessment

This unit is graded pass grade only (PGO).

Student must achieve a pass for both of these elements:

Field supervisor evaluation of placement performance

University supervisor evaluation of log book

Workload requirements

Students must attend their clinical professional experience placements and meet the required number of hours 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


EDF5540 - Children and adolescents counselling

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Tam Cai Lian

Coordinator(s)

Tam Cai Lian

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit is an introduction to counselling child and adolescent clients and explores the childhood and teen years in which specific developmental milestones are reached. This challenging time for parents and teachers, during which children are learning about their place within the family, school and community, is examined within the context of counselling. Students develop responsive counselling approaches for the challenges facing children and adolescents.

Outcomes

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

  1. demonstrate an understanding of the major developmental milestones of children and adolescents
  2. demonstrate an understanding of typical challenges faced by children and adolescents
  3. recognise the process of development of 'self' within society
  4. examine the effectiveness of various approaches to counselling children and adolescents
  5. develop counselling skills suitable for child and adolescent clients.

Assessment

Vignettes of developmental stages (2000 words, 50%)

Case study analysis (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5541 - Personnel and career development counselling

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Ling Mee Chooi

Coordinator(s)

Ling Mee Chooi

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit introduces students to the major theories of career development and the foundations of career counselling. They learn about career-related challenges that people might face and how to deal with these. Students also gain knowledge and skills to support individuals in developing their career management competencies, assess their personal characteristics and needs, and support individuals in understanding their situation and coping with crises at work.

Outcomes

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

  1. articulate the theories of career development and demonstrate familiarity with career counselling techniques
  2. apply psychological tools to assess personal characteristics and needs
  3. apply career counselling knowledge and skills to plan and implement at all levels of a person's development.

Assessment

Critical review of career counselling (1600 words, 40%)

Seminar presentation (2400 words, 60%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5542 - Counselling skills: Individuals and couples

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Tam Cai Lian

Coordinator(s)

Tam Cai Lian

Unit guides

Offered

Malaysia

  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit offers an introduction to family and couple therapy and the counselling issues that typically affect these groups. Students are introduced to key concepts of counselling couples and families, and their application to clinical practice. Students become familiar with the role of the family therapist, family structure and functioning, healthy and dysfunctional characteristics of families, and the range of therapeutic and assessment available. Students also have opportunities to reflect on their own attributes and personal development in relation to being an effective family counsellor, especially working with culturally diverse families in Malaysia.

Outcomes

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

  1. differentiate and critically evaluate approaches to counselling couples and families
  2. understand the role of being a family therapist
  3. cultivate sensitivity to other people's cultural and personal ways and preferences in family life
  4. explain their own values and style and their influence on counselling practice, and critically appraise their performance as a family counsellor
  5. apply family counselling skills and produce treatment plans and practice notes for couples and families.

Fieldwork

20 hours of face to face client contact

Assessment

Critical analysis of two different models of couples counselling or family therapy (2400 words, 60%)

Self-appraisal of therapeutic practice of an individual client (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5543 - Ethics and professional issues in counselling and psychology

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chong Sze Menn (Semester 1)
Ling Mee Chooi (Semester 2)

Coordinator(s)

Chong Sze Menn (Semester 1)
Ling Mee Chooi (Semester 2)

Unit guides

Offered

Malaysia

  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit develops advanced understanding of the ethical, legal and regulatory dimensions of professional counselling practice. Students examine the ethical foundations of the profession, and gain an awareness of the critical issues and dilemmas faced by counsellors. Students learn how to resolve ethical dilemmas which are not always addressed by professional codes of conduct. Themes in this unit include implementing ethical principles and codes of practice, moral and legal responsibilities, personal, social and professional values, diversity, sensitive issues and practice, duty of care; confidentiality and privacy, referrals, dual relationships and managing boundaries; and professional relationships.

Outcomes

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

  1. understand and be prepared to adhere to the professional, ethical, social, legal and moral obligations of counsellors
  2. comprehend the ethical requirements of professional societies and organisations in the locations in which they plan to practise
  3. explore the functions of professional and legal bodies in dealing with ethical matters
  4. develop and demonstrate well informed decision-making processes regarding dilemmas arising in counselling
  5. determine professional competencies and limits of proficiency and on actions in a range of situations.

Assessment

Essay (2000 words, 50%)

Ethical application (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5544 - Group counselling skills and psychotherapy

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Ting Sing Kiat

Coordinator(s)

Ting Sing Kiat

Unit guides

Offered

Malaysia

  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit enables students to develop knowledge and skills in counselling groups and individual members in a group. Students understand the role and strengths of group counselling to assist clients with problems such as overeating, substance abuse and grief. Specific topics include group dynamics and processes, group theories, therapeutic techniques for effective group counselling, identifying appropriate group members, ethical issues associated with group counselling, and cultural sensitivity to the multicultural nature of group counselling in Malaysia. Students also have opportunities to reflect on their own attributes and personal development in relation to being an effective group counsellor.

Outcomes

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

  1. understand the suitability and strengths of group therapy
  2. critically evaluate the theoretical approaches to understanding groups and individual members
  3. discuss the challenges and ethical issues associated with group counselling
  4. develop cultivate sensitivity to the multicultural nature of group counselling in Malaysia
  5. reflect on how to be an effective group counsellor.

Assessment

Critical analysis of two different models of group counselling (2400 words, 60%)

Self-appraisal of therapeutic practice of an individual client in a group (1600 words, 40%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5545 - Cognitive behaviour therapy

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Low Jia Liang

Coordinator(s)

Low Jia Liang

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit presents students with knowledge about a range of contemporary cognitive behavioural therapies including cognitive therapy, rational emotive behaviour therapy, behavioural therapy, narrative therapy, acceptance and commitment therapy, reality therapy, dialectic behaviour therapy and solution-focused therapy. Students develop an understanding of these models and their application. The strengths and limitations of each approach are re-examined, and the role of the counsellor within each therapeutic approach is reviewed.

Outcomes

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

  1. identify the features of selected contemporary cognitive behavioural therapies
  2. evaluate the therapeutic effectiveness of selected cognitive behavioural therapy approaches with reference to current research findings
  3. compare the philosophical basis of an established therapy within the 'third-wave' of therapy
  4. apply cognitive, reality and behavioural therapies in counselling role plays
  5. develop a case conceptualisation using a cognitive behavioural approach

Fieldwork

20 hours of face to face client contact

Assessment

Visual group role-play of cognitive behaviour therapies form (2000 words, 50%)

Case conceptualisation (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5546 - Advanced personnel and career development counselling

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Yeo Pei Li

Coordinator(s)

Yeo Pei Li

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

The unit advances students' understanding of challenges faced by job seekers and currently employed individuals. It enhances students' knowledge of the major theories of career development and career counselling. Students learn to plan and implement career development programs at all levels of an individual's development, and empower life choices through career counselling in various cultural settings. They also learn how to help individuals in understanding and responding to changes and challenges at the workplace.

Outcomes

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

  1. understand the employment challenges faced by job-seekers and contemporary labour market trends
  2. evaluate challenges faced by those in the work place and those seeking employment
  3. demonstrate advanced level skills in planning and implementing career development counselling.

Assessment

Seminar presentation (2000 words, 50%)

Participation and practice-based project (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5547 - Counselling research design, statistics and program evaluation

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Goh Pei Hwa

Coordinator(s)

Goh Pei Hwa

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit addresses approaches to research design and analysis. The topics comprise experimental design, applied methodology, and qualitative research. Experimental design and analysis includes hypothesis testing, t-tests, analysis of variance and post-hoc tests. Applied methodology includes correlation, chi-square, non-parametric tests and observational, archival and single subject designs. The laboratory program complements the learning, and provides further training in research techniques and analysis.

Outcomes

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

  1. demonstrate the conceptual and practical skills in designing and analysing research
  2. identify the appropriate application of a variety of statistical tests
  3. apply statistical skills using data analysis software.

Assessment

Online quizzes (600 words, 15%)

One data analysis and report writing assignment (1500 words, 35%)

Examination (multiple-choice and/or short answers) (2 hours, 2000 words, 50%)

Students must pass the examination to achieve a pass for this unit.

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-hr lecture per week
    • 2-hr laboratory class per fortnight
  2. 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


EDF5551 - Psychological assessment and measurement

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Low Jia Liang

Coordinator(s)

Low Jia Liang

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

The unit provides students with a theoretical overview of psychological assessment and measurement using evidence-based approaches. The different approaches to the design and construction of assessment tools are addressed. Test evaluation methods and a review of recent trends in test development theory are addressed. The unit supports students to administer, score and interpret a range of tests and classification tools. The implications of such an approach for evidence-based counselling and psychological interventions are discussed.

Outcomes

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

  1. explain the theoretical and historical bases of test development
  2. discuss the appropriate assessment procedures necessary to undertake psychological classification and counselling intake interviews
  3. demonstrate the basic skills necessary to summarise the findings of assessments in the form of a professional report
  4. discuss the limitations of assessment tools and how they can be misused
  5. apply the ethical issues and demonstrate skills related to the administration, interpretation and reporting of test results
  6. critically assess the place of psychological assessment and measurement in counselling practice
  7. apply the principles of psychological assessment to obtain data from a number of sources to produce a report
  8. apply knowledge of the theoretical and empirical basis of evidence-based approaches to counselling and psychological intervention
  9. evaluate the integration of assessment and intervention.

Fieldwork

10 non-contact hours (clinical supervision)

Assessment

Report on psychological assessment (2000 words, 50%)

Multiple-choice and short answer examination (2 hours, 2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2-hr lectures per week for 12 weeks
    • two 2-hr practical workshops
  2. 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


EDF5552 - Counselling practicum

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Yeo Pei Li

Coordinator(s)

Yeo Pei Li

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

This unit extends students' counselling practice through a focus on elements of professionalism: evidence-based practice, advanced intervention, assessment and reporting skills and reflective practice. The unit examines applied and academic research and evaluation in relation to mental health and counselling, and evaluates the quality and approaches of research evidence. Students consolidate their skills in case formulation, and documenting evidence-based interventions using appropriate assessment tools and instruments. Through ongoing professional practice, students take up opportunities for self-reflection of their own professional development as counsellors.

Outcomes

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

  1. demonstrate advanced knowledge and skills of professional counselling practice
  2. evaluate research-based evidence according to quality indicators
  3. demonstrate advanced intervention planning to address clients' needs
  4. extend familiarity with a variety of assessment instruments and tools and implement these in practice
  5. demonstrate skills in case formulation and reporting, and maintaining clear case-notes which convey a depth of professional knowledge
  6. recognise the need for appropriate specialist and agency referrals and engagement with local human services
  7. reflect on the legal, ethical and professional principles and practices relevant to counselling.

Fieldwork

96 hours of face to face client contact; 156 non-contact hours

Assessment

Evidence-based review of a counselling issue (2000 words, 50%)

Case report (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • Equivalent to 36 hours of engagement in online, face-to-face or blended platforms
  2. 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


EDF5553 - Research project in counselling

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Shamsul Haque (Semester 1)
Goh Pei Hwa (Semester 2)

Coordinator(s)

Shamsul Haque (Semester 1)
Goh Pei Hwa (Semester 2)

Unit guides

Offered

Malaysia

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Synopsis

In this unit, students undertake a supervised research project. The unit increases students' understanding of theoretical and methodological aspects of research within the area of counselling and their skills to apply these to a research project. Students develop analytic skills and advanced research knowledge in the practice of counselling. The research is communicated to a professional audience.

Outcomes

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

  1. locate a research concern within a relevant body of academic scholarship
  2. review a particular field and identify implications for research
  3. focus a research project on selected research methodologies
  4. use research processes with due regard to ethical procedures and academic conventions
  5. demonstrate a capacity to engage in reflective, critical discussion of the relevant research area.

Assessment

Research preparation tasks (2000 words, 25%)

Individual research project report (8000 words, 75%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Supervision:
    • one-on-one or group supervision activities equivalent to 1-2 hours per week
  2. 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


EDF5554 - Counselling internship

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Chong Sze Menn

Coordinator(s)

Chong Sze Menn

Unit guides

Offered

Malaysia

  • Full year 2018 (On-campus)
  • Second semester 2018 to First semester 2019 (On-campus)

Co-requisites

Enrolment in D6006 MProfCouns

Notes

The second offering runs from 24/07/2017 to 25/05/2018

Synopsis

This unit is a field placement that develops a range of professional skills and acquaints students with issues of professional ethics and practice in counselling. Students are required to complete 504 placement hours in total, of which 192 hours are 'contact' hours (e.g. face-to-face counselling) and 312 hours are 'non-contact' (e.g. observation). Students are also required to participate in weekly online discussion groups and postings throughout the duration of the placement.

Outcomes

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

  1. develop competency and advanced knowledge and skills in professional practice
  2. gain experience in the implementation of ethical principles in field practice
  3. complete a professional log book and case notes
  4. make appropriate specialist and agency referrals
  5. gain knowledge of local community and human services
  6. understand legal and ethical principles relevant to counselling.

Fieldwork

192 hours of client contact; 312 non-contact hours

Assessment

This unit is graded pass grade only (PGO).

Students must achieve a pass for the following two evaluations

  1. Field supervisor evaluation of placement performance - pass/fail
  2. University supervisor evaluation of log book - pass/fail

Workload requirements

300 hours of scheduled placement activities during the semester

See also Unit timetable information

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


EDF5613 - Research approaches in education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Scott Bulfin

Coordinator(s)

Scott Bulfin

Unit guides

Offered

Clayton

  • Term 1 2018 (Flexible)
  • Term 3 2018 (Flexible)

Prohibitions

Not available in the MEd in Inclusive and Special Education

Synopsis

This is an intensive unit that introduces students to research in education. Students learn the language of research, understand the ethical implications of research decisions and learn how the elements of research design work together for robust outcomes. This unit is the prerequisite for EDF5614 (Research project in education), and students undergo a scaffolded transition into their own research project.

Outcomes

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

  1. locate their research interest within broader research perspectives and methodologies in the field of education and social sciences
  2. formulate research questions that are congruent with a chosen research approach
  3. design ways to generate and analyse qualitative and quantitative data that are congruent with specific research questions
  4. use research processes with due regard to ethical procedures
  5. justify proposed research through scholarly and critical discussion.

Assessment

Research task 1 (4000 words, 50%)

Research task 2 (4000 words, 50%)

Workload requirements

Flexible mode offers students blocks of on campus teaching to supplement self-directed learning activities and assessment in a supported way; this unit is not designed to be completed exclusively online.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 36 hours equivalent of learning activities over the semester
  2. Additional requirements:
    • independent study to meet the minimum required hours per semester

See also Unit timetable information


EDF5614 - Research project in education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jane Southcott

Coordinator(s)

Jane Southcott (Term 2)
Graham Parr (Term 4)

Unit guides

Offered

Clayton

  • Term 2 2018 (Flexible)
  • Term 4 2018 (Flexible)

Co-requisites

EDF5613

Prohibitions

Not available in the MEd in Inclusive and Special Education

Synopsis

In this unit students design and execute an individual research project in an area broadly related to education with appropriate supervision. The project investigates an issue of significance and includes a critical review of relevant literature, an appropriate explication of a methodological position, analysis of data and presentation of findings.

Outcomes

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

  1. locate a research concern within a relevant body of academic scholarship
  2. review a particular field and identify implications for research
  3. focus a research project on selected research methodologies
  4. use research processes with due regard to ethical procedures and academic conventions
  5. demonstrate a capacity to engage in reflective, critical discussion of the relevant research area.

Assessment

Research report (10,000 words, 100%)

Workload requirements

Flexible mode offers students blocks of on campus teaching to supplement self-directed learning activities and assessment in a supported way; this unit is not designed to be completed exclusively online.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Supervision:
    • one-on-one or group supervision activities equivalent to 1-2 hours per week
  2. Other:
    • independent study to meet the minimum required hours per semester

See also Unit timetable information


EDF5620 - Leading education and work

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melanie Brooks

Coordinator(s)

Kristin Reimer

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Synopsis

This unit engages prospective and practising educational leaders across organisational contexts. In this unit, both research and practice are used to view the challenges and work of leading educational projects, organisations and institutions. It considers the nature of professional leadership work in educational contexts where global as well as national-local imperatives are significant. Leadership is considered as a relational and collaborative activity that reaches into all parts of an organisation and is not confined to the work of senior staff or designated positions. Through this unit, students come to understand three aspects of the practical work of being a professional who leads in learning contexts: assessing research knowledge, understanding policy and practice in context, and developing understandings of the self, organisational capability and strategic leadership. This understanding is achieved specifically through students' investigation of a case or problem of educational change in a specific setting of their own choice.

Outcomes

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

  1. understand the work of professionals in strategic leadership of learning across globalised contexts
  2. understand, analyse and apply the concepts of policy studies, leadership and governance to leading learning
  3. relate knowledge of research, policy and of self to the practical work of leading learning
  4. apply concepts and perspectives to show understanding of leading educational work in a specific case and interpret its significance
  5. analyse strategic directions and organisational change strategies adopted to lead learning contexts.

Assessment

Educational change report stage 1: Critical assessment of the case/problem in context (3200 words, 40%)

Educational change report stage 2: Discussion paper on leading education work in the case (4800 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5621 - Challenging curriculum, pedagogy and assessment

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

David Zyngier

Coordinator(s)

Jennifer Bleazby

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

This unit focuses on curriculum, pedagogy and assessment as three core concepts that are part of educational work across school, tertiary, workplace and community contexts. It uses a curriculum case (for example, the newly released Australian Curriculum) to explore concepts of curriculum and their interplay with both pedagogy and assessment practices. Through this case, students learn how to critique curriculum by exploring its stated purpose, the educational philosophies evident in its scope and focus, and the underlying and implicit cultural norms and values. These insights provide a lens through which to consider the relationship between pedagogy (the implemented curriculum) and the intended curriculum and the way in which assessment is developed and enacted in the light of the educational intentions of the curriculum. The assignments for this unit allow students to explore their own relevant curriculum case and to think critically about the ways in which curriculum, pedagogy and assessment are connected with increased accountability, educational policy and changing political agendas.

Outcomes

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

  1. identify the core features of a curriculum
  2. recognise the ways in which curricula vary across different subjects or educational contexts
  3. discuss the relationship between pedagogies and intended curricula
  4. examine whether and how curriculum alignment meets stated aims of greater equity around learners' educational outcomes
  5. demonstrate an understanding of how external factors or pressures can impact the implementation of curricula in a specific context
  6. apply the principles to relevant 'curriculum' in other contexts or situations
  7. critically interrogate the impact of the 'globalisation' of curriculum, and the political dimensions of curriculum design and implementation.

Assessment

Written review (4000 words, 50%)

Investigative report (4000 words equivalent, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5622 - Developing learners and learning

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Akshir Ab Kadir

Coordinator(s)

Akshir Ab Kadir

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit considers the theme of learner development and the process of learning for participants who are both learners and/or prospective or practising educators involved in developing learners. The unit takes a broad view of learning and learners and introduces students to various perspectives including psychological, sociological and philosophical. Students identify and analyse their own and others' learning processes in the light of current research developments pertaining to these varying perspectives. The implications these hold for practitioners who develop learners and professional learning across learning contexts in families, schools, workplaces and communities is identified and linked to ideas and concepts central to educative processes and practices. Examples are drawn from within and outside formal education settings through which to consider, illustrate and evaluate perspectives on learning and learner development.

Outcomes

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

  1. identify the range of positions and perspectives which influence learning and learner development
  2. appreciate multiple perspectives on learning
  3. interpret the implications for learning in the light of developing research on the learning process
  4. reflect on their own learning and experiences in different learning environments
  5. consider or develop a case study and apply a range of perspectives to interpret this case
  6. demonstrate consideration of the critical roles played by aspects such as human intellect, knowledge, values, emotion, learning, organisational culture and climate in developing individual, organisational and professional learning.

Assessment

Case study analysis (4000 words, 50%)

Case study application (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5623 - Deepening education and sustainability

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Iris Duhn

Coordinator(s)

Iris Duhn

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

Education has an important role to play in responding constructively to a wide range of environmental problems and issues at local, national, regional, international and global levels. This unit introduces the key terms and concepts: education, environment and sustainability (EES) as a way of understanding environmental issues/problems, and examines the relationship between each. These concepts are important to engage with in order to develop individuals and communities capable of responding at local and global levels to rapidly changing social, economic, cultural and ecological conditions. The unit asks questions such as how has our environmental learning and education for a sustainable future been shaped by a wide range of historical, geographical, cultural and ecological factors? The exploration of answers to such questions draws on interdisciplinary approaches and critical perspectives about reconciling human-environment and culture-nature relations.

Outcomes

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

  1. understand the contemporary state of the environment from within national and global contexts
  2. identify contemporary trends, issues and policies shaping the state of the environment, environmental education and education for sustainable development
  3. review the interdisciplinary nature of the evidence-base around environmental and ecological sustainability
  4. engage with and evaluate the perspectives and contemporary issues facing environmental educators and educators for sustainable development
  5. develop a case study of a socio-ecological problem or issue of relevance
  6. critically analyse the case from an interdisciplinary and critical perspective.

Assessment

Essay (4000 words, 50%)

Case study report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5632 - Understanding inclusion in learning communities

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Christine Grove

Coordinator(s)

Christine Grove (Clayton)
Penny Round (Singapore)

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit considers key issues relevant to inclusive education and its relationship with learning across different educational contexts. A central emphasis of the unit is on the ways in which education can be transformed to include all learners regardless of their age, sexuality, gender, class, ethnicity, disability and/or social disadvantage. The unit addresses three major areas related to inclusive education. First, the unit demonstrates how various social, political, and economic forces underpin and influence inclusive education practices at global, national and local levels. Second, the unit explores how barriers to participation are created overtly and covertly at community, school and class levels for selected members of the society (particularly for those with a disability). Third, the unit offers various ways in which barriers to participation and learning could be addressed and inclusive practices developed in different educational contexts.

Outcomes

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

  1. identify the key aspects influencing inclusive practice
  2. interpret and critically evaluate the reasons that result in some members (particularly those with a disability) of the society are excluded from participation in a range of educational and social activities
  3. communicate evidence that explains the basis of exclusion from educational contexts
  4. evaluate practices that strengthen inclusion across different educational contexts
  5. analyse responsive inclusive practice for all learners including those with disabilities within a particular educational context.

Assessment

Critical reflection project (4000 words, 50%)

Inclusive practice analysis (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5635 - Leading capable organisations

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melanie Brooks

Coordinator(s)

Melanie Brooks

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6822

Synopsis

This unit focuses on what leaders, as formal and informal organisational actors, have to do to foster and nurture capability as an ongoing property of organisational life, in order to meet organisational purposes in intelligent and sustainable ways. It explores the concept of a capable organisation and examines what is required to lead, manage, and administer a capable organisation effectively. Students learn about ways to understand and evaluate how organisations approach the ongoing problems of adaptation and change that they face. They consider how, on the basis of research evidence and best practices, policies and decisions may be formulated and implemented to address these problems effectively. Students also explore leadership strategies for cultivating optimal utilisation and development of organisational assets. This includes leveraging available cognitive and intellectual resources, capacities for inquiry and learning, and capabilities for innovating and creating a desired future.

Outcomes

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

  1. understand the characteristics and features commonly found in capable organisations
  2. identify appropriate leadership strategies to develop and sustain a capable organisation
  3. identify the cognitive dimensions of organisational problem solving and decision making
  4. evaluate and communicate the critical roles that human intellect, knowledge, values, emotion, learning, and organisational culture and climate, play in maintaining and sustaining capable organisations
  5. locate and critically scrutinise strategies which identify how to design, realise and sustain organisational capability and performance
  6. plan a strategy for assessing organisational capability and developing capacity in a particular context.

Assessment

Case study (4000 words, 50%)

Research essay (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Recommended for Master of Education in:

Educational leadership and policy

Option for Master of Education in:

General education studies

Required for Master of Leadership in:

Organisational learning

Option for Master of Leadership in:

Leadership


EDF5636 - Leading organisational decision making

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Allix

Coordinator(s)

Nicholas Allix

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Prohibitions

EDF6821

Synopsis

This unit is an introduction to the complexities of problem solving and decision making in organisational contexts. Topics include theoretical and philosophical analyses of the concepts of power and authority in organisational and institutional contexts in relation to decision and/or policy making, research approaches to understanding the nature of problem solving and decision making processes. The unit examines how psychological, social, and contextual factors influence and shape decision making processes and outcomes in organisations and analyses how issues associated with power and authority affect decision making and related organisational structures and processes. It also explores how organisational structures and processes might be better designed to improve organisational governance and enhance decision making intelligence and organisational capability.

Outcomes

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

  1. understand concepts of power and authority in organisational and institutional contexts, and how these concepts relate to problem solving, decision making and change in organisations
  2. understand and appreciate how 'good' decisions ought to be made in administrative contexts from a normative or prescriptive research perspective
  3. understand and appreciate how decisions actually do get made in organisations from an empirical research perspective
  4. understand and appreciate how a range of psychological framing effects and cognitive biases and heuristics influence judgement and decision making
  5. understand and appreciate how factors associated with complexity, uncertainty, ambiguity and social choice affect decision making in organisations
  6. critically examine and evaluate how organisations might be designed to improve problem-solving and decision-making processes and outcomes, and enhance organisational capabilities.

Assessment

Essay (4000 words, 50%)

Case study (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Recommended for the Master of Education in:

Educational leadership and policy

Option for the Master of Education in:

General education studies

Recommended for the Master of Leadership in:

Organisational learning

Option for the Master of Leadership in:

Leadership

Elective for Master of International Development Practice in:

Crisis, change and management


EDF5637 - Inner leadership: Understanding self and others

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jane Wilkinson

Coordinator(s)

Amanda Heffernan (Clayton)
Venesser Fernandes (Singapore)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Prohibitions

EDF6901

Synopsis

This unit promotes self- and other-awareness and positions emotional preparedness as foundational to leadership. A variety of paradigms for developing self- and other-awareness are introduced to empower developing leaders to begin their personal inner growth trajectory. Instruments and practices, learning styles and personality profile instruments are used, along with a rigorous reflective practice regimen, to help students develop a personal development plan. Students engage with other aspiring and practising leaders in a process of personal and professional growth through collaborative reflection to become aware of their cognitive and emotional meaning-making. This knowledge is used to understand how to lead and engage others in ways that produce robust, sustainable organisations.

Outcomes

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

  1. understand and critically evaluate theoretical paradigms of leadership development
  2. apply theoretical concepts and instruments to identify personal strengths of leaders
  3. engage in meaningful reflective practice about personal leadership
  4. articulate and plan personal leadership growth and development
  5. identify relationships between individual leadership and organisational sustainability
  6. distinguish and apply reflective and scholarly approaches to cognitive and emotional meaning-making and evaluation.

Assessment

Reflective essay (4000 words, 50%)

Critical analytical essay (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Educational leadership and policy

General education studies

Recommended for Master of Leadership in:

Organisational learning

Option for Master of Leadership in:

Leadership

Elective for Master of International Development Practice in:

Crisis, change and management


EDF5640 - Language, culture and curriculum

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

David Bright

Coordinator(s)

David Bright (Semester 1)
Dat Bao (Semester 2)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Prohibitions

EDF6234, EDF6236

Synopsis

This unit approaches language and literacy curriculum as socially and culturally constructed, and introduces understandings of language teaching and learning as social practice. It explores how issues around language, culture and identities play out in language curriculum and frameworks in particular sociocultural contexts both in Australia and across the globe. It focuses on key issues in the politics of language and literacy education, including how views of language and culture have informed different approaches to, and frameworks for, language teaching and curricula and to language and literacy education in school, higher education and adult education settings in Australia and in students' contexts. It considers bilingualism and multilingualism and English language education in local and global contexts, and it advances new understandings of transcultural and intercultural learning, communication and mobility, including in online learning settings.

Outcomes

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

  1. develop an understanding of language as a social, cultural and political practice
  2. critically reflect on how this understanding is relevant to themselves as educators through their identity and experiences
  3. understand how sociocultural perspectives apply to language pedagogy
  4. develop an understanding of the social, historical and political contexts in which language is shaped in contemporary Australian society across institutional contexts
  5. explore ways that language and culture are framed in different curriculum frameworks and policy documents
  6. apply understandings gained through reflection and exploration of the issues raised throughout the unit.

Assessment

Self study (3000 words, 40%)

Context study: Applying theory to practice (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for:

TESOL

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education

Elective for:

Applied linguistics


EDF5641 - Pedagogy and assessment in TESOL

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Dat Bao

Coordinator(s)

Dat Bao (Semester 1)
Melissa Barnes (Semester 2)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Prohibitions

EDF6210, EDF6233

Synopsis

This unit focuses on the development of pedagogy and monitoring of learning in teaching English to speakers of other languages (TESOL). It addresses the practical aspects of teaching and learning as informed by current theories of second language acquisition and assessment of language learning. It highlights the social nature of language use; that learning occurs through interaction and introduces students to a range of communicative approaches to teaching, learning, assessment and planning for teaching in various TESOL contexts. This includes a focus on the integration and assessment of listening, speaking, reading, viewing and writing, explicit attention to English grammar and vocabulary, an exploration of technology to support learning, and a focus on how to provide learning experiences that broaden intercultural knowledge. Students also develop an understanding of the impact of assessment practices and skills in evaluating, analysing and designing assessment tasks.

Outcomes

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

  1. understand the concepts and pedagogical implications of communicative competence and of learning as a social practice in a range of contexts
  2. recognise the differing language learning needs of adults and children
  3. become familiar with techniques and strategies which integrate the macro-skills and focus on meaning as well as grammatical form
  4. articulate their understanding of the principles of good assessment practices and how they impact learning
  5. demonstrate skills in evaluation and design of assessment tasks.

Assessment

Research paper (4000 words, 50%)

Annotated lesson plan linked to an assessment outcome from a curriculum framework (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for:

TESOL

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5642 - Bilingualism and content-based programs

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Marianne Turner (Semester 1)
Raqib Chowdhury (Semester 2)

Coordinator(s)

Marianne Turner (Semester 1)
Raqib Chowdhury (Semester 2)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Prohibitions

EDF6201, EDF6238

Synopsis

This unit builds students' capacities to identify fundamental principles underpinning the effectiveness of bilingual and/or content-based programs in a range of educational contexts including English as an additional language (EAL) and languages, and how they impact on language acquisition. Students examine the development and maintenance of bilingualism and biliteracy in formal learning environments. Sociolinguistic, psycholinguistic, political and educational aspects of content-based and immersion programs are explored in local and global contexts. The unit covers a range of approaches, including Content-Based Language Teaching (CBLT), Content and Language Integrated Learning (CLIL) and the Canadian immersion models in primary, secondary and vocational education settings. Key policies and documents related to curriculum development and practice are investigated with a focus on the pedagogical implications of additional language/literacy teaching and first language development. Connections are made between research and pedagogy including recent bilingual instructional strategies such as translanguaging.

Outcomes

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

  1. explain the political, sociocultural and pedagogical issues surrounding bilingualism and bilingual education
  2. demonstrate an understanding of how bilingual education and/or content-based programs are positioned in the field of second language acquisition and applied linguistics
  3. apply principles of second language acquisition and bilingual education to understanding rationale statement(s) of bilingual and/or content-based programs
  4. analyse key policies and documents relating to bilingual education and content-based programs, including those associated with the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) for EAL students
  5. analyse successful models of bilingual and content-based language teaching methods, and draw on these to determine how they would apply the principles identified to their own language teaching and learning contexts
  6. critically evaluate political and educational contexts in Australia or in global contexts that impact on the introduction of bilingual and/or content-based programs.

Assessment

Critical review of the literature (4000 words, 50%)

Curriculum unit development (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for:

TESOL

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education

Elective for:

Applied linguistics


EDF5645 - Educating the gifted

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Shane Phillipson

Coordinator(s)

Shane Phillipson

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Prohibitions

EDF6607

Synopsis

This unit develops three areas of students' knowledge: (1) understanding frameworks and theories of giftedness and talent, (2) approaches to identification, and (3) curriculum for gifted students. Students reflect on their own attitudes and beliefs as educators towards gifted students and examine evidence of teacher beliefs, competencies and teaching strategies found to be effective cross-culturally with gifted students. Programming options for ability grouping, enrichment, extension and acceleration for gifted students at various levels of education are critically reflected upon and evaluated. The unit explores and analyses differentiated curriculum developed for teaching diverse gifted students with different learning styles in mixed-ability classrooms, and teaching and learning models for engaging gifted students. Research literature applied to teaching gifted pre-school, primary and secondary students is examined.

Outcomes

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

  1. know and understand conceptual frameworks and theories of giftedness and talent
  2. know and understand behavioural characteristics of gifted individuals and how that can impact students' learning experiences
  3. demonstrate cognitive skills in relation to identifying gifted and talented students and reflect critically on identification approaches as professional practice
  4. identify students' learning styles and how they relate to students' talent development
  5. evaluate teacher beliefs, competencies and strategies for teaching gifted students effectively and reflect on self-beliefs and competencies as teachers
  6. evaluate different programming options of ability grouping, enrichment, extension and acceleration and how they apply to the educational needs of gifted students
  7. know and understand differentiated curriculum and how it can meet the needs of gifted students
  8. engage with and apply teaching and learning models of curriculum that provide for the educational needs of gifted students.

Assessment

Reflective journal (5000 words, 60%)

Individual project (3000 words, 40%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5646 - Talent development and diversity

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Leonie Kronborg

Coordinator(s)

Leonie Kronborg

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6613

Synopsis

This unit focuses on theories of talent development in order to understand how to develop the talents of students. Diverse groups of talented students are described to offer in-depth knowledge and understanding of the varied identification processes and teaching strategies required to effectively educate these students, and to apply this knowledge in professional practice. Attention is paid to the importance of creativity, gender, mentoring and nurturing talented students' social and emotional development as a means to facilitating talent development.

Outcomes

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

  1. know and understand conceptual frameworks and theories of talent development
  2. outline approaches to identify and program for diverse gifted students including gifted students with learning disabilities, gifted students on the autism spectrum and underachieving gifted students
  3. appreciate how mentoring can be effective for developing diverse gifted students' talents
  4. understand creativity and the creative process and its influence on gifted students and their talent development
  5. examine giftedness and gender and how they interact to impact individuals' talent development
  6. recognise how social and emotional development of gifted students impacts the talent development process
  7. enhance their professional practice by the application and evaluation of a range of theories to students' talent development.

Assessment

Reflective journal (5000 words, 60%)

Individual project comprising oral presentation (10%) and written presentation (30%) (3000 words equivalent, 40% in total)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5647 - Technology and education key issues and debates

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Neil Selwyn

Coordinator(s)

Michael Henderson

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6115, EDF6442

Synopsis

This unit offers a critical appraisal of the potential and realities of digital technology use in educational settings. Students are introduced to key theories and debates from academic disciplines such as education, sociology, psychology, media studies and social policy. Through these, students come to see a complex array of forces shaping everyday use through to education practice, policy and design. The unit raises key issues such as identity, cybersafety, globalisation, equity, and emerging forms of social practice. Students critically explore the discourse surrounding educational technology from mobiles to eLearning. The unit challenges thinking about how the educational technology of the near future may be more efficiently and equitably shaped. It is designed for all students regardless of their level of familiarity with computers.

Outcomes

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

  1. recognise the current and emerging trends in digital technologies being used in education, and the social, political, economic, cultural and historical issues surrounding their adoption
  2. know some of the theories, models and frameworks for understanding digital technology in education and society
  3. develop evaluation skills to critically assess the value of technology use in educational settings
  4. synthesise theory and practice in order to improve understanding of the roles digital technologies play in educational settings.

Assessment

Structured essay (4000 words or equivalent, 50%)

Essay (4000 words or equivalent, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Digital learning

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and Pedagogy

Leadership

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5648 - Instructional design: Harnessing digital technologies for learning

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Michael Henderson

Coordinator(s)

Michael Henderson (Semester 2 Clayton)
Roland Gesthuizen (Summer Semester A Clayton)

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)
  • Summer semester A 2018 (On-campus block of classes)

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Prohibitions

EDF6447

Synopsis

This unit is directed at educators across school, tertiary, workplace and community settings who are grappling with how best to design, facilitate and assess the use of educational technologies in teaching and learning. To support this, the unit explores theories, models and practical strategies of instructional design that are drawn from cognitive and behavioural psychology, sociocultural theory and emerging models of digital engagement. Students are immersed in a collaborative and student-centred environment as they experience, practise and critique the design of digital technologies, materials, activities and assessments. This unit has a special focus on online teaching and learning but also explores instructional issues relating to emerging technologies and practices, for example, social media, digital games, mobile devices, virtual worlds and augmented reality. The unit is designed for all students regardless of their familiarity with computers.

Outcomes

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

  1. apply theories, models and practical strategies of instructional design
  2. critique and improve upon the design of digital technologies and materials, including interface, structure, values, content, activity and assessment
  3. describe applications of virtual learning environments, wikis, forums, social media and other digital technologies for the purpose of learning
  4. discuss current and emerging trends in digital technologies and the implications for instructional design
  5. critically evaluate research and practice in instructional design.

Assessment

Compendium (3500 words or equivalent, 40%)

Essay or project (4500 words or equivalent, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Digital learning

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5649 - Language and literacies across educational contexts

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prohibitions

EDF6301

Synopsis

This unit examines the centrality of language (verbal, visual and gestural) in teaching and learning in and beyond formal education institutions. Students explore the importance of language and literacies in a range of social, cultural and communication phenomena, and examine the mediating influence of culture and new technologies on teaching and learning across a range of contexts. In exploring these issues, the unit provides theoretical and practical tools for education professionals to deploy in their workplaces or communities and in their own ongoing professional learning. The approach to inquiry in this unit demonstrates the ways language and literacy curriculum influences the wider politics and practice of education. Similarly, students undertake critical research into the language and literacy practices and/or the curriculum in the educational contexts with which they are familiar.

Outcomes

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

  1. understand language and literacy development in and beyond formal education institutions and workplaces
  2. interpret the latest research and theory in the areas of language and literacies education across a range of sociocultural contexts
  3. construct and articulate an informed and critical perspective on language and literacy debates and policy developments nationally and internationally
  4. create innovative and robust curriculum and practices in schools, workplaces and/or community settings
  5. conduct research into literacy practices and/or policies in familiar settings, and critically evaluate language and literacy research in less familiar settings
  6. communicate the findings of their research to educators, administrators and the wider community.

Assessment

Critical review of relevant language and literacy literature (3000 words, 40%)

Scholarly article/essay/project drawing on empirical research (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5650 - Literacy leadership in schools, workplaces and communities

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Julie Faulkner

Coordinator(s)

Julie Faulkner

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6308

Synopsis

The unit enables students to develop their specialist knowledge and skills in literacy education in ways that will benefit the school, institution, workplace or community in which they work as well as developing their own professional identity and profile as leaders in literacy education. This exploration involves close consideration of what leadership in English language and literacy education might entail, including whole school/workplace and community initiatives and partnerships, leading a faculty, and leading professional learning communities. Students research some initiatives that literacy leaders are encouraged to implement in their various professional contexts, and they scrutinise a range of assessment and accountability regimes that are used to generate 'evidence' of literacy 'achievements'. They examine the ways in which literacy data are collected at international, national and local levels. In developing a critical perspective on data collection, they learn to appreciate the potential value of data and the limitations that some data collection may impose on teachers' professional practice and on learning outcomes.

Outcomes

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

  1. understand the ways literacy leadership is framed and experienced in different contexts and settings
  2. interpret and critically evaluate local, national and international research and policy concerned with English language and literacy education
  3. critically scrutinise and plan initiatives and strategies for improving literacy outcomes through research-based changes to curriculum, pedagogy and/or assessment
  4. understand the many ways in which 'data' about literacy and its various dimensions can be generated and reported on, and appreciate the potential value and limitations of such data
  5. generate and read narrative-based autobiographical writing to promote reflection on their work and professional identity as literacy leaders
  6. collaboratively research literacy policy, practice, curriculum and/or assessment in familiar and/or unfamiliar settings.

Assessment

Critical autobiographical essay, focusing on an experience of leadership in literacy education (3000 words, 40%)

Report of an action research project or practitioner inquiry project (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership


EDF5651 - Developing expertise in mathematics education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Hazel Tan

Coordinator(s)

Hazel Tan

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Prohibitions

EDF6401, EDF6402

Synopsis

This unit exposes students to a broad view of what constitutes mathematics education. Students engage with, and reflect on, a range of evidence and diversity of research findings within the field of mathematics education. This includes explorations of curricular, pedagogical, learning, assessment and technology issues within classrooms and other learning settings, across the educational levels, and within other disciplines and professional contexts. International, cultural and political dimensions of mathematics education, as well as the challenges presented with respect to equity and inclusion on mathematics learning opportunities and outcomes, are considered. The relevance of mathematical skills (numeracy) in personal life and in the workplace to foster an ethical, sustainable and informed citizenry are explored.

Outcomes

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

  1. demonstrate awareness of a range of issues associated with the teaching and learning of mathematics in different contexts
  2. review the implications that curricular, pedagogical, learning, assessment and technology issues hold for mathematics teaching and learning in relevant contexts
  3. appreciate that various imperatives at many levels impinge on the design, implementation and outcomes of mathematics curricula
  4. recognise the contexts and settings in which mathematical knowledge and skills are relevant and applicable in society
  5. critically evaluate evidence and research findings to inform and guide practice.

Assessment

Online activities (2000 word equivalent, 25%)

Critical reflection (2000 words, 25%)

Issue identification and review (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5652 - Understanding research and leadership in science education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Amanda Berry

Not offered in 2018

Co-requisites

Enrolment in D6004 MLead

Prohibitions

EDF6401, EDF6402

Synopsis

This unit is designed to deepen expertise and leadership in science education. It explores different aspects of research in science education that furthers the following perspectives: (1) The ultimate purpose of science education should be to improve science teaching and learning. (2) To improve science teaching and learning, research must be grounded in the real world of students and teachers, schools systems and society. (3) To improve science teaching and learning, researchers need to be open to a range of theoretical frameworks, research methodologies and strategies. (4) Leaders in science education require an understanding of a range and breadth of research to ensure quality in their leadership. (5) Research must relate to practitioners and policy makers in order for them to make leadership decisions of practical value. To deepen understanding of these perspectives, the unit explores five organising themes in science education: science learning, culture, gender and society and science learning, science teaching, curriculum and assessment, and science teacher education. Related learning theories, research methodologies and the discipline-specific nature of science in relation to education unfolds throughout these five categories.

Outcomes

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

  1. demonstrate a general understanding of the range of science education research
  2. demonstrate an understanding of how learning theories, research methodologies and the discipline-specific nature of science impact on our conceptions of leadership in science education and/or science education research
  3. use appropriate theories, methodologies and knowledge bases of science education to explore one area of leadership in science education or science education research in depth
  4. communicate their in-depth understanding of an area of science education research to their peers
  5. develop confidence positioning themselves as leaders in science education.

Assessment

Reflective report (4000 words equivalent, 50%)

Individual project (4000 words equivalent, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership


EDF5653 - Research perspectives in music education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prohibitions

EDF6323

Synopsis

This unit develops in music educators the ability to inquire into their practice. It supports them to understand the place of research as a dimension of professional practice and to design approaches to enact this. Current and diverse approaches to research in music education across contexts such as school music, music teacher training, tertiary music teaching, instrumental music teaching, early childhood music, informal music learning and lifelong learning in music are examined. This includes the range of research methodologies that are utilised and the nature of findings generated. In this way, students develop their capacities to evaluate various dimensions of music research across contexts. Students design an approach to inquire into a music context of their choice and develop a plan that explains and justifies a particular methodology to assist them to inquire into their professional practice.

Outcomes

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

  1. demonstrate an understanding of current issues and approaches used in music education research
  2. understand a range of methodologies employed in music education research
  3. evaluate the effectiveness of particular methodologies for their relevance to specific music contexts
  4. critically scrutinise research in music education and the findings it generates
  5. identify an area of professional practice in music education around which to plan research
  6. develop a plan to research in an area of personal interest in music education.

Assessment

Essay (4000 words, 50%)

Inquiry plan (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Expert teaching practice

General education studies


EDF5654 - Teaching music: Theory and practice

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prohibitions

EDF6322

Synopsis

In this unit students investigate current theoretical understandings and practical approaches to music education. They learn about current developments in music education in formal and informal settings and across the lifespan. Students become familiar with the historical and philosophical influences that have shaped music education policy and practice and relate this to their own educational contexts. This includes considerations of both established and emerging teaching practices in music education.

Outcomes

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

  1. demonstrate an understanding of current approaches to teaching music
  2. understand how music education can be successfully employed across the lifespan
  3. critique current teaching policy and practice in music education
  4. explore a selected music teaching and learning approach and apply it to a particular music education setting.

Assessment

Essay (4000 words, 50%)

Music teaching and learning study (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5655 - Expertise in teaching

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Rachel Forgasz

Coordinator(s)

Rachel Forgasz

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

In this unit students are invited to draw on their experience as educators in diverse contexts and (re)consider teaching and learning through a range of challenging perspectives. Over a series of modules, students explore ideas about: teaching with purpose, teaching as relationship, and teaching with emotion. The unit requires students to think deeply about the philosophical purposes that guide their practice, the kinds of educator-learner relationships they develop and the kinds of knowledge forms that they draw into their teaching and learning. This work should provoke new ideas on and application of these aspects. Participation in this unit does not rely on prior teaching qualifications but on enthusiasm for teaching.

Outcomes

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

  1. understand multiple theoretical perspectives about teaching and learning
  2. critically examine their own educational approaches through a range of theoretical lenses
  3. develop and evaluate new approaches to their own professional practice as educators.

Assessment

Reflective tasks (4000 words equivalent, 50%)

Research essay (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5656 - Practising inclusion

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Penny Round

Coordinator(s)

Kate De Bruin

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Synopsis

This unit addresses the inclusion of learners with diversities (e.g. sexual orientation, ethnicity, behavioural manifestations or disability) and how they are often excluded from participation in learning and social activities, from pre-school to tertiary education and in workplaces. A key focus of this unit is on the education of learners with disabilities. This unit addresses the reasons that such learners are excluded and identifies what can be done to enhance their participation in different contexts. This includes how we undertake authentic assessment so that everyone is included across different learning and social contexts. It also focuses on evidence-based strategies which could be applied to ensure that everyone is fully included in educational, social and physical activities.

Outcomes

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

  1. identify reasons some members of the society are excluded from teaching and learning
  2. assess learners and their learning environment
  3. use evidence-based strategies to enhance participation of excluded learners (including learners with behavioural issues and autism spectrum disorders)
  4. acquire skills to work with key stakeholders (e.g. parents and paraprofessionals)
  5. design and implement effective educational plans to deepen inclusive teaching and learning practices.

Assessment

Assessment protocol (4000 words equivalent, 50%)

Inclusion plan or literature review (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Inclusive and special education

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5657 - Indigenous perspectives in professional practice

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

David Bright

Not offered in 2018

Prohibitions

EDF6310

Synopsis

This unit is for aspiring or current professionals to enable them to lead and manage organisational development strategies that facilitate improved service delivery to Indigenous populations. The unit is underpinned by an appreciation of critical race theory, strategic planning and international developments in the recognition of the social and economic rights of Indigenous peoples. The unit extends students' knowledge and understanding of Indigenous cultures with a particular focus on Aboriginal and Torres Strait Islander peoples, their histories, cultures and languages, and of the impact of culture, cultural identity and linguistic background on organisational capacity to deliver world-standard service provision. To develop such capacities, the unit introduces students to emerging approaches and research in organisational development strategies to improve and evaluate service provision to Indigenous peoples. Drawing on these, students develop a strategy to engage people from Indigenous and traditional communities and improve outcomes in a particular professional setting.

Outcomes

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

  1. extend cross-cultural skills and knowledge in developing partnerships with Indigenous experts
  2. deepen their appreciation of the impact of culture, cultural identity and linguistic background on the provision of services to people from Aboriginal and Torres Strait Islander backgrounds
  3. lead others in the appropriate cultural protocols and the terms 'Indigenous', 'local', 'Traditional' and 'Traditional Owner' as they pertain to Aboriginal and Torres Strait Islander peoples
  4. lead their organisation into the development of 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
  5. develop an Indigenous-focused organisational learning strategy and/or strategic change plan to improve service delivery to Indigenous populations appropriate to their profession.

Assessment

Essay (4000 words, 50%)

Organisational strategic change plan (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Digital learning

Educational leadership and policy

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5658 - Young people: Culture, communities and education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Fida Sanjakdar

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

This unit enables students to gain an understanding of the diversity of young people's cultural experiences and expressions. Young people's learning and social development does not occur in isolation. Young people grow up in families with cultural backgrounds and beliefs, and in communities and/or contexts that are diverse and have varying economic, social and cultural capital. The unit focuses on the competing and overlapping definitions of culture, ethnicity, socioeconomic status and identity. It explores young people's engagement with popular and traditional culture and the diverse ways in which different groups of young people live, and appropriate and negotiate their cultural expressions and identities. Programs and policies designed to promote social inclusion and equity among young people from diverse backgrounds are also examined.

Outcomes

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

  1. understand young people's varying social and cultural expressions and experiences
  2. identify ways in which young people live, experience and negotiate cultural expressions and experiences
  3. explore the intersections between identity formations and cultural expressions and experiences
  4. examine programs and policies designed to promote social inclusion and equity among young people from diverse backgrounds.

Assessment

Essay (4000 words, 50%)

Research report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Digital learning

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5659 - Building partnerships with families and communities

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Penelope Kalogeropoulos

Coordinator(s)

Sharryn Clarke

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Synopsis

This unit provides students with knowledge and skills in building partnerships with families and communities in their capacity as current or future professionals in particular professional contexts. Social, health and education services situate partnerships as central to the delivery of professional services and supports for children, youth and families. Students gain an understanding of the importance of professional partnership with families and communities by learning fundamental elements of communication, problem solving, collaborative planning and service provision. They develop their leadership capacities in fostering collaborations with integrated services by applying reflexive practice.

Outcomes

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

  1. develop a critical understanding of knowledge and skills in building partnerships
  2. assess the practical and professional issues in building partnerships with families and communities
  3. demonstrate a sensitive and ethical approach to building partnerships with families and community
  4. analyse and reflect on social and educational processes to establishing professional partnerships with families and community
  5. apply acquired knowledge to exhibit leadership in developing partnerships with families and communities.

Assessment

Communicative plan in building partnership with families and communities (4000 words, 50%)

Report on experiences of establishing professional partnership with families and communities (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Early childhood education

Option for Master of Education in:

Adult learning

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5661 - Designing learning for adults

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Allie Clemans

Coordinator(s)

Peter Waterhouse

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6802

Synopsis

This unit addresses approaches taken to adult learning in formal and informal learning settings such as workplaces, communities, tertiary and vocational sectors. The unit is designed to respond to the needs and interests of those who manage, deliver or administer learning in these spaces. It addresses theories, principles and practices that inform the education of adults. The unit is designed in three parts. In the first, students explore the theories and concepts that are represented in the literature around adult education. In the second, contemporary policy and economic trends and contexts around lifelong learning and participation are addressed, with a view to identifying global trends and local practices that result. In the third part, the unit focuses on practice and the application of an approach to designing learning activities for adults.

Outcomes

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

  1. understand main schools of thought in adult education
  2. critically review theories and concepts related to adult learning
  3. explore the interplay of theory and practice in adult education
  4. examine and evaluate current issues in adult and lifelong learning
  5. review approaches to designing interactive learning for adults
  6. design a learning session for adults to exemplify a particular theoretical and practical orientation.

Assessment

Critical review (3200 words equivalent, 40%)

Essay (3200 words equivalent, 40%)

Weekly reading and consolidated reflection (1600 words, 20%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Recommended for Master of Education in:

Adult learning

Option for Master of Education in:

Digital learning

Educational leadership and policy

General education studies

Elective of Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5662 - Leading local, rural and regional learning and participation

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Synopsis

This unit supports educators and leaders to work collaboratively with other professionals and community-based personnel to enhance learning and wellbeing in local, rural and regional contexts. It examines notions of place including 'rurality', at both the local and global level as it relates to education policy development, reform and community resourcing. It considers the work of leadership to foster participation in local, rural and regional community engagement renewal and development. Students apply ideas around leadership to identify the opportunities and challenges of living and working in local, rural and regional contexts and strategies. Strategies for leading ways forward for communities to participate positively in their own renewal are developed through work on a particular case. The unit is well suited to teachers, principals, community and other educational workers interested in learning about leading and participating in community renewal.

Outcomes

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

  1. understand the diverse distinctions between definitions of metropolitan, rural and regional communities as they relate to educational policy, leadership, resourcing and experience
  2. analyse and develop strategies to work collaboratively with other professionals and community-based personnel to enhance learning and wellbeing in local, rural and regional contexts
  3. identify the opportunities and challenges of working in local, rural and regional contexts particularly in relation to leadership and community engagement and increasing participation
  4. understand how to develop place-based learning experiences that connect the local and the global
  5. examine a particular community and apply approaches to build community resilience, engagement and participation.

Assessment

Critical analysis of community participation and engagement (4000 words, 50%)

Examining a community case study (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Educational leadership and policy

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5663 - Education and globalisation in the Asian century

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Wing Chan

Coordinator(s)

Wing Chan

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Prohibitions

EDF6701

Synopsis

This unit supports professionals working across education sectors to understand the complexities of the changing international context of education in the twenty-first 'Asian century'. Students examine how larger economic, political and cultural processes of globalisation and internationalisation shape educational practices. The unit examines the interplay of global, regional and national issues confronting education in Australia and in the broader global context. It introduces students to theories and debates surrounding globalisation and education, and equips students with abilities and skills to critically evaluate such theories and debates in explaining the development of national and regional educational policies and practices in the Asian century. The unit also considers the ethical responsibilities which confront global citizens, workers and professionals. Through case analysis, students build skills and knowledge to enhance their cross/intercultural abilities and apply these in their daily and professional lives.

Outcomes

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

  1. identify the impact of globalisation and internationalisation on practices and policies in diverse educational and work contexts
  2. critically evaluate academic debates and discussions in the field of global studies in education
  3. develop a case study to describe an educational issue of cross/intercultural significance
  4. analyse the case study to evaluate evidence of cross/intercultural issues and challenges
  5. increase awareness of the ethical responsibilities of global citizens, workers and professionals.

Assessment

Folio assignment (4000 words, 50%)

Essay (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Digital learning

Educational leadership and policy

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5664 - Learning through participation

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Jennifer Bleazby

Coordinator(s)

Jennifer Bleazby

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

This unit focuses on the ways in which critical pedagogies and experiential learning deepen social inclusion and facilitate transformative experiences for communities. Students explore how socially inclusive communities are developed before considering the place of community-located education as a means to promote inclusion. Students learn how and why experiential learning and transformative approaches to teaching and learning can be used in community contexts to address core social issues such as poverty, racism, crime and ill health. Practical case studies are examined and developed to explore the role of education in promoting community inclusion in global settings.

Outcomes

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

  1. understand competing theoretical perspectives explaining social inclusion and inclusive communities
  2. review critical and experiential teaching and learning approaches that bring about community transformation
  3. critically analyse the value of different teaching and learning approaches in addressing core social problems
  4. develop and evaluate the practical application of community inclusion projects across a variety of settings.

Assessment

Essay (4000 words, 50%)

Case study evaluation (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Digital learning

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5665 - Environmental education, design and learning for sustainability

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Synopsis

This unit introduces students to the role of design in learning for sustainability. Ecopedagogy (ecological approaches to teaching and learning) has an important part to play in the delivery and design of effective (and non-effective) educational practices that support environmental learning. The unit concentrates on assessing the qualities and characteristics of ecopedagogy/environmental learning to promote an ecologically literate and sustainable citizenry. In this unit students have an opportunity to investigate and critique relevant research that examines and evaluates the contributions of ecopedagogies that inform and shape the field of environmental and sustainability education.

Outcomes

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

  1. understand the historical, contemporary and prospective development of environmental education and education for sustainable development
  2. identify how different contexts and sites of environmental learning inform the design and evaluation of ecologically sustainable education
  3. articulate the qualities and characteristics of effective ecopedagogy and environmental learning
  4. develop a case study portraying a case of environmental learning and sustainability education
  5. critically analyse the case study to identify the nature of the design and practices incorporated within it.

Assessment

Essay (4000 words, 50%)

Case study report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5666 - Education, development and ecological sustainability

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Synopsis

This unit focuses on the core understandings and complex relationships that exist between the role of education and learning and the cultural and socio-ecological development of communities. The unit emphasises the importance of community (urban/rural/local/global) resilience in changing times. Educational and development workers working for the resilience of cultures, their communities and their environments will require a wide range of specialised skills in response to emergent issues. In this unit, students examine different perspectives and languages of learning for sustainable development and critically appraise key local, national and international policy formulations, providers and expectations. The unit supports students to explore practices and approaches in order to assess the qualities and characteristics of educating for sustainable development and its contribution to sustainability.

Outcomes

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

  1. understand and evaluate the relationships between learning and socio-ecological community development
  2. review and critically evaluate the literature of development studies in education and education for sustainable development
  3. review perspectives on education for sustainability and the learning languages they adopt
  4. identify the key global, regional and national policy shapers and educational providers in the field: donor agencies (multi-lateral and bi-lateral), non-government agencies, civil society, private sector, government; and how these differ
  5. develop a case study of practices and approaches to education for sustainable development in a local, Indigenous, urban/rural, national or global context of relevance
  6. analyse the significance of the case study using the literature around education for sustainable development
  7. reflect on and articulate the qualities, characteristics and sociocultural sensitivities required of workers for sustainable development.

Assessment

Essay (4000 words, 50%)

Case study report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Adult learning

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5667 - Positive behaviour support

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Pearl Subban

Coordinator(s)

Kate De Bruin (Semester 1)
Pearl Subban (Term 1, Summer Semester A)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Summer semester A 2018 (On-campus block of classes)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Synopsis

This unit focuses on the key principles of using system-wide positive behaviour support (PBS) practices. PBS is a framework of practices that help improve the social and learning behaviours of students and decrease disruptions that interfere with instruction in educational settings and communities. The unit examines the wide-ranging research supporting PBS for learners of all age groups including preschool, primary, and secondary school students, and for students with severe emotional behaviours and those with developmental disabilities. Students critically review strategies for designing school-wide/system-wide PBS programs based on evidence and are supported to develop their own PBS strategies that can be used to prevent and/or respond to challenging behaviours in their educational contexts. Consideration is given to the work of leading and sustaining PBS strategies and practices across schools and systems.

Outcomes

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

  1. understand the key principles of using a system-wide PBS framework
  2. communicate the rationale for using positive strategies to prevent and respond to challenging behaviours
  3. demonstrate knowledge about a range of PBS strategies and reinforce these through practice
  4. critically review strategies designed to develop whole school-wide/system-wide PBS plans
  5. design a PBS plan that responds to their educational contexts and issues
  6. identify an evidence-based approach that gathers data to underpin the development and evaluation of PBS practices
  7. develop knowledge of broader strategies to lead and sustain PBS practices in schools and/or systems.

Assessment

Critical review of research on PBS practices (3200 words, 40%)

Designing a professional development program for a school (4800 words equivalent, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Inclusive and special education

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5670 - Leadership studies

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melanie Brooks

Coordinator(s)

Nicholas Allix (Semester 1)
Richard Owens (Term 2)
Nicola Sum (Term 4)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Singapore

Co-requisites

Enrolment in D6004 MLead

Synopsis

This unit invites participants to consider the leadership dimensions of their work in leading change among people and within organisations, across a range of contexts within schools, workplaces and in communities. Concepts of leadership and management are examined for their distinctiveness and limitations. A number of models of leadership are introduced which highlight personal attributes and approaches to leadership practice, and consider how leadership may be understood from an organisational perspective, including distributed views of organisational leadership and cognition, and emerging conceptions of leadership practice in the context of complexity and sustainability. Participants also gain an appreciation of leadership development, identities, ethics and values, and emotions.

Outcomes

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

  1. understand the nature of leadership as a context-bound, attributed status; and leadership as a socially and institutionally constructed phenomenon
  2. identify the ways in which leaders learn about leadership and construct their career trajectories
  3. engage with recent trends in leadership theory and practice, particularly as these apply in a variety of policy contexts and educational and non-educational settings
  4. appreciate the demands confronting leaders in a variety of contexts and workplaces
  5. apply growing conceptual and theoretical understanding in examining leadership within practice, in a context of relevance.

Assessment

Essay (4000 words, 50%)

Leadership profile (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5671 - Leadership challenge project

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nicholas Allix

Coordinator(s)

Nicholas Allix (Semester 1)
Michael Henderson (Term 2)
Fiona Longmuir (Semester 2)
Venesser Fernandes (Term 4)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Enrolment in D6004 MLead

Synopsis

This unit allows participants to undertake a project and demonstrate their learning around leadership development in a specific context. It involves the design of a self-directed project focusing on an issue or challenge encountered in the course of leadership. The challenge becomes the basis of the design of a small-scale inquiry. Students learn how to set out the key features of an inquiry project, design a small scale inquiry and interpret findings in relation to a challenge. In doing this, students enhance their awareness of who they are as leaders in the meaning-making process and how they influence it.

Outcomes

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

  1. identify a leadership challenge
  2. articulate the design aspects of an inquiry project in order to secure appropriate evidence to use to examine the challenge
  3. access literature that is relevant to their professional challenge and identify how the literature responds to it
  4. consider additional evidence that may address the challenge and their implications
  5. analyse the evidence used and determine the relevance of the findings to the challenge
  6. articulate the implications and actions that may address the challenge
  7. communicate findings of the project to a professional and/or academic audience.

Assessment

Leadership challenge design (3200 words, 40%)

Leadership challenge report (4800 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5672 - Leadership in educational technology practices

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Co-requisites

Enrolment in D6004 MLead

Synopsis

This unit is designed for current and future education leaders who are faced with complex decisions in relation to digital technology including appropriate choice, effective use, and the diffusion of innovative practices within and across organisations. Accordingly this unit interrogates the identification of effective educational technology practices; resourcing, management and governance, understanding current trends and future possibilities, curriculum and policy contexts, concerns such as equity and cyber-safety, and the implications of technology resourcing and infrastructure. A particular focus of the unit is on effective models for professional learning and technology integration. Participants who are current and future leaders become proficient in the terminology, trends, and concepts around learning and digital technologies while developing theories, models and practical strategies to lead their colleagues and organisation to best practices. The unit presumes only a basic familiarity with computers.

Outcomes

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

  1. understand the terminology and concepts faced in leading responses to current and emerging trends in educational technologies and related practices
  2. describe and apply theories, models and practical strategies in relation to leading integration, adoption and diffusion of digital technologies for learning
  3. critically appreciate the role of educational technology in enhancing and hindering learning and teaching
  4. identify the regulatory and ethical concerns and other risks posed by educational technology and related practices, including issues of cyber-safety
  5. critically evaluate research, policy and strategy in the leadership of educational technology practices.

Assessment

Critical review (3000 words, 40%)

Project or essay (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership


EDF5673 - Leading mathematics and numeracy education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Co-requisites

Enrolment in D6004 MLead

Synopsis

This unit builds leadership capacity of mathematics/numeracy educators in two ways. First, students develop their knowledge and understanding of recent research and/or professional developments, and engage and interact with leaders of numeracy learning from other schools. They also examine international best practice in mathematics/numeracy pedagogies in the context of the local education system. Second, students consider the processes for leading the professional learning of numeracy and mathematics teachers to support their teaching. This includes communication processes, effective leadership strategies for leading school improvement in this area and characteristics of staff motivation, the role of emotions, cross-cultural leadership and resource management. Across both these dimensions, the unit examines the nature of numeracy, the ways it relates to mathematics and to the curriculum broadly, incorporating numeracy into the curriculum, and its connection to international, national and school-based assessment.

Outcomes

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

  1. examine strategies for effective leadership and learning of mathematics and numeracy teachers
  2. explore issues associated with the management of departments and groups, including managing budgets and resources
  3. critique research, policies and commentary on mathematics and numeracy education
  4. review approaches to numeracy across the curriculum
  5. develop an appropriate strategy for promoting effective mathematics and numeracy teaching among teachers.

Assessment

Analytical report: Mathematics/numeracy education policy (equivalent to 4000 words, 50%)

Developmental plan: School-based leadership (equivalent to 4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students are encouraged to attend if they are able.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership


EDF5674 - Engaging with practices of contemporary science

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Amanda Berry

Coordinator(s)

Gregory Lancaster

Not offered in 2018

Synopsis

The successful science (including mathematics) educator understands the development of knowledge, skills and abilities in science and how to transform that content knowledge through facilitating learning. This unit focuses on how science knowledge shifts and changes over time and through technological and social change. The contemporary practices of science and mathematics, and the resultant knowledge arising from such practices, have significantly changed to become inter-, multi- and trans-disciplinary in nature. This influences the ways in which new knowledge is generated and represented through models and explanations. The unit is taught in an interdisciplinary approach, across faculties, and provides authentic learning settings in which new science practices are explored and examined. It addresses the learning of pre-service and in-service teachers as well as those who communicate science to a range of audiences. It positions educators at all career stages and across learning contexts to lead and inspire learning around science.

Outcomes

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

  1. articulate how they have extended their current knowledge, skills and abilities needed as a science educator
  2. demonstrate an understanding for the ways in which science responds to changing technological and social change
  3. demonstrate engagement with contemporary practices of science
  4. demonstrate the connections between professional understandings of science practices and one's educational practices.

Fieldwork

A fieldwork placement facilitated by the faculties of Education and Science

Assessment

Multimedia representation: Examining current knowledge, skills and abilities in science education (equivalent to 3000 words, 40%)

Critique: Connecting science practices with educational practices (5000 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students are encouraged to attend if they are able.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Expert teaching practice

General education studies

Option for Master of Leadership in:

Curriculum and pedagogy

Leadership

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5680 - Behaviour analysis: Concepts and foundations

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Erin Leif

Coordinator(s)

Erin Leif

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Synopsis

This unit covers the foundational knowledge, assumptions and principles of applied behaviour analysis (ABA). Students will learn how the scientific method frames ABA concepts and principles. It will position experimentation as a core element of practice and explain how measurement and experimentation inform ABA practice. Ethical and professional conduct around the use of ABA as a powerful behaviour change tool will be examined. Students are introduced to operant principles and their application to ABA practices and their application in education, community and workplace settings.

Outcomes

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

  1. articulate the basic principles of applied behaviour analysis including their application to establish new behaviours, increase desired behaviours and diminish inappropriate behaviours
  2. describe behaviour in observational terms
  3. conduct reliable and valid behavioural observations and select appropriate experimental methods for specific practice issues
  4. discuss ethical and social validity issues concerning the choice of target behaviours, appropriate assessments and behaviour change programs, in particular for vulnerable populations
  5. examine advanced ethical issues concerning the responsible conduct of behaviour analysts in relation to research, their colleagues, the profession of behaviour analysts and the Behavior Analysts Certification Board (BACB)
  6. describe ethical and professional responsibilities and considerations of behaviour analysts in the supervision process
  7. express and assess intervention goals in objective and measurable terms.

Assessment

Four multiple-choice tests (collectively 3200 words equivalent, 40%)

Case study (4800 words, 60%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • Independent study to meet the required minimum hours during the semester

See also Unit timetable information


EDF5681 - Behaviour analysis: Implementation and experimental methods

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Angelika Anderson
Erin Leif

Coordinator(s)

Erin Leif

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Prerequisites

EDF5680

Synopsis

This unit extends students' knowledge and skills in applied behaviour analysis, focusing on the implementation of behaviour change interventions and advanced discussions of the experimental methods used to inform the practice of behaviour analysis. Students identify target behaviours, explore intervention procedures and learn how to assess the effectiveness and validity of interventions. Students deepen their knowledge to inform their responses to complex professional issues experienced by behaviour analysts, including the choice of appropriate target behaviours.

Outcomes

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

  1. select and implement relevant assessment and intervention procedures
  2. make judgements regarding the evidence-base for procedures and interventions
  3. use experimentation to assess intervention effectiveness in practice
  4. respond to complex issues involved in professional practice as a behaviour analyst
  5. discuss social validity issues concerning the choice of target behaviours and appropriate interventions for vulnerable populations.

Assessment

Literature review (3000 words equivalent, 40%)

Intervention study (5000 words equivalent, 60%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • Independent study to meet the required minimum hours during the semester

See also Unit timetable information

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


EDF5682 - Applications of behaviour analysis in diverse contexts

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Synopsis

This unit introduces the science of applied behaviour analysis (ABA) as the objective evaluation and measurement of human behaviour leading to the design of interventions to improve behaviours across different contexts and populations. It illustrates new and diverse applications of ABA concepts in varied settings (e.g. sports coaching, corporations, ecological improvement). In particular, the use and importance of feedback is examined in the context of self-management interventions (self-monitoring), ecological interventions (posted feedback) and task-inherent feedback. Students develop, apply and assess a simple behaviour change program of personal or professional relevance and, in so doing, apply ABA skills and practices.

Outcomes

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

  1. examine cases of ABA application across varied contexts
  2. develop, implement and monitor the effects of a behaviour change program
  3. interpret research using scientific methods of applied behaviour analysis (e.g. measurement of behaviours, single-case experimental designs) in relation to a personal or professional intervention
  4. integrate relevant, behaviour analytic tactics in their own professional practice.

Assessment

Research synthesis based on four reports (3200 words or equivalent, 40%)

Applied behaviour change project (4800 words or equivalent, 60%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • Independent study to meet the required minimum hours during the semester

See also Unit timetable information

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


EDF5691 - Professional project

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melanie Brooks

Coordinator(s)

Melanie Brooks (Clayton)
Peter Waterhouse (Singapore)

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Prohibitions

EDF6010, EDF6020

Synopsis

This unit comprises a small scale, self-directed inquiry project focusing on an issue or problem derived from a professional or workplace context. Students select an area to inquire into and define relevant question(s) to guide their inquiry. With guidance, students scope out the design of a project that enquires into the identified issue. They examine related literature that addresses the defined issue. This includes consideration and/ or collection of a small range of primary evidence to supplement the inquiry. The evidence is interpreted in the light of the issue investigated and the areas for future professional action or development are highlighted.

Outcomes

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

  1. identify how to understand and examine a particular professional issue or problem
  2. articulate the design aspects of an inquiry project and draw on appropriate evidence to examine the issue
  3. access and examine evidence that is relevant to the professional issue or problem
  4. identify implications for professional thinking and practice in the specific professional context and related to the issue
  5. document their inquiry process

Assessment

Project plan (3200 words equivalent, 40%)

Project (4800 words, 60%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5692 - Professional practice in special and inclusive education

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Kate De Bruin

Coordinator(s)

Kate De Bruin

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Co-requisites

Enrolment in D60011, D60013, D60016, D60017, D60026.

Synopsis

This unit affirms and builds on participants' professional knowledge and theories of pedagogy to develop and upgrade the practical skills needed to function as effective inclusive teachers. Participants undertake a number of practical activities that allow them to apply attitudes and knowledge developed across the inclusion and special education program. The activities include developing necessary resources to effectively teach learners with different learning needs, effectively teach learners in a variety of settings and working effectively with carers, paraprofessionals and other key stakeholders. For administrative purposes, students who are registered to teach in Australia and seeking professional registration as special educators, will have their placement facilitated through EDF5699 (Extended teaching practice), and should enrol concurrently in that unit.

Outcomes

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

  1. design effective educational plans for learners with diverse needs
  2. teach effectively in a variety of educational settings
  3. use a variety of teaching strategies
  4. use a range of technology to teach learners with a range of learning needs
  5. work effectively with families and paraprofessionals
  6. apply skills acquired through other courses in special and inclusive education program.

Assessment

Educational plan: A detailed educational plan suitable for a special or inclusive education context and a critical review of a teaching strategy (4000 words, 50%)

Professional practice portfolio (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Required for Master of Education in:

Inclusive and special education

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education


EDF5693 - Using and evaluating research evidence

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Mark Rickinson

Coordinator(s)

Mark Rickinson

Unit guides

Offered

Clayton

  • Second semester 2018 (Flexible)

Prohibitions

EDF6005, EDF6006, EDF6007

Synopsis

This unit focuses on the challenges and opportunities of using and evaluating research evidence in professional practice. Calls for evidence-based policy and practice have become increasingly widespread across many areas of public policy. Within education, there is increasing emphasis on the need for research evidence to be used in the improvement of educational practice and the development of educational policy. But what is research evidence and where can it be accessed? How can different kinds of research evidence be evaluated critically and applied to practice and policy? What skills and processes are involved in using research evidence to solve problems, make decisions and lead change? And what is behind the growth of evidence-based agendas within and beyond education? Through exploration of each of the above questions, students develop their skills in identifying, distinguishing and appraising different kinds of research evidence. Drawing on different models and approaches to research use, they gain experience analysing, using and communicating research evidence in relation to a specific concern of relevance to their professional or educational contexts. This unit enables students to develop their understandings of evidence-based policy and practice, to gain first-hand experience of identifying, evaluating, using and communicating research evidence, and to become more confident and skilled users of research.

Outcomes

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

  1. understand the growth of evidence-based policy and practice agendas within and beyond education
  2. distinguish between different kinds of research evidence and understand how evidence from research differs from other kinds of evidence
  3. search for and access different kinds of research evidence and research-based publications
  4. critically analyse and evaluate the strengths and weaknesses of different kinds of research evidence and research-based publications
  5. appreciate the role, limitations and complexity of using research evidence to improve practice and develop policy
  6. draw upon different conceptual models of research use and empirical insights into the factors that can enable and constrain research use within organisations
  7. identify and critically evaluate research evidence relating to a professional issue of their choice and develop a strategy for using and communicating that evidence within a specific context.

Assessment

Documentary analysis report on research evidence in professional publications (4000 words equivalent, 50%)

Case study report on using research evidence in a professional context (4000 words equivalent, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5694 - Taking a stand in education debates

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Notes

This unit is offered in alternate (odd-numbered) years only.

Synopsis

This unit positions postgraduate students in education as future leaders in contemporary debates in education. The unit demonstrates how key debates can be identified and apprehended through different research frames. A contemporary issue (for example, school funding; education and employability; international benchmarking; defining evidence and quality in educational research; selective schools) is used as an example of where and how education debates are constructed in Australia and internationally. Attention is paid to the intellectual trends and traditions on which commentators/researchers draw and to the ways in which people come to be positioned as critical in the debate. This supports students to take their own critical stand in educational debates of relevance to them and position them so that they can make a contribution to ongoing intellectual debate in an area of their interest.

Outcomes

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

  1. understand critical educational debates in Australia and internationally
  2. identify how research conversations are structured
  3. critically evaluate different contributions to educational debates
  4. develop the capacity to contribute to educational debates using a variety of approaches
  5. develop identities as knowledgeable commentators in education.

Assessment

Investigative essay (4000 words, 50%)

Case study (2500 words equivalent, 30%)

Poster presentation and evaluation (1500 words equivalent, 20%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5695 - Self-study as professional inquiry

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Notes

This unit is offered in alternate (odd-numbered) years only.

Synopsis

This unit positions students as professional inquirers into their practice and presents self-study as an approach through which they may inquire into their practice in rigorous ways. Self-study involves systematic examination of one's own professional practice in order to gain greater understanding, and to make changes that enhance practice. The unit introduces self-study as a research approach for professional/practitioner inquiry. Its features are distinguished, including its qualitative nature and its philosophical standpoints on what counts as 'knowledge' for research purposes. Students identify the forms of data collection and analysis that may be suitable for inquiring into one's own practice. These are applied as students plan to conduct their own small-scale self-study project through which they deepen their learning around their personal and professional identity, their ethical responsibilities and collaborative engagement. The self-study project plan focuses on approaches to interpretation, and how to systematically improve practice within a particular professional context.

Outcomes

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

  1. identify key aspects of self-study research
  2. distinguish between self-study research and other forms of inquiry
  3. appreciate professional inquiry as a dimension of professional practice
  4. identify a research problem/question through inquiry into their own professional practice/context
  5. construct a review of literature relevant to their practice inquiry
  6. plan an approach to professional inquiry that draws on data and proposes forms of analysis and improvement.

Assessment

Self-study activities (1600 words, 20%)

Literature search and review (3200 words, 40%)

Self-study plan (3200 words, 40%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5696 - Professional practice for teachers of TESOL

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Anna Filipi

Coordinator(s)

Anna Filipi

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Prerequisites

EDF5641

Prohibitions

EDF6232, EDF6238

Synopsis

This unit affirms and builds on students' professional knowledge and theories of pedagogy to develop and upgrade the practical skills needed to function as effective teachers of TESOL in a variety of contexts. Students are involved in highly practical activities throughout the unit. These include sharing information, resources and teaching tips, developing second language literacy activities using web tools and Moodle activities, experimenting with different approaches to teaching grammar, developing skills in effective teacher talk, and microteaching and field experience in a range of blended and/or actual educational settings. The microteaching engages students in self-reflection as well as evaluation of their peers based on the professional skills developed in the TESOL program.

Students in course 2500 Master of Education specialising in TESOL or TESOL - International, who are registered to teach in Australia and seeking professional recognition as TESOL specialists, will have their placement facilitated through EDF5699 Extended teaching practice and should enrol concurrently in that unit.

Outcomes

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

  1. consolidate knowledge about the way the English language works as a linguistic system
  2. develop and practise an appropriate meta-language to describe this system to learners at a range of levels
  3. consolidate and practise techniques in presenting and teaching the English language with a focus on both form and meaning
  4. practise techniques that lead students to notice language, culture, content and cognitive strategies in order for them to become more self-regulated learners
  5. practise strategies that maximise opportunities which encourage language use which matches students' real-life needs
  6. become aware of the range of web tools available for teaching English as an additional language and develop effective skills in applying them in their teaching
  7. extend knowledge through professional practice.

Assessment

A Scope and Sequence chart, including a rationale, assessment procedures and peer feedback (2000 words, 25%)

A mini-lesson and critical review of the lesson (3500 words, 40%)

A learning intervention project comprising planning, development and evaluation (2500 words, 35%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5699 - Extended teaching practice

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Kate De Bruin

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)
  • Second semester 2018 (Flexible)

Prerequisites

Registration as, or eligibility to be registered as, a primary or secondary teacher in Australia.

Co-requisites

EDF5692

Prohibitions

EDF6238

Synopsis

This unit is only available to primary and secondary teachers registered in Australia who are undertaking professional experience in courses 4216 Master in Inclusive and Special Education, and D6002 Master of Education in Inclusive and Special Education. 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. This unit tracks the requirements for completing professional experience for the relevant course.

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

45 days of appropriate practical experiences, including a minimum of 30 days of supervised special education school experience in a variety of settings

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 must either attend on-campus briefing sessions as required or take responsibility to view the online recorded version of professional experience briefing sessions for their course. Students must attend their professional experience days and meet the required number of days as outlined in the professional experience guide.

See also Unit timetable information

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


EDF5720 - Developmental psychology and counselling and research

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Nerelie Freeman

Coordinator(s)

Nerelie Freeman

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Enrolment in D6007 MEd&DevPsych or successful completion of an Australian Psychology Accreditation Council (APAC) accredited four-year sequence in psychology

Prohibitions

EDF6504

Synopsis

This unit comprises three sections: typical and atypical development of children and adults, counselling, and research methodologies. The developmental section provides students with an advanced understanding of, in particular, the early stages of human development, the fundamental place of relationships and contexts in typical and atypical psychological development, and developmental trajectories across the lifespan. Emphasis is on child--adolescent development and adult facilitation of development and learning in themselves and others (as in parenting, teaching, mentoring and collaboration). The counselling section covers aspects of counselling that are fundamental to facilitating intervention and change. The research section covers contemporary research methodologies relevant for investigation into all areas of educational and developmental psychology.

Outcomes

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

  1. demonstrate evidence-based understanding of human development and developmental processes, throughout the lifespan
  2. demonstrate high-level skills in psycho-educational assessment and treatment approaches for problematic and atypical development
  3. demonstrate understanding and appropriate capacity to use counselling skills requisite for establishing and maintaining collaborative relationships needed to facilitate positive adjustment, including trust, role appreciation, self-reflection, compassion and responsiveness
  4. demonstrate an understanding of a range of contemporary research methodologies appropriate for the field of educational and developmental psychology.

Assessment

Online quizzes (2400 words equivalent, 30%)

Case study (2800 words equivalent, 35%)

Counselling assignment (2800 words equivalent, 35%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements
    • independent study to make up the minimum required hours per week

See also Unit timetable information


EDF5721 - Clinical interventions in educational and developmental psychology

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Gerald Wurf

Coordinator(s)

Gerald Wurf

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5720 and successful completion of an Australian Psychology Accreditation Council (APAC) accredited four-year sequence in psychology

Prohibitions

EDF6512

Synopsis

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

Outcomes

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

  1. show development of their personal clinical skills and self-reflective capacities to an advanced level
  2. identify and develop evidence-based intervention and treatment programs for psychological problems and psychopathology across the lifespan, including reactive and behavioural difficulties, adjustment and relational difficulties, depression and anxiety, difficulties associated with various developmental stages including old age
  3. implement a range of evidence-based approaches with a particular emphasis on cognitive and behavioural principles
  4. show appropriate understanding of research methodologies for evaluating evidence-based practice
  5. have an understanding of associated legal/ethical issues
  6. demonstrate a knowledge of local human service systems relevant to the needs of the professional psychologist.

Assessment

Online quizzes (2500 words equivalent, 30%)

Psychology interview and self-reflection (2800 words equivalent, 35%)

Clinical skills demonstration and reflection (2800 words equivalent, 35%)

Students must achieve a pass in each of the assessment tasks in order to pass the unit.

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements
    • independent study to make up the minimum required hours per week

See also Unit timetable information


EDF5722 - Cognitive, personality and educational assessment

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Shane Costello

Coordinator(s)

Shane Costello

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

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

Prohibitions

EDF6511

Synopsis

This unit presents a psychometric approach to the identification of individual differences in cognition and personality, and adjustment across the lifespan at an advanced level. Students critically debate and review contemporary research and theories of abilities, personality and psychopathology as well as ethical, cultural, and professional issues. They gain experience in administering and reporting a range of essential psycho-educational assessment instruments, assessing abilities, personality and adjustment of children from pre-school age to adults in old age. They develop skills in report writing, planning intervention and self-reflection on the processes and professional relationships involved in psychological testing, all developed in a context of peer review and support.

Outcomes

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

  1. demonstrate understanding of the fundamental basics of psychological test construction, reliability and validity
  2. demonstrate a critical appreciation of the current research literature on psychological testing and construct validation
  3. demonstrate knowledge of the professional ethical, cultural and psychometric issues that arise when assessing and reporting on the intellectual and academic abilities, personality and psychopathology of individuals across the lifespan
  4. demonstrate the ability to select appropriate means of assessment for individuals of different ages and deficits or strengths
  5. demonstrate advanced skills in administration and scoring of intelligence tests, psychopathology and personality instruments, behavioural checklists and tests of academic attainment suitable for use with individuals and groups across the lifespan, including the administration and scoring of tests for individuals with sensory and neurological deficits
  6. demonstrate skill in accurate, clear and constructive file keeping on sessions with clients and accuracy, clarity, appropriateness and constructive communication in reporting the conclusions of testing in written reports for various purposes such as ascertainment for eligibility of funding, curriculum adjustment or clinical programming
  7. reflect on their personal role, interpersonal skills, impact, responsibilities and relationships as a clinician reporting psycho-educational assessments and recommendations.

Assessment

Online quizzes (2500 words equivalent, 30%)

Folio: Personality and cognitive testing (2800 words equivalent, 35%)

Psycho-educational report (2800 words equivalent, 35%)

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements
    • independent study to make up the minimum required hours per week

See also Unit timetable information


EDF5723 - Exceptionality: Assessment and intervention

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise McLean

Coordinator(s)

Louise McLean

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5722 and successful completion of an Australian Psychology Accreditation Council (APAC) accredited four-year sequence in psychology

Prohibitions

EDF6510

Synopsis

This unit focuses on assessment, intervention and research related to exceptionality across the lifespan. Cognitive and behavioural assessment and support for children, adolescents and adults with disabilities, as well as those with academic and other talents, are examined across a range of human service systems. Contemporary models of exceptionality and inclusion are reviewed and the associated skills are developed and implemented. Consideration is also given to psychosocial factors and parenting programs related to providing support to individuals who are exceptional, their families and their support workers. Practice models in line with government policy on disability assessments and related legal and ethical principles including cross-cultural issues and social justice concerns are also examined.

Outcomes

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

  1. understand and evaluate contemporary theoretical concepts of exceptionality and inclusion in light of related research, and the context of legal, ethical, and systemic factors across a range of systems
  2. understand psychosocial factors fostering the acceptance of exceptionality
  3. apply knowledge and skills in relation to facilitative support programs for family, friends, teachers and others working with exceptional individuals
  4. understand the nature, identification, accommodations and interventions associated with learning difficulties and exceptional abilities
  5. demonstrate advanced skills and critical orientation to undertaking functional analysis and behaviour analysis in relation to school and developmental problems including within the context of positive behaviour support (PBS).

Assessment

Participation in class and online quizzes (2400 words equivalent, 30%)

Case study (2800 words equivalent, 35%)

Psycho-educational report (2800 words equivalent, 35%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 3 contact hours per week
  2. Additional requirements
    • independent study to make up the minimum required hours per week

See also Unit timetable information


EDF5731 - Clinical placement in psychology 1

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Zoe Morris

Unit guides

Offered

Clayton

  • Full year 2018 (On-campus)

Prohibitions

EDF6507

Synopsis

In this unit students are introduced to practical experience and provided opportunities to reflect on their efforts to develop psychological skills in practice and rehearsal situations. The practicum develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Supervision sessions provide students with feedback to enhance their skill development. The placement activities undertaken in this unit contribute to the total placement hours required for the course (minimum 1000 hours). Students attend weekly supervision sessions and undertake a variety of professional experience activities throughout the year totalling the equivalent of approximately 18 days of placement. The timing of activities undertaken in the field varies according to availability. Students are supervised on site by their field supervisors and have regular contact with their University supervisors.

Outcomes

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

  1. apply their knowledge and skills for assessment, consultation, counselling and intervention to working with clients
  2. apply report-writing skills to practice
  3. use knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational and developmental psychology.

Assessment

This unit is graded pass grade only (PGO).

Satisfactory completion of placement (students must keep adequate records as outlined in the unit guide).

Workload requirements

Minimum total expected workload comprises:

  1. Contact hours for on-campus students:
    • 135 hours (18 days) per semester of clinical placement experience (Some days and hours may be transferred between the 3 placements with the permission of the placement coordinator.)

See also Unit timetable information


EDF5732 - Clinical placement in psychology 2

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Gerald Wurf

Coordinator(s)

Gerald Wurf

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

Course 3231 Master of Psychology (Counselling): EDF6501, EDF6502, EDF6503 and EDF6517

Course D6007 Master of Educational and Developmental Psychology: EDF5720, EDF5721, EDF5722 and EDF5723

Prohibitions

EDF6508

Synopsis

This practicum unit develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Students spend between three and four days per week on placement. The placement activities undertaken in this unit contribute to the total placement hours required for the course (minimum 1000 hours). Students are supervised on site by their field supervisors and also have regular contact with their university supervisors. Monthly group supervision sessions are offered from February to November for the duration of the placements.

Outcomes

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

  1. apply their advancing knowledge and skills for assessment, consultation, counselling and intervention to working with clients
  2. apply advancing report-writing skills to practice
  3. use advancing knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational and developmental psychology.

Assessment

Written case study activities (4800 words equivalent, 60%)

Placement activities and log book (3200 words equivalent, 40%)

Workload requirements

Minimum total expected workload comprises:

  1. Contact hours for on-campus students:
    • 435 hours (58 days) per semester of clinical placement experience including a minimum of 150 client contact hours (Some days and hours may be transferred between the three placements with the permission of the placement coordinator.)
    • monthly group supervision sessions on campus from February to November for the duration of the placements

See also Unit timetable information


EDF5733 - Clinical placement in psychology 3

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Zoe Morris

Coordinator(s)

Zoe Morris

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

Course 3231 Master of Psychology (Counselling): EDF6501, EDF6502, EDF6503 and EDF6517

Course D6007 Master of Educational and Developmental Psychology: EDF5720, EDF5721, EDF5722 and EDF5723

Prohibitions

EDF6509

Synopsis

This practicum unit develops a range of professional skills and acquaints students with issues of professional ethics and practice in psychology. Students spend between three and four days per week on placement. The placement activities undertaken in this unit contribute to the total placement hours required for the course (minimum 1000 hours). Students are supervised on site by their field supervisors and also have regular contact with their university supervisors. Monthly group supervision sessions are offered from February to November for the duration of the placements.

Outcomes

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

  1. apply advanced knowledge and skills for assessment, consultation, counselling and intervention to working with clients
  2. apply advanced report-writing skills to practice
  3. use advanced knowledge of local human service systems and an applied understanding of legal and ethical issues relevant to the specialist fields of counselling psychology or educational and developmental psychology.

Assessment

Written case study activities (4800 words equivalent, 60%)

Placement activities and log book (3200 words equivalent, 40%)

Workload requirements

Minimum total expected workload comprises:

  1. Contact hours for on-campus students:
    • 435 hours (58 days) per semester of clinical placement experience including a minimum of 150 client contact hours (Some days and hours may be transferred between the three placements with the permission of the placement coordinator.)
    • monthly group supervision sessions on campus from February to November for the duration of the placements

See also Unit timetable information


EDF5741 - Psychology thesis part 1

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise McLean

Coordinator(s)

Louise McLean

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

All of EDF5720, EDF5721, EDF5722, EDF5723 or the written agreement of the student adviser

Prohibitions

EDF6535

Synopsis

This is a unit of research study focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology, undertaken with a supervisor. While students are expected to demonstrate initiative and independence, the supervisor offers guidance, support and feedback over the course of the research. The thesis is especially important for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the psychology thesis (both part 1 and part 2) are able to use this 12,000- to 16,000-word study as evidence of independent research experience in an application for entry into the PhD course.

Outcomes

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

  1. produce a thesis that displays competence in understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a PhD
  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.

Assessment

In conjunction with EDF5742, the Master of Educational and Developmental Psychology research thesis is a 12,000- to 16,000-word research project. The format of the research project must comply with the options as set out in the APAC Accreditation Standards research requirements for postgraduate coursework degrees at the time of commencing in the research.

Workload requirements

Minimum total expected workload equals 288 hours per semester.

See also Unit timetable information


EDF5742 - Psychology thesis part 2

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Louise McLean

Coordinator(s)

Louise McLean

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

EDF5741

Synopsis

This is a unit of research study focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology, undertaken with a supervisor. While students are expected to demonstrate initiative and independence, the supervisor offers guidance, support and feedback over the course of the research. The thesis is especially important for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the psychology thesis (both part 1 and part 2) are able to use this 12,000- to 16,000-word study as evidence of independent research experience in an application for entry into the PhD course.

Outcomes

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

  1. produce a thesis that displays competence in understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a research degree such as PhD
  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.

Assessment

In conjunction with EDF5741, the Master of Educational and Developmental Psychology research thesis is a 12,000- to 16,000-word research project. The format of the research project must comply with the options as set out in the APAC Accreditation Standards research requirements for postgraduate coursework degrees at the time of commencing the research.

Workload requirements

Minimum total expected workload equals 288 hours per semester.

See also Unit timetable information


EDF5743 - Psychology thesis extension

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Prerequisites

EDF5741 and EDF5742. Students may, under extenuating circumstances, require more time to complete their thesis. A case needs to be made which must have the support of their supervisor.

Prohibitions

EDF6537

Synopsis

This is a unit of research study focusing on a particular theory, issue, challenge, dilemma, concern or problem in the field of psychology undertaken with a supervisor. While students are expected to demonstrate initiative and independence, the supervisor offers guidance, support and feedback over the course of the research. The thesis is especially important for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the psychology thesis are able to use this 12,000- to 16,000-word study as evidence of independent research experience in an application for entry into the PhD course.

Outcomes

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

  1. produce a thesis that displays competence in understanding and carrying out research in the field of psychology, but with less emphasis on comprehensive knowledge and originality as required in a research degree such as PhD
  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.

Assessment

In conjunction with EDF5741 and EDF5742, the Master of Educational and Developmental Psychology research thesis is a 12,000- to 16,000-word research project. The format of the research project must comply with the options as set out in the APAC Accreditation Standards research requirements for postgraduate coursework degrees at the time of commencing the research.

Workload requirements

Minimum total expected workload equals 24 hours per week.

See also Unit timetable information


EDF5810 - VCAL and VET at school

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Not offered in 2018

Synopsis

This unit explores the Victorian Certificate of Applied Learning (VCAL) and vocational education and training (VET) at school. VCAL focuses on pedagogies to engage students in their schooling with the aim to increase participation in Years 10 to 12 of schooling and build pathways into further education and employment. Pathways approaches to schooling rests upon teachers drawing academic, VET, community and work-based learning opportunities together to meet the diverse learning needs of students who do not engage with the mainstream curriculum. In this unit, students develop the skills, knowledge and capabilities to enhance participation and create pathways. More specifically, students examine the curriculum requirements of VCAL and explore the ways in which the VCAL subjects (literacy and numeracy, personal development, industry specialist study and work-related skills) can be taught and assessed. In addition, students become familiar with VET and other general education options and their relationship to VCAL.

Outcomes

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

  1. identify the key policy and curriculum issues underpinning VCAL and VET
  2. develop knowledge of the broad range of education options for young people seeking alternative educational pathways
  3. design and develop teaching and learning approaches to foster engagement in schooling
  4. plan assessment strategies for VET and applied learning.

Assessment

Essay: VCAL and VET as schooling options (4000 words, 50%)

Report: Develop a teaching and learning schedule that demonstrates the use of the VCAL curriculum and VET units of competency in a relevant industry area (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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

Option for Master of Education in:

Digital learning

Expert teaching practice

General education studies

Elective for Master of Teaching in:

Early years education

Secondary education

Primary education


EDF5814 - Creative research approaches

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Melissa Wolfe

Coordinator(s)

Melissa Wolfe

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Prohibitions

EDF6005, EDF6007

Notes

This unit is offered in alternate (even-numbered) years only.

Synopsis

This unit offers students the opportunity to learn about creative research methods and how to apply practical and theoretical knowledge to inquiry projects across school, workplace and community contexts. Students learn about the growing discourses of arts-based research, such as video, performance, ethnodrama and computer-mediated arts methods. Using this knowledge, students design and implement a small project. They work collaboratively to develop their project with an organisation of relevance to them. They are encouraged to critically examine the links between creativity, building community and social inclusion. No previous experience or expertise in the arts is required to participate and excel in this unit.

Outcomes

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

  1. demonstrate an understanding and appropriate application of arts-based research theory and practices
  2. inquire through an applied project, into the collaborative, diverse and dynamic nature of spaces, places and practices among individuals, communities and in societies
  3. demonstrate a capacity to critically reflect, evaluate and improve knowledge within a creative research context.

Assessment

Independent study (internship) (4000 words, 50%)

Case study research report (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5904 - Children, families, communities

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Penelope Kalogeropoulos

Coordinator(s)

Penelope Kalogeropoulos

Unit guides

Offered

Singapore

Co-requisites

Must be enrolled in course owned by Faculty of Education.

Prohibitions

EDF6641, EDF6643

Synopsis

This unit examines the contextual factors that influence children's relationships within families and communities and how these build meaningful participation that supports children's learning and development. Using the concepts of inter-agency collaboration, students explore the complex needs of children and families in a spirit of community partnership and sustainable communities. Students critically investigate issues of disability, inclusion, ethnicity, indigeneity, living in rural, urban and remote communities, government interventions and policies. The unit also focuses on children's health, diverse childrearing practices and the nexus between the social and physical environment with a view towards sustainable living. Students develop an awareness of the importance of leadership to engage critically and ethically in working with children, families and communities and apply this to their professional practice. The unit emphasises strong communication skills to facilitate the developing role of early childhood educators as advocates for the wellbeing of children and families.

Outcomes

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

  1. analyse the child's development and learning in the context of families and communities, and identify supports and challenges presented
  2. identify and critically discuss the broad nature of contextual issues influencing children's development within families and communities in rural, remote and urban settings
  3. demonstrate critical awareness of the interrelationship between the social and the material environment and its influence on children and families
  4. critically engage with concepts, practice, prospects and challenges of inter-agency collaboration and partnerships in addressing children's needs
  5. demonstrate understanding of theories and practices of leadership and their role in developing leadership capacity in the profession
  6. implement and promote ethical practices in professional work with children, families and communities.

Assessment

  1. Critical analysis of a contemporary issue related to families and communities (4000 words, 50%)
  2. Select either A or B
    1. Research project investigating children, families and communities (4000 words, 50%)
    2. Leadership project (4000 words, 50%)

Workload requirements

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or
    • 36 hours equivalent of online activities over the semester
  2. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5905 - Early years literacy and numeracy

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Janet Scull

Coordinator(s)

Ann Downton

Unit guides

Offered

Clayton

  • First semester 2018 (Flexible)

Synopsis

This unit explores early literacy and numeracy as core life skills within the context of a broad range of cultural knowledges. The unit investigates a range of modes of communication (multiliteracies) to tease out the knowledge processes of experiencing, conceptualising, analysing and applying knowledge. This includes reference to music, movement, dance, storytelling, visual arts, media and drama, as well as talking, viewing, reading and writing as multiple literacy forms. The unit also covers early numeracy concepts, numbers, mathematical thinking, reasoning, measurement, patterns, spatial awareness, problem solving, collection and analysis of data and how these link to the demands of learning at school, work, home and community. Students understand how to build children's communicative intentions, confidence and capacity. They apply approaches to expand children's literacy and numeracy concepts to enable creative and critical interactions across a range of modes and digital settings.

Outcomes

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

  1. develop in-depth understanding of the nature of early literacy and numeracy development in context of everyday life across families and cultures
  2. apply discipline knowledge and competency in literacy and numeracy to the education of young children
  3. understand teaching of the elements of numeracy and literacy across all curriculum areas including the creative arts
  4. use understandings of cross-cultural knowledge of mathematical and literacy development for designing effective pedagogies and programs for literacy and numeracy learning
  5. build the capacity to lead literacy and numeracy learning and support children in their efforts to expand standards of literacy and numeracy
  6. apply effective literacy and/or numeracy practices in a context of relevance.

Assessment

  1. Analysis and critique of current literature to develop structures and processes for teaching literacy and numeracy (4000 words equivalent, 50%)
  2. Select either A or B
    1. Research paper on literacy/numeracy (4000 words equivalent, 50%)
    2. Professional learning (4000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 288 hours per semester comprising:

  1. Contact hours for flexible students:
    • 12 contact hours and 24 hours equivalent of online activities over the semester or 36 hours equivalent of online activities over the semester
  2. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 14 hours of online study per term
  3. Additional requirements (all students):
    • independent study to meet the minimum required hours per semester

See also Unit timetable information

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


EDF5925 - Early years professional experience 1

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

Early Years and Primary Education: EDF5931; Early Years Education: none

Synopsis

This unit monitors early years professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 days with ages 3 to 5 years in an appropriate early years 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5926 - Early years professional experience 2

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5925

Synopsis

This unit monitors early years professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 days with ages 0 to 2 years in an appropriate early years 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5927 - Early years professional experience 3

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

EDF5925, EDF5928

Synopsis

This unit monitors early years professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 days with ages 3 to 5 years in an appropriate early years 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5928 - Early years professional experience 4

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5931

Synopsis

This unit monitors early years professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

10 days with ages 0 to 2 years in an appropriate early years 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5931 - Primary professional experience 1

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Synopsis

This unit monitors primary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5932 - Primary professional experience 2

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Prerequisites

EDF5931

Synopsis

This unit monitors primary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5933 - Primary professional experience 3

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Summer semester A 2018 (On-campus)

Peninsula

  • First semester 2018 (On-campus)
  • First semester 2018 (Online)

Prerequisites

Primary Education: EDF5932; Primary and Secondary Education: EDF5942

Synopsis

This unit monitors primary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5934 - Primary professional experience 4

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Peninsula

  • Second semester 2018 (On-campus)
  • Second semester 2018 (Online)

Prerequisites

Primary Education: EDF5933; Primary and Secondary Education: EDF5943

Synopsis

This unit monitors primary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5935 - Primary professional experience 5

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Prerequisites

Early Years Education: EDF5926; Early Years and Primary Education: all of EDF5925, EDF5928

Synopsis

This unit monitors early years professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 days with ages 5 to 8 years in lower primary school or an equivalent 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5936 - Primary professional experience 6

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

All of EDF5927, EDF5935

Synopsis

This unit monitors primary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5941 - Secondary professional experience 1

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)

Synopsis

This unit monitors secondary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5942 - Secondary professional experience 2

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • Second semester 2018 (On-campus)

Prerequisites

EDF5941

Synopsis

This unit monitors secondary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5943 - Secondary professional experience 3

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Summer semester A 2018 (On-campus)

Prerequisites

EDF5942

Synopsis

This unit monitors secondary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


EDF5944 - Secondary professional experience 4

0 points, SCA Band 1, 0.000 EFTSL

Postgraduate - Unit

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

Faculty

Education

Unit guides

Offered

Clayton

  • First semester 2018 (On-campus)
  • Second semester 2018 (On-campus)

Prerequisites

EDF5943; or for Primary and Secondary Education (accelerated): EDF5933 or EDF5943

Synopsis

This unit monitors secondary professional experience in the Master of Teaching. Students complete the required number of days and the activities specified in the unit guide. Students' learning is supported by 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 unit guide
  2. document their professional learning through means such as a professional experience folder which records lesson planning, self-reflections and an evaluation on developing practice
  3. achieve a satisfactory level of progress in their development as teachers in line with the requirements outlined in the unit guide and the placement report.

Fieldwork

15 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. This means students must achieve a satisfactory report and complete documentation of their learning as required, including detailed records of their planning and reflection on their practice during their professional experience.

Workload requirements

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. Students must attend their professional experience days and meet the required number of days as outlined in the unit guide.

See also Unit timetable information

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


HED5041 - Research project development and implementation

6 points, SCA Band 1, 0.125 EFTSL

Postgraduate - Unit

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

Faculty

Education

Chief examiner(s)

Dr Chan Chang Tik

Coordinator(s)

Dr Chan Chang Tik

Unit guides

Offered

Malaysia

  • First semester (extended) 2018 (Flexible)

Prerequisites

HED5031

Synopsis

The aim of this unit is to bring about an increased awareness into research-led teaching, professional research skills, and research writing skills. In this unit, candidates implement and systematically study the project designed in HED5031 (Higher education project: Design and literature review). This will enable them to investigate and improve their own teaching practice. Candidates shall discuss the principles of research-led teaching and its implementation in the respective discipline. This unit is offered through independent study.

Outcomes

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

  1. apply their knowledge and skills to experience research as a key area of academic work.
  2. demonstrate the skills associated with planning and implementing academic research of various types
  3. connect the principles and practices of research-led teaching and learning to their own discipline
  4. develop the ability to edit and write research reports and/or publications
  5. communicate research findings at an advanced level

Assessment

Research report (3000 words, 70%)

Personal reflection (500 words, 15%)

Online forum (500 words equivalent, 15%)

Workload requirements

Minimum total expected workload comprises:

  1. Contact hours:
    • 12 contact hours in workshops, each workshop may vary in length, but on average would be expected to be 3 to 4 hours (one half day each).
  2. Additional requirements:
    • approximately 8 - 10 hours of independent study per week comprising literature and web searches, reading/reflection time, and completions of assessment activities.

See also Unit timetable information