CALENDAR 1976 CALENDAR 197^.
WOLLONGONG INSTITUTE OF EDUCATION
JAN. 14 Diploma Committees hear appeals FEB. 4-11 Deferred Examinations
LENT TERM FEB. 16 Term begins APR. 16-20 (Inclusive) Easter recess (College office open — 20th April) 25 (Sunday) Anzac Day MAY 7 Term ends
TRINITY TERM AAAY 31 Term begins Practice begins JUNE 18 Practice ends AUG. 27 Term ends
MICHAELMAS TERM SEPT. 20 Term begins Practice begins OCT. 8 Practice ends NOV. 12 Lectures end 16 Examinations begin 26 Examinations end DEC. 17 Term ends
SCHOOL TERMS THE UNIVERSITY OF WOLLONGONG
TERM I SESSION 1-March 1 to May 9 Recess: May 10 to May 23 28th January-7th May May 24 to June 20 Study Recess: June 21 to June 27 TERM II Examinations: June 28 to July 11.
24th May-27th August SESSION 2-July 19 to August 22 Recess: August 23 to August 29 TERM III August 30 to October 31 Study Recess: Nov. 1 to Nov. 7 13th September-] 7th December Examinations: Nov. 8 to Nov. 30 Wollongong Institute of Education
Calendar 1976
P.O. BOX 1496, WOLLONGONG, N.S.W. 2500 TELEPHONE: (042) 29-2111
The material printed in this handbook outlines what is proposed for 1976. However, the Institute of Education reserves the right to vary its pro posals should circumstances, in its opinion, justify such action. '^m-f ti
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TEACHER and PUPILS TABLE OF CONTENTS
Page
I.F.C.* The Institute Calendar for 1976 I.F.C.* Academic Calendar I.F.C.* Term Dates I.F.C.* Wollongong University and Schools, 1976
7 The Wollongong Institute of Education 8 Room Plan 9 A Short History of the Institute 11 The Interim Council 12 Stafl^, 1975 16 The Academic Board 23 Membership of the Academic Board
24 Professional Experiences 24 Field Work and Demonstration Lessons 27 Demonstration Schools 29 Practice Teaching
33 Information for Students 34 General Regulations of the Institute 36 Student Organization 38 Welfare Information 41 Library Services
45 Diploma and Certificate Course Structures 45 Diploma in Teaching (Primary) 48 Diploma in Teaching (Secondary) 49 Diploma in Physical Education 49 Certificate in Health Education 51 Regulations Governing Progression and Qualification
55 Courses for the Diploma in Teaching (Primary) 56 Core Courses 62 Curriculum Studies 76 Elective Courses 109 Courses for Specialists in Infant Teaching
115 Courses for the Diploma in Teaching (Secondary) 116 Core Courses 116 Curriculum Studies 127 Elective Courses
* Inside Front Cover
3 TABLE OF CONTENTS (Continued)
Page
127 Courses for the Diploma in Physical Education 128 Physical Education Strand 134 Core Physical Education 134 Education 136 Scientific Bases of Human Movement Strand 141 Elected Area 148 Communication Skills 149 Field Work
151 Courses for the Certificate in Health Education 152 Health Education 1 152 Health Education 11 or III 153 Health Education IV
I.B.C.t Calendars 1975, 1976, 1977, 1978 t Inside Back Cover
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THE ADMINISTRATIVE OFFICE AND THE STUDENTS' UNION
:'M •VJ; J- ,A mm - •?.' "* ^WH ''.' 4^
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Wollongong Institute of Education
A SHORT HISTORY THE INTERIM COUNCIL STAFF, 1975 THE ACADEMIC BOARD D 3 -— CD Oi O -i£ Q- 2i c «Q- c A Short History of Wollongong Institute of Education
The first students of Wollongong Teachers College were enrolled in 1962 and with Mr. W. C. McGrath as Principal and Dr. F. C. Whitebrook as Vice Principal were housed at Wollongong Technical College. In 1963 the first buildings were completed on the site at the foot of Mount Keira, and by the time the College was officially opened by the Minister for Education in 1965, the Music Centre, Library and Gymnasium were also in use. AAore recently two blocks of offices for lecturers and a union building have been added, and the administration block has been extended. To the original 2-year course for Primary and Infants teachers, a 3-year course for the Diploma in Physical Education was added in 1965; since 1968 the College has assisted the Wollongong University College in the work for the Diploma in Education. The 3-year course for Primary and Infants teachers, to culminate in the award of the College's Diploma in Teaching, was introduced in 1969 but, because the opportunity for a third year of full-time study was available only to thirty-five students, an External Studies division was set up to enable the remainder to qualify for the diploma by part-time study by correspondence after entering the teaching profession. The first thirty students qualified for this diploma in December, 1971. Commencing with the 1973 intake, all General Primary and Infants students will follow a full-time course of three years for the diploma. Full-time, 3-year diploma courses for teachers of secondary school Mathematics or English with History were introduced in 1971. From 1965 to 1972, a small number of students and two lecturers went to the Western Highland District of New Guinea each year for a period of Practice Teaching. From 1966 to 1973, teachers from Uganda, Tanzania, Zambia, Lesotho, Fiji, Samoa, Gilbert and Ellice Islands, Guyana, Mauritius and Hong Kong came to further their studies in Infant Education and Physical Education. In 1970, Her Majesty, Queen Elizabeth II and their Royal Highnesses, the Duke of Edinburgh and Princess Anne visited the College and met a large group of representatives of educational institutions of the lllawarra District; in 1971 His Excellency, Sir Paul Hasluck, Governor-General of Australia, also honoured the College with a visit. In 1969, Dr. Whitebrook was succeeded as Vice Principal by Mr. Walter Pike. Mr. W. C. McGrath retired at the beginning of 1973 and was succeeded by Mr. M. E. Hale. Throughout its existence, the College has been concerned to provide oppor tunities for students to broaden knowledge of their environment through travel. Accordingly a variety of excursions has been undertaken by groups of lecturers and students. The "Centre Trip" — usually during the May vacation — has become a regular feature as also has the bi-ennial trip to the Adelaide Festival. On 1st September, 1971, the College was declared by the Minister for Education to be a college of advanced education under the Advanced Education Act of 1969. During 1973, a committee comprising representatives of Wollongong Teachers College, Wollongong University College, the University of New South Wales and the Department of Education, under the chairmanship of Major General Sir Ivan Dougherty, made recommendations to the Minister for Education as to the future relationships of the College and the University College. As a result, the Minister announced that a merger would take place as from 1st January, 1975. A joint Working Party continued to meet to work out the details of this develop ment. Meanwhile, as a step towards this end, the Minister declared that from 1st January, 1974, the College would become Wollongong Institute of Education and that the Principal and Deputy Principal would be its Director and Deputy Director. On Monday, 24th June, 1974, the Minister for Education, the Hon. E. Willis, M.L.A., announced that the proposed amalgamation of this Institute with The Uni versity of Wollongong could not now take place. Since that date developments towards autonomy have been steadily progressing. An Interim Council was established in November, 1974, with Mr. R. J. Pearson as its Chairman. The admin istration and support staffs have been enlarged and Mr. G. Hall was appointed Secretary in 1975.
THE BADGE With the creation of the Institute of Education to carry on the work of the Teachers College, the College badge has been retained. Designed by Mr. J. W. Cramp, a former lecturer at the College, the badge with its two flames of knowledge symbolises the influence of teacher education in both a local and a wider context.
10 Interim Council
The Interim Council was constituted as follows in November, 1974.
Mr. R. J. Pearson, General Manager, Metal Manufactures Ltd., Chairman of the Council. Mr. J. D. Coady, Principal, Dapto High School. Mr. 1. Chapman, Headmaster, The lllawarra Grammar School. Mr. R. J. Dobinson, Dental Surgeon. Mr. W. Dyer, Company Director. Mr. E. Eve, Principal, Fairy Meadow Demonstration School. Mrs. J. Ferguson, Bookseller. Mr. J. Gammage, Principal Lecturer, Wollongong Institute of Education. Mr. B. Gillett, Director of Educafion, South Coast Area. Mr. P. T. Graham, Government Architect's Department. Assoc. Prof. J. S. Hagan, Department of History, The University of Wollongong. Mr. M. E. Hale, Director, Wollongong Institute of Education. Mr. P. Kalyvas, Student member, Wollongong Institute of Education. Mr. F. G. AAclnerney, Solicitor of the Supreme Court of N.S.W. Mr. D. S. Pearson, Principal, Wollongong Technical College. Mr. W. Pike, Deputy Director, Wollongong Institute of Education. .Mr. K. Reilly, Engineer, Wollongong City Council. Mr. T. J. Wren, Chairman of Wollongong Hospital Board.
11 Institute Staff 1975
ADMINISTRATIVE STAFF
DIRECTOR Maurice E. Hale, M.A., A.B.Ps.S., J.P.
DEPUTY DIRECTOR AND DEAN OF STUDENTS Walter Pike, M.A., Dip.Ed., Dip. P.A., M.A.C.E., J.P.
DEAN OF STUDENTS
Hazel Holmwood, B.A., M.Ed., Dip.P.E., M.A.C.E.
SECRETARY George L. Hall
SENIOR LIBRARIAN Mary T. Tow, B.A., A.L.A.A.
12 Academic Staff
ACADEMIC STAFF ART/CRAFT Francis W. Osborne, B.A., A.S.T.C, M.l.l.A. Anthony E. Bell, B.A., A.S.T.C, M.l.l.A. A. Joan Chappie John A. Chappie, B.Sc, A.S.T.C. Raymond Gall, A.S.T.C, M.l.l.A. J. Howard Mitchell Peter L. Shepherd, Dip. Art (Ed.). John A. Shipperlee, Dip. Art (Ed.). Arthur R. Smith, Dip. Art (Ed.). Leo Sturman, N.D.D., A.T.C
EDUCATION Kenneth V. Mathews, B.A., M.Ed. Donald G. Asquith, B.A., M.Ed. Isobel R. Barr Kenneth Davies, M.A., M.Ed., M.A.C.E. Brian M. GafFney, B.A. Maurice E. Hale, M.A., A.B.Ps.S., J.P. Donald P. Hogan, B.A., Ph.D. Hazel Holmwood, B.A., M.Ed., Dip.P.E., M.A.C.E. Adrian R. Hurley, B.A., M.Ed., Ph.D. Peter J. Keeble, B.A., M.A.C.E. Paul T. Mawter, B.A., M.Ed., Ph.D. Kevin P. Moffat, M.A., Dip. Ed. Keith A. McLellan, B.A., M.Ed., Dip. P.E. Wendy E. Pullin, B.A. William N. Winser, B.A., Dip. Ed., M.A., M.A.C.E.
ENGLISH Arch. R. H. Millar, B.A., Dip. Ed., M.A.C.E. Robert W. Colvin, M.A., M.A.C.E. Allan Curtis, B.A., Dip. Ed. Pat F. Farrar, B.A. Peter C Geekie, B.A., Litt.B. Thomas J. Langston, M.A., Dip. Ed. Ronald K. Pretty, M.A. Vincent H. Rees, B.A., Dip. Ed. Barry C Waters, B.A., Litt.B.
13 HEALTH and PHYSICAL EDUCATION David R. A. Anderson, B.A., M.Ed., Dip. P.E., M.A.C.E.
Duncan D. Dawson, Dip. P.E. Harry G. Fuller, B.Sc, Dip. P.E. Frederick Frame, B.Sc., Dip. P.E. George V. Gedge, B.A., Dip. P.E. Michael J. Hatton, M.Sc., Dip. P.E. Carolyn L. Hurley, M.Sc., Dip. P.E. Yvonne B. Kerr, Dip. P.E., Health Cert. Brian J. Matthews, Dip. P.E. John Patterson, M.Sc, Dip. P.E. Thomas F. Penrose, M.Sc, Dip. P.E. (on leave, 1975). Patricia A. Rees, Dip.P.E. Sylvia A. Rice, Dip. Ed. (P.E.). Carol A. Steel, Dip. P.E., Health Cert. Barry Watkin, M.Sc, Dip. P.E. Noel Whiteley, B.A., Dip. P.E. Richard G. Wilsmore, B.P.E., Dip. P.E. Maureen F. Wright, B.A. M.Sc, Dip. P.E.
AAATHEAAATICS Joan A. Shaw, M.A., M.Ed., Dip. Ed., M.A.C.E. Norman R. Aylward, B.A., Litt.B. Marilyn Brooks, M.A., Lift. B. Raymond J. Crawford, B.Sc, Dip. Ed., M.Sc. Neil Masters, B.A. Bede E. Murray, B.A., M.Sc(O.R.), M.A.C.S. Ronald W. Wilcox, M.Sc, Dip.Ed. Graham K. Winley, B.A.
MUSIC Rodney A. Hollands, B.A., D.S.C.M., M.A.C.E. C. Keith Baxter, D.S.C.M., F.T.C.L. John Wayne Dixon, L.T.C.L., A.Mus.A. Robert A. Smith, Dip.Mus.(Ed.), A.Mus.A. John Stender, D.S.C.M.
Tutors Jan Baxter (Violin). John Freeland (Flute). Colleen McMeekin (Cello). Alan Mann (Brass). Claude Rousseuw (Clarinet). Vanessa Woodhill (Oboe and Recorder).
14 NATURAL SCIENCE John W Gammage, B.A., B.Sc. Agr., M.A.I.A.S., M.A.C.E.
William S. A. Chapman, B.A., B.Sc, Dip.Ed. Barry Harper, B.Sc, Dip. Ed. Malcolm McD. Harris, B.A. William Mowbray, B.Sc, A.S.T.C Kevin M. Rigby, B.A., B.Sc, Dip.Ed. Ellis R. Thomas, B.Sc, A.S.T.C.
SOCIAL SCIENCE David B. Stamp, B.A., M.Ed.
Howard Akitt, M.A., U.E.D., M.A.C.E. Rosemary Auchmuty, B.A. Bevan J. Ferguson, B.A., M.Ed. Jack Huxley, B.A., Dip. Ed. Bruce Pennay, M.A. Walter Pike, M.A., Dip.Ed., Dip.P.A., M.A.C.E. Brian Rogers, B.A., B.Ec, Dip.Ed. John Scarlett, B.A., M.Com.
EXTERNAL STUDIES Director Howard Akitt, M.A., U.E.D., M.A.C.E. Assistant Director Jack Huxley, B.A., Dip.Ed.
ADMINISTRATION Allan M. House, Dip. Tech.(Public Admin.) (Services). Donald Rose, F.C.I.S., A.F.A.I.M., A.A.S.A., J.P. (Finance).
Geoffrey R Bailey (Purchasing). John E. K. McDonald (Student Services). David W. McNeice, A.A.P.A. (Accounts). Gary W. Ryan (Personnel).
15 The Academic Board
CONSTITUTION
A. Preamble 1. Wollongong Institute of Education is a College of Advanced Education under Clause 17 of Act No. 65/1971, "The Higher Education Act." 2. The Academic Board, established by the staff meeting on 12th March, 1973, and approved by the Director, is responsible to the staff meeting, the forum of staff opinion. Normally the Director is guided by this opinion. 3. The Academic Board shall make decisions and submit recommendations to the staff, in the manner set out elsewhere in this constitution, on matters within its authority. 4. The Academic Board shall implement decisions approved by the staff and Director and shall determine any necessary rules, regulations, or procedures for so doing.
B. The Functions of the Academic Board 1. a. The Academic Board shall be responsible for the courses of study to be followed by students, but b. The detailed control of the subject matter of courses is the responsibility of heads of departments of the Institute. 2. The Academic Board; a. Shall consider and make recommendations to the staff concerning any matter referred to it by the Director, or with his consent; b. May refer matters to the staff or to a subject department or to any com mittee for consideration and report; c May establish committees, which may include persons other than its own members; d. May consult with any person or persons; e. May make recommendations on : (i) the selection, admission, examination and classification of students (ii) academic awards and prizes (iii) practical school experiences (iv) the advising of students (v) the professional development of staff (vi) research (vii) use of equipment (viii) the library and the office (ix) the organisation of the Institute (x) financial matters (xi) relafionship between the Institute and other Institutions.
16 3. Any matter referred to the Board between meetings may be referred by lhe Chairman to an appropriate existing committee. The Chairman shall report such action to the Board at its next meeting.
C. Composition and Appointment of Members 1. The Academic Board shall consist of twenty-one members, as follows : a. One member from each department elected by that department; eight members of staff to be elected by and from the staff as a whole, and two student members to be elected by and from the student body. b. The Director and Deputy Director as ex-officio members. c The non-voting Secretary of the board who shall be appointed by the staff meeting. 2. In the case of elected members of the Board the following procedures shall apply : a. For the election of members to represent the departments, the head of another department shall act as Returning Officer. All members of the department shall be considered nominated except lecturers who notify the Returning Officer that they do not wish to stand. Voting shall be by secret ballot on the preferential voting system. Preferences are to be exhausted. The Returning Officer shall notify the Secretary of the Board of the results of the election as soon as possible after voting has taken place. b. The election of members to represent the staff shall be by secret ballot employing a preferential system of voting. The Secretary of the Board shall be the Returning Officer. Nominations shall be in writing and be signed by the nominee and two proposers. Candidates shall draw for positions on the ballot paper. c. Election of the student members will be conducted annually by the Student's Association, using a preferential system of voting. d. The Secretary of the Board shall publish by notice or circular a full list of the names of the members of the Board, appropriately classified, as soon as practicable. 3. The Academic Board year will be from 1st July of one year to 30th June in the succeeding year. 4. Members elected by the staff as a whole will hold office for two years. Mem bers elected from departments will hold office initially for one year, and thereafter for two years. 5. All retiring members of the Board will be eligible for re-election. 6. The election of staff representatives will be completed by the 22nd June each year. The election of student representatives will be held annually in the month of June. 7. The Academic Board will elect its own Chairman at its first meeting each year. 8. The Academic Board will meet at regular intervals, at least ten times per annum. The agenda for meetings of the Academic Board will be circulated to
17 members of the Board, members of slaff, to the Student Association, and displayed for the perusal of students at least three working days prior to a meeting of the Board. Minutes of meetings of the Academic Board will be similarly circulated as soon as possible after each meeting. 9. With the permission of the Academic Board the Chairman may introduce, a. Any non-controversial or formal matters requiring attention, or without notice, b. Any matter requiring urgent attention. 10. If, in the opinion of the Chairman of the Academic Board, a matter arises that requires the urgent attention of the Board, a meeting of the Board may be summoned with less notice than three working days in advance provided that all reasonable steps have been taken to advise members of the Board, members of the staff, and students. 11. Meeting of the Academic Board will be open to observers from the academic staff and the student body of Wollongong Institute of Education. Such ob servers shall have no speaking or voting rights. 12. Notwithstanding the provision of Clause Cll above, the Chairman of the Academic Board has the power to hold discussions in camera. 13. The extent of the revelafion of any matter regarded as confidential shall be left to the discretion of the Chairman of the Board.
D. The Relafionship Behveen Academic Board and Staff Meeting
1. The decisions of the Academic Board may be challenged by the staff meeting. Where it is practicable these decisions may be reversed. Where rejection is not practicable the staff meeting may indicate the policy to be followed in similar circumstances on future occasions. 2. The Academic Board is responsible to the staff meeting. The Board's compo sition, powers and responsibilities have been determined by the staff meeting and may be altered by a majority vote of a specially convened staff meeting. With knowledge of Academic Board decisions, and within seven days of receipt of Academic Board minutes, the Director may be asked to call a staff meefing to discuss these decisions by either an Institute Department or by twenty individual members of staff. The request for such a staff meeting, together with a statement of the decision or decisions nominated for dis cussion, must be submitted to the Director in writing and signed by those requesting the meeting. In the case of an Institute Department, the request must be signed by a majority of the members of that Department. 3. Should a majority of the Academic Board request it, the Board may at any time request the Director to convene a staff meeting to ask the staff to make decisions on any matter.
18 E. Rules for Meetings
1. A quorum shall be 50% of the members of the Board, plus 1. 2. The names of those present at each meefing shall be recorded. 3. AAembers of the Board are expected to attend all meefings unless granted leave of absence by the Board. 4. The Board may grant leave of absence for a period of up to four months. 5. When a member of the Board has been granted leave of absence, the Board may ask for the election of a temporary member, elected in the same way as the member on leave, to act during the member's absence. 6. Membership of the Board shall lapse if the member fails to attend two con secutive meetings without leave of absence for those meetings. 7. If a member of the Board expects to be absent for four months or more, the seat shall be declared vacant and an election held: the replacement member to be elected in the same way as was the member whose seat has been declared vacant. 8. Where a member of the Board has been granted the maximum leave of absence of four months and fails to attend the next meeting following that period the seat shall be declared vacant and filled by election. 9. In the event of the resignation of a member of the Board a replacement member shall be elected in the same way as the person resigning. 10. Members of the Board elected under Clauses 7, 8 and 9 above shall hold office for the remainder of the term of the members replaced. 11. In the absence of the Chairman, the most senior elected member of the Institute staff present shall take the chair. 12. The Chairman shall have a cumulative vote but not a casting vote. In the event of the vote on a motion being equal in number, the Chairman shall declare that the status quo prevails. 13. In debate, speakers for and against the motion shall be alternated. The same member shall not speak twice on the same motion without the approval of the Chairman. The Chairman shall check speakers if what is being said is not relevant to the motion being discussed. When the debate is complete the mover of a mofion shall be given a maximum of three minutes to reply. 14. Board members shall not speak until called upon by the Chairman. 15. When a motion is passed that the motion be now put, the Chairman shall give the mover of the motion the right of reply, and shall then put the motion. 16. The Chairman's ruling on all points of order and procedure shall be final, unless a mofion is moved, seconded and carried "That the Chairman's ruling be disagreed with." 17. When there is a motion of dissent from the Chairman's ruling the most senior elected member of the staff present, not being the Chairman, shall take the chair. The mover of the dissent motion shall be given not more than two minutes to explain the reason for the motion and the chairman shall have not
19 more than two minutes to explain his ruling. The motion then put to the meet ing will be "That the Chairman's ruling be upheld." 18. Should any matter of urgency arise, a member may move that the order of business on the agenda be varied for a stated period of time to allow the urgent question to be discussed. 19. A motion that the meeting resolve itself into committee may be carried so that there shall be no restriction on the number of times a member may speak to the question. 20. Resolutions may be rescinded only by giving notice of motion. 21. Motions on notice shall be given priority on the agenda. Members are urged to give notice of motion of all important business to enable proper considera tion of that business. The notice of motion may be given at the previous meeting, or it may be delivered to the Chairman five working days prior to the meeting. 22. Reports of Diploma Committees, ad hoc committees, and other reports to be discussed at any meeting should be in the hands of board members at least three working days prior to the meeting. 23. Other meeting procedures shall be according to general custom.
F. The Boards of Studies
1. The following committees, to be known as Boards of Studies, shall be established : Board of Studies in Primary Education Board of Studies in Secondary Education Board of Studies in Health and Physical Education 2. Each Board of Studies shall consider and make recommendations to the Academic Board on the following matters : (i) structure and organisation of courses within its areas; (ii) the selection, admission, examination, and classification of students; (iii) academic awards and prizes; (iv) practical school experiences; (v) the advising of students; 3. The composition of the Board of Studies in Primary Education shall be: A Chairman appointed by the Academic Board One representative from the Institute department of education One representative from health education, and One representative from each of the eight (8) courses in curriculum studies Two representatives elected by the students taking a primary course. 4. The composition of the Board of Studies in Secondary Education shall be : A Chairman appointed by the Academic Board; One representative from each of the Institute departments of education
20 English, mathematics, social science and/or each department engaged in preparing students to teach in its subject area. Two representatives elected by the students taking a secondary course. 5. The composition of the Board of Studies in Health and Physical Education shall be : A Chairman appointed by lhe Academic Board. Four representatives from the physical education department. One representative from each of education, science, social science and com munication (English, art, music). Two representatives elected by the students taking the course in physical education. 6. The Chairman of each of the Boards of Studies will be appointed annually by the Academic Board at its first meeting. 7. a. Other representatives of staff will be elected annually by their respective departments in any way the department deems fit, provided that the election is completed within fourteen days of the first meeting of the board, b. Student representatives will be elected to the Boards of Studies at the same time as the student representatives are elected to the Academic Board, and by the same method. 8. Student representatives to a Board of Studies may not be present at a Board of Studies meeting when decisions on examination results are being made or discussed. 9. With the necessary changes in wording, clauses 2-11 of the rules for meetings of the Academic Board will apply also to Boards of Studies. 10. In any circumstances where a Board of Studies has no rule, the rules set out for the Academic Board shall also apply to the Board of Studies. 11. An existing Board of Studies will continue to function until the new com mittee has been elected. 12. The Board of Studies shall report to the Academic Board at least monthly. The reports of the various Boards of Studies shall be standardised, and shall make obvious any matters requiring the attention of the Academic Board, the standardised arrangement being determined by the Chairman of the Boards of Studies.
G. Administrative Committees
1. The Academic Board may appoint any Administrative Committees it deems fit to implement policies, either directly or through the several Boards of Studies. 2. An Administrative Committee may make recommendations either direct to the Academic Board or to the appropriate Board of Studies on any matter rel ative to its area of administration.
21 3. The Chairman of Administrative Committee shall be appointed by the Academic Board after consultation with the Director of the Institute. 4. Details of the functionings of administrative committees shall be determined by the committees individually. 5. Administrative committees, once appointed, shall function for an indefinite time at the discretion of the Academic Board.
H. Ad Hoc Committees 1. a. The Academic Board and/or the Boards of Studies may appoint ad hoc committees to consider any matter or matters referred to them. These committees shall report to the body establishing them, and shall then cease to exist, b. Boards of Studies may set up ad hoc committees which include student members, to discuss matters concerning which student advice could be significant. 2. The Chairmen of ad hoc committees appointed by the Academic Board shall make monthly reports to the Board during the period of their existence.
22 Membership of the Academic Board
CHAIRAAAN J. W. Gammage
DEPARTMENT REPRESENTATIVES (To hold office until 30th June, 1976) Art and Craft: F. W. Osborne Education : K. V. Mathews English : A. R. H. Millar Health and Physical Education : D. R. A. Anderson Mathematics : B. E, Murray Music : R. A. Hollands (L.o.A., subsfitute J. G. Stender) Natural Science : J. W. Gammage Social Science : D. B. Stamp
STAFF REPRESENTATIVES (To hold office until 30th June, 1977) D. G. Asquith R. W. Colvin B. J. Ferguson D. P. Hogan W. Mowbray B. Pennay R. K. Pretty J. A. Shaw
STUDENT REPRESENTATIVES Martin Arrowsmith William Waterhouse
EX-OFFIClO MEMBERS M. E. Hale W. Pike
SECRETARY A. House
23 Professional Experiences
9 FIELD WORK AND DEMONSTRATION LESSONS 9 DEMONSTRATION SCHOOLS 9 PRACTICE TEACHING
FIELD WORK AND DEMONSTRATION LESSONS
Visits to the Demonstration Schools provide opportunity for students to observe teachers and children at work. Field work programmes require studies of the development and performance of individual children. Demonstration lessons allow students to observe experienced teachers employing a variety of teaching strategies. In general, each lesson observed will focus on one particular teaching strategy, but some basic skills such as explanation, narration and questioning will form part of almost every lesson. In addition, demonstration lessons provide oppor tunity for students to observe the skills of classroom management applied in a variety of situations. At the schools, before a field work task or demonstration lesson begins, a period of up to fifteen minutes is allotted for "briefing" of students by lecturers and teachers who discuss the work to be done in terms of the immediate class room situation. Following the field work task or demonstration lesson, a period of up to thirty minutes is given over to lecturer-teacher-student discussion. Subsequently students record their observations and impressions so that, over a period of three years, they build up resources of educational data which should prove invaluable during the first few years of teaching.
Arrangements for Demonstration School Visits Students should be present at schools as under :
FIRST YEAR Primary: Tuesdays, 11.10a.m. to 12.45p.m. (Demonstration Schools) Secondary: Wednesdays, 11.10a.m. to 12.45p.m. (Demonstration Schools)
SECOND YEAR Primary: Thursdays, 11.10a.m. to 12.45p.m. (Demonstration Schools) Secondary : Fridays, at selected times (High Schools)
THIRD and FOURTH YEARS All courses : As arranged with school principals by Institute lecturers. Students are expected to make their own transport arrangements for school visits.
24 «
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THE LIBRARY AND THE GYMNASIUM
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'" ""' m " ' ^^rn^^^^S, CHILDREN OF THE DEMONSTRATION SCHOOL
26 Demonstration Schools
FAIRY MEADOW DEMONSTRATION SCHOOL
PRINCIPAL Mr. E. T. Eve, B.Ed., M.A.C.E., M.A.I J.D.
DEPUTY PRINCIPAL MISTRESS OF INFANTS DEPARTMENT Mr. O. K. Davies, B.A. Mrs. A. Limon
DEPUTY MASTERS/MISTRESSES Mr. D. A. Osborne, B.A., B.Ed., Mr. K. J. Swinbourne, Mrs. B. Wood
The demonstration school situated on the corner of Prince's Highway and Balgownie Road, Fairy Meadow, is approximately one and a half miles from the Institute. This first class school has both Primary and Infants departments, and is staffed with experienced teachers who have been specially chosen by the Depart ment of Education to demonstrate methods of teaching to trainee teachers. The importance of this school, which all students visit frequently for the purpose of observing lesson techniques, cannot be overestimated for it is here that students become familiar with the practical application of methods which have been consid ered in Institute lectures. Thus the school plays an integral role in teacher-training and works in close liaison with the Institute. Demonstration lessons are planned two weeks before the lessons are given by the teachers and are the result of careful planning by the lecturers, executive officers and teachers of the school. The demonstrating teacher writes the notes for his/her demonstration lesson and a copy is given to each student before the lesson takes place. Demonstrations to first year students usually illustrate basic methods in the various subjects of the curriculum. Second year demonstrations aim at an exten sion of these methods to produce efficient teaching procedure. Further extensions into varieties of teaching strategies and innovations in demonstration lesson pro cesses (team teaching, micro-teaching, videotaping) occur during third year of this experience. The Demonstration School provides important services in a number of other fields. In the first instance it affords the necessary link with theory and demon strates that theory in practice, at the same time providing the opportunity for stu dents to "keep in touch" with children in the five to twelve age group. It also allows students to observe, at first hand, modern teaching methods, modern equipment and experimentation in classroom dynamics, and opportunities exist for students to participate in some of the demonstration lessons. Lecturers and students
27 are afforded an opportunity to experiment in the field of educational psychology- It is at this school that material for case studies is gathered.
The School asks that students observe the following simple rules of conduct : (a) Students should usually assemble at the Students Centre (see plan) and should not enter classrooms before 11.10 a.m. (b) Students are requested to be in at tendance at the school at the time set down by the lecturer and/or as shown on the demonstration notes. Late arrivals will not be permitted to enter a classroom once the dem onstration has commenced. (c) Quiet, orderly movement of students through the corridors and to and from the demonstration rooms is re quested. (d) Students should use the concrete paths when entering the school grounds. (e) Dress should be appropriate to the occasion. Students should not wear jeans or thongs. In exceptional cir cumstances, such as hot weather, when a coat is not worn, a long- sleeved shirt with tie is acceptable. PRINCES HIGHWAY
FAIRY MEADOW DERflONSTRATION SCHOOL
MOUNT KEIRA DEMONSTRATION SCHOOL
PRINCIPAL Mr. B. R. Banks, B.A.
This is a two-teacher school situated at the foot of Mount Keira with a pan oramic view of Wollongong. It is about three miles from the Institute on Mount Keira Road. Second year students visit the school at least once during the year for dem onstrations. Other second year students have the opportunity to undertake practice teaching in the school. This school is typical of hundreds of other small schools operating throughout New South Wales. Individualised instruction is at a premium. Students will be in a position to observe in action the initiative and independence engendered and the unique teacher-pupil relationship which is a feature of small school education.
28 Practice Teaching
The Standing Committee on Practice Teaching set up by the Academic Board and responsible to it consists of the Deputy Director as Chairman, two staff members from each of the Diploma Committees, and one student representing each of the three areas. Primary, Secondary and Physical Education. Lecturers as required are co-opted to the committee for the organisation and management of practice teaching which involves placing more than 900 students in about 100 cchools. The general pattern is that of two "block" practices each of three weeks' duration at the beginning of second and third terms in each year of the course, except that Primary students in their third year have, in the past, had one six-week period of practice. The approach to practice teaching is based on the assumption that it is a school experience which represents a learning and self developing situation for every student, and attempts to provide the following : 1. A graded process of initiating the student into the school and classroom situation through graded observation, participation in the activities and duties as a teacher's aide, and teaching in a "micro" or limited situation. 2. A pattern of student development to include : (a) the building of confidence. (b) the building of awareness of individual differences amongst learners. (c) the development of teaching skills. (d) the development of a personal style of teaching. The process of evaluating student progress has been considerably modified by abolishing "grading" of students in relation one to another and by assessing progress in relation to stated objecfives. Reports are written by an assisting lecturer in consultation with the student and the teacher(s) with whom he has been working. A "student log" provides a cumulative record of practical school experiences and student progress and a repository of useful ideas.
THE STUDENT IN THE SCHOOL
During practice teaching students are to regard themselves as temporarily attached to the school staff and under the general control of the principal of the school or the mistress of the infants department or the person appointed to be the school's co-ordinator of practice teaching. Each primary student is usually attached to one class and teacher not only for observing and teaching in the class but for assisting the teacher and taking
29 part in the duties for which the teacher is responsible (e.g., playground super vision).
3. Students working in High Schools are usually attached to a number of teachers as appropriate to their courses, but they are expected to assist teachers and take part in school duties and activifies as directed by the school principal, co-ordinator or other person deputed by the principal.
4. Students are normally required to be present for the whole of the school day and they will sign a time-book each day indicating time of arrival and departure and the place and time of lessons to be given.
5. In case of absence during practice teaching, students are required to : (a) notify the principal of the school before the beginning of classes. It will be sufficient if another student at the school conveys a message to the principal. (b) report to the principal of the school immediately on return to duty and obtain from him a leave of absence form provided by the Institute. This form should be addressed to the Deputy Director of the Institute and forwarded through the principal of the school. This form should always show the student's institute section number.
6. First year students will follow the modified programme in their first period of practice teaching, followed by gradually increasing responsibility during the second practice. Second year students will generally be required to teach two hours per day and to gain experience in a broad range of teaching skills. Third year students will be expected to take part in the planning of a pro gramme and to implement a major portion of it in the classroom. They will teach for about half of each day as a normal load while being responsible at least once in each week for a full day's teaching.
7. (a) Lecturers will advise on lesson notes but where full notes are required they should follow the general plan of demonstration lesson notes and should be sufficiently detailed to make it clear that real thought has been given to the lesson, and its needs foreseen in preparation. (b) Students should use a foolscap-size book for their lesson notes or day book. The upper half of the left-hand page may be used for chalkboard plans, lists of examples, analysis of results, etc., leaving the lower half for comment by the class teacher or supervisor and/or for the student's own criticism of the lesson. (c) These lesson notes or day-book, should be shown to the class teacher prior to the presentation of the lesson and in sufficient time for such changes to be made as the teacher may suggest. (d) Second-year students will write full lesson notes for two lessons each day, and use day-book form for the remaining lessons on that day. Third-year students will record all preparation in day-book form.
30 (e) Students are advised to seek the co-operation of the class teacher in securing their teaching timetables as far in advance of the day's teaching as may be convenient and practicable.
In addition to formally structured observations of class room reacfions as set out for First Year, all students should be continuously seeking useful inform ation and ideas in such areas as the following : (a) Classroom Management The student should observe the class teacher at work and take note of the procedures employed to establish and maintain routine in the class room, e.g., control of movement; distribution and collection of materials; reasons for seating arrangements; groupings; use of praise and censure; competition and incentive; methods of dealing with correct and incorrect answers; methods of correcfing written work, etc. (b) Teaching Procedures Useful aids (ideas for arts and crafts, progress charts, school texts, teacher reference texts, equipment). Teaching skills (questioning, revising, recording, testing, follow-up). Grouping for specific teaching purposes. (c) Manners and Attitudes This is a fundamental aspect of teaching and the student should recognise that any contact he has with school children represents an infiuence that extends beyond the stated specific aims of any lesson. What attitudes does the teacher develop so that the longer he takes the class the more readily teachable will the children become? What is done to help children develop a sense of concern and eagerness with relation to learning itself? What is done in relation to honesty, obedience, courtesy, care of school property ? What is of importance for achieving harmony within the classroom and "tone" in the school ? (d) School Organization School roufines (assemblies, special subject organizafion such as choir, "wet weather" planning, etc.). Major items of school equipment. How provided — the Department and the P. and C, how maintained, how repaired. Consider an order or priority in the building up of such equipment. Extra-curricular duties of members of staff. Schemes for reading, wrifing, etc., planned to operate throughout the school as a whole. (e) Programmes List of the source materials consulted in the preparation of lessons. Study the goals of the programme and their relationship to the needs of the community.
31 Observe how the programme is set out and how provision is made for integration of subjects. Students should remember that, while observation should include critical awareness, no adverse assessment may be recorded in the observation book.
9. The information gathered under the foregoing heads should be collected together into the "log-book" which should be retained throughout the period of teacher education as an ongoing and cumulative record as mentioned above.
10. Special care should be taken with dress, deportment and speech, in keeping with the dignity of teachers as professional people.
11. It is obviously necessary for students to develop a neat and legible style of board wrifing and regular practice is suggested. Students in Primary and Infants classes are expected to practise the style of writing used in the school or department.
12. While every student will be receiving professional assistance from one or more teachers, a member of the Institute lecturing staff will be on hand to advise and assist. In addition, this lecturer is responsible for the preparation of a report on the student's work and progress in consultation with the teacher and the student.
13. The Institute Library is open during practice teaching periods as follows: Mondays to Thursdays, 9.00 a.m. to 9.00 p.m. Fridays, 9.00 a.m. to 5.00 p.m. Teaching aids of all kinds are available.
14. Students incurring travelling or accommodation expenses in excess of norma! may receive assistance from the Teacher Education Scholarships office up to an amount of $20.
HOME PRACTICE
1. Where considered necessary, the Institute may direct some students to engage in practice teaching during the latter part of the summer vacation.
2. Students may select their own schools, subject to Institute approval, but all such arrangements must be made through the Deputy Director.
3. For this practice, no travelling or other expenses incurred by students will be refunded.
4. Students should prepare lesson notes and add to observation books as ap propriate.
32 Information for students
GENERAL REGULATIONS OF THE INSTITUTE STUDENT ORGANIZATION WELFARE INFORMATION LIBRARY SERVICES
33 General regulations of the Institute
Enrolment All first year students are required to enrol on 16th February, 1976, at the Institute. Later year students will enrol on 23rd February.
Compulsory Fees The following fees are compulsory and are payable on the day of enrolment unless evidence is produced that the student is a scholarship holder with the N.S.W. Department of Education. Student Association fee — which in 1975 was $14.50 Library Deposit — ,, ,, „ „ $5.00 (the library deposit is refunded at the end of the student's course). The Student Association fee is used to finance student sporting and club activities and to provide amenities of various kinds. It is paid by the N.S.W. Department of Education for its scholarship holders.
General Office Hours The General Office will be open for business between 9.00 a.m. and 5.00 p.m. from Monday to Friday.
Use of Institute Premises Student groups, societies or clubs wishing to use Institute premises should contact the Director or Deputy Director. The Director's Secretary keeps a record of the booking of rooms.
Dress Students are expected to be professionally attired when attending school for demonstrations or teaching practice. (For example, men will normally be expected to wear collar and tie on these occasions).
Smoking Smoking is not permitted in Lecture Rooms, corridors or Library.
Correspondence Students writing to the Director, Secretary, or any member of the staff should indicate the number of their section and, where applicable. Department serial number immediately below their signature.
Leave of Absence Where leave of absence of half a day or more is anticipated, an application for leave must be submitted in advance to the staff adviser. Any student who is compelled to be absent without not'ice, should telephone the Deputy Director or the Dean of Women or arrange to have this done.
34 Full reasons for any absence are to be given on the special Application for Leave of Absence card available at the office, and the completed card should be delivered to the Staff Adviser immediately attendance at lectures is resumed. A medical certificate is necessary for absences of more than three days. However, there may be occasions when a student is required to present a medical certificate for recurrent absences of less than three days. Failure to fulfil these requirements may result in leave not being granted. Regulations to be observed when a student is absent from a school during a practice teaching session, or from a recognised examination are detailed under "Practice Teaching" and "Regulations Governing Progression and Qualification" re spectively.
Lecturer Not at Lecture If a lecturer fails to arrive at a lecture within five minutes of the advertised time of commencement of the lecture without prior warning or explanation, the section representafive shall make an effort to contact the lecturer concerned. If he cannot do so, and if the lecturer has not arrived wthin ten minutes of the time of commencement of the lecture, the section representative may dismiss the section. He should immediately report his action to the Deputy Director or in his absence the Secretary.
Care of Property Students should take all commonsense precautions with property, and avoid, as far as possible, bringing large sums of money or valuables to the Institute. These should not be left in rooms or corridors. Valuables may be left with the Administrafive Officer or Gymnasium Attendant for safe keeping during the day, but not overnight.
Student Accommodation The Institute attempts to provide information about accommodation and students with problems of this kind should consult the accommodation advisers. Students should notify the Student Services Office prompfiy of any change of address.
Tidiness Students are asked to place all refuse in the receptacles provided, and to avoid leaving papers, bottles, etc., in lecture rooms, corridors, common rooms or anywhere in the Institute grounds, it would be appreciated also if the cloak lobby in the lecture block were not used for eating. It is hoped that all students will assist in keeping the Union and cafeteria comfortable and attractive by disposing of table litter in the bins provided.
Travel Concessions Students entitled to concession fares on trains should complete the appropriate certificate obtainable from the Student Services Office. These need to be returned to the Administrative Officer for attention.
35 Student Organization
THE STUDENTS' ASSOCIATION
Student organization in the Institute centres on The Students' Association, und membership of this body is compulsory for all students. Membership dues are collected on behalf of the Association by the Institute, and enrolment will not be completed until the dues are paid.
Officers of the Students' Association
1974-75 1975-1976
President Gregory Miller Gregory Miller
Vice President Martin Arrowsmith Martin Arrowsmith
Secretary Steven Barca Lyn Longhurst
Treasurer Peter Giorgianni John McDonald
Clubs & Societies' Secretary Peter Bensi Frances Maher
Social & Cultural Activities Sec. Stephen Bignall Rodney Monk
A.U.S. Secretary Paul Palmer
36 The Sports Union and a number of clubs are affiliated with the Students' Association as indicated in the diagram below.
STUDENTS' ASSOCIATION
SPORTS UNION
Sports Union Management Committee
AFFILIATED CLUBS CLUBS Canoeing Athletics Music Society Badminton Squash Basketball—Men Film Society Basketball—^Women Speakers Club Hockey—Men Community Service Hockey—^Women Club Netball Rugby Union Soccer Softball Swimming Orienteering Club
THE SPORTS UNION
The task of the Sports Union is to promote and manage compefifive sporfing teams representing Wollongong Institute of Education. The clubs affiliated with the Students' Association through the Sports Union are listed in the diagram of student organization. Funds are allocated from the Association to these clubs through the Sports Union.
OTHER CLUBS AND SOCIETIES
A variety of clubs caters for both cultural and non-competitive sporting interests, as the diagram shows. Funds are allocated to these clubs directly from The Students' Association.
37 Welfare Information
TEACHER EDUCATION SCHOLARSHIPS OFFICE A Teacher Education Scholarships Office, located in the University grounds, handles all matters related to Teacher Scholarships and Bursaries for students of the Institute as well as those of the University. The following information is given as a guide to the services of the Office. The Adviser in Charge is Miss C Brew.
Enrolment Students who hold Teacher Scholarships must enrol with the Scholarships Office as well as with the Institute. Scholarship holders should also advise the Office of changes in address, or marital status, or when a change of course is planned.
Scholarship Allowances The rate of Scholarship allowance is determined individually at the time a scholarship is awarded. Students who believe they become eligible for a higher rate of allowance during their course should consult the Teacher Education Adviser.
Accident Insurance Schemes An accident insurance scheme affords scholarship holders the same protection as employees have under Workers Compensation Act, in respect of injuries sus tained while travelling to or from the Institute, or while engaged in activities which are part of their course of training. The Office should be notified of any injury without delay.
Refund of Expenses The Office handles claims for :
(a) refund of expenses incurred in travelling to the Institute for initial enrol ment. (b) refund of expenses incurred in attending demonstration lessons and practice teaching. (c) a $15 allowance is payable to students receiving living at home allowance, who live beyond a seven mile radius from the Institute.
AUSTRALIAN GOVERNMENT ASSISTANCE A system of Australian Government assistance for students in tertiary courses has operated from 1974. This scheme, the Terfiary Assistance Scheme, applies to students who commence approved courses in 1975 as well as to those who com menced their courses earlier, but does not apply to all unbonded students.
38 Application forms will be available at the Institute's General Office. Further information is available from : The Regional Director, New South Wales Office, Department of Education, 59 Goulburn Street, Sydney, N.S.W. 2000 Telephone: (02)2 0929.
STUDENT ADVISORY SERVICES
Wollongong Institute of Education Students desiring information or advice on any Institute or personal matter, or wishing to discuss problems of any kind may, in the first instance, consult their Staff Adviser. The Deputy Director and the Dean of Women Students are also readily available for consultation either directly or through staff advisers.
Wollongong University Counselling Service Mr. Jim McLennan, the student counsellor at The University of Wollongong, is available to give assistance and advice to Institute students with personal problems.
Youth Counselling Service A professional counsellor, Anne Opie, is available to assist young people with problems on Thursday evenings between 5.00 p.m. and 8.00 p.m. This is a free service, provided by the N.S.W. Association of Mental Health, at Fusion Headquarters, 11 Auburn Street, Wollongong. Please telephone 28-6742 for an appointment. Interviews are strictly confidential and available to any person between the ages of 15 and 22.
CHAPLAINS 1975 The Church of England, the Roman Catholic Church and the Methodist Church have all appointed chaplains to the Institute. They are available to assist the •rhristian groups in the Institute, to help students link up with their own church and to offer personal counsel. Church of England Rev. Eric Bird, Th.L. St. Michael's Pro-Cathedral, Wollongong, Telephone 29-1167 Catholic Father T. Fox Catholic Presbytery, Fairy Meadow, Telephone 29-4133 Methodist Rev. John Scott, LTh.Dip.R.E.
39 Y.M.C.A. International House International House, owned and operated by the Y.M.C.A. of Wollongong, is the only residential college serving students at the University and Institute ot Education. It is situated on the Prince's Highway at its junction with the Wollon gong by-pass road between the University and the North Wollongong Beach. For the Academic Year of 1976, the College will offer accommodation for 222 graduate and undergraduate students and 10 tutors. The resident students, both male and female, are housed in five three-level residential blocks. Facilities include a large common room, dining room, tutorial room, music and television rooms, laundry, students' kiosk and a large multi purpose recreation hall for student functions, films, etc. International House is a non-denominational College. For further information contact the Warden, International House, P.O. Box 1799, Wollongong 2500. Telephone 29-9015. WARDEN: T. A. Lambert, Th.B., D.Phil., J.P. DEAN OF STUDENTS : P. B. Baynes, B.A. (Hons.), STL.
The Youth Activities of the Y.M.C.A. of Wollongong Of interest to prospective teachers is the Youth Programme conducted by the Y.M.C.A. in Wollongong. The co-ordinator of these activities is Mrs. J. Whitehead (Telephone 74-2424). Many activities are held for adults as well as for children. They range from gymnastics to classes in copper working, creative craft activities and basic car maintenance. Students of the Institute of Education are invited to join these act ivities as a participant or in a leadership role. Leaders are required for team activities and for Holiday Programmes for school children. Fieldwork points may be gained by Diploma in Physical Education Students involved in these courses as a leader. In either capacity you will be fulfilling a worthwhile community-based role which would form a valuable foundation for your future teaching career.
Y.W.C.A. Accommodation is available for both male and female students at Edith Amer House, Thomas Street, Wollongong. Single and double accommodation is provided. For enquiries ring Mrs. Hollands (Telephone 29-1980). Programmes and craft clubs are organised for women and girls of all ages. For additional information telephone 28-7014 (Monday and Friday mornings only).
THE INSTITUTE'S CHRISTIAN FELLOWSHIP The Wollongong Institute of Education Christian Fellowship (W.l. of E.C.F.) is an interdenominational group which meets weeky in the Institute. Similar groups exist in other colleges and universities and are affiliated with the Australian Fel lowship of Evangelical Students (A.F.E.S.).
40 The aims of the fellowship are two-fold. Firstly it exists to encourage Christ ian students by providing opportunities for bible study, discussion and fellowship. Secondly it seeks consistently to make the claims of Jesus Christ known in the Institute through the words and deeds of its members and by public meetings. There is a public meeting held each Wednesday in the Music Auditorium and Bible Studies are held at various times during the week. Social outings, bar becues and houseparties are also arranged during the year. All students are most welcome to attend every meeting and activity.
Library Services
THE INSTITUTE LIBRARY The main functions of the library are to provide material related to the educational programme of the Institute and a place for quiet reading and study. Membership is open to all students and staff of The Institute, and to teachers upon the payment of a subscription fee. In June, 1975, the collection consisted of 40,900 books and music scores, 4,400 mounted pictures, 2,900 gramophone records, 63 16mm films, 880 film- strips, 980 art prints, 200 microfilms, as well as slides, transparencies, games, multi-media Kits and a file of classified pamphlets. In addition, the library receives 500 periodicals and annual publications regularly by subscription and donation. A special area, the McGrath Room, has been fitted with audio-visual equip ment and carrels which are available for use at all times. A librarian is in attend ance part of the time but assistance with equipment and information about the materials may be obtained from all library staff. The equipment includes gramo phone record turntables, microfilm readers and printers, sound and silent pro jectors for filmstrips, film books, 16mm films and slides, audio and video cassettes and players, and T.V. receivers, both black and white and colour.
The Catalogue The card catalogue is an alphabetical index to the library collection, with entries for books under author, subject and title. The call number of a book appears at the top right-hand corner of the catalogue entries and indicates the location on the shelves. The books are arranged on the shelves by subject accord ing to the Dewey Decimal Classification.
000 General words—Encyclopedias, etc.
100 Philosophy and Psychology
200 Religion and Mythology
41 300 Social Sciences—Sociology, Political Science, Economics, Government, Education. 400 Language 500 Pure Science—Mathematics, Astronomy, Physics, Chemistry, Geology, Biology, Botany, Zoology. 600 Applied Science—^Medicine, Engineering, Agriculture, Home Economics, Business, Manufacturing. 700 The Arts — Architecture, Sculpture, Drawing, Crafts, Painting, Music, Theatre, Recreation. 800 Literature 900 Geography, Biography, History.
How to Locate Material Check the author's name in the catalogue. If the title is held, it will be filed in alphabefical order under the author's name. When particular titles are not known and material is needed on a certain subject, check under the specific subject. The location is often indicated by a letter prefixing the call number. The 'R' indicates a book on the reference shelves. The 'Q' and 'F' indicate that the book is larger than usual and is housed in the Quarto or Folio Section. The 'P' indicates that the item is in the Periodical Section. Usually, title cards are made only for twentieth century novels and plays, but a Play Index of titles has been compiled to help locate plays in collections, and a Song Index has been complied for the same reason. There are separate cat alogues for the gramophone records, filmstrips, art prints, microfilms and cassettes. Additional and more up-to-date information may sometimes be found in periodical articles, so the relevant periodicals should be checked. There are periodical indexes on the Reference Shelves to assist in this checking.
Hours During term, the library is open from 9.00 a.m. to 9.00 p.m. Monday to Thursday, and 9.00 a.m. to 5.00 p.m. Friday. During the vacation, the library is open from 9.00 a.m. to 5.00 p.m., Monday to Friday. These fimes and variations in hours will be posted on The Institute notice boards.
Care of Books Library material of all kinds must be returned in good order and not marked in any way. Any damage or losses should be reported to the Librarian immediately. Borrowers are held responsible for all material taken out of the library in their name and will be required to replace lost items.
Conduct in the Library The library is a place for reading and study and should be quiet at all times. Students are not permitted to talk and they should move about quietly. Books must not be defaced or maltreated.
42 Brief cases, bags and coats should not be brought into the library, but left on the shelves and hooks provided on the ground floor. Readers are asked to help keep the shelves tidy and to make sure they return books to their correct place. If this place cannot be found, the book should be placed flat on the end of the shelf or brought to the charge desk. Smoking or eating in the library is not permitted. Students must show all folders and publications to the librarian when leaving.
Borrowing A loan card must be made for every item borrowed from the library for however short a time. Books may be kept for one week but renewed if not in demand. Books already on loan to others may be reserved and borrowers will be notified when they become available. Students may borrow three books and two periodicals and may not have more than five items on loan at the one time. Art prints, pictures and other material may also be borrowed on application to the library staff. Failure to return books on time will lead to fines and may eventually mean the withdrawal of borrowing privileges. If students have any difficulty in finding books or information they should ask the library staff who will be glad to help them.
OTHER LIBRARY SERVICES
The University of Wollongong Library Whenever the Library is open, students from Wollongong Institute of Education may use the collection on site. Hours: 9.00 a.m. to 10 p.m. Monday to Friday. During Sessions 9.00 a.m. to 5.00 p.m. Saturday. During University Vacations 9.00 a.m. to 5.00 p.m., Monday to Friday. 9.00 a.m. to 1.00 p.m. Saturday. Public Holidays, and any variations to hours, wiU be promulgated by notice board announcements.
Council of the City of Wollongong Library The reference section of the Wollongong Public Library is open from 10.00 a.m. to 9.00 p.m. from Monday to Friday, and from 9.00 a.m. to 9 p.m. on Sat urday. Facilities for study are available, but because seating accommodation is very limited, only material belonging to the reference collection may be used. In addition to books, periodicals, pamphlets, maps and newspaper cuttings, some material (e.g. The Sydney Morning Herald) is on microfilm, and a microfilm reader may be reserved. Copies from both microfilms and books, etc., are ob tainable for 10c. There is also a special collection of local material.
43 44 Diploma and Certificate Course Structures
DIPLOMA IN TEACHING (PRIMARY)
DIPLOMA IN TEACHING (SECONDARY)
DIPLOMA IN PHYSICAL EDUCATION
CERTIFICATE IN HEALTH EDUCATION
REGULATIONS GOVERNING PROGRESSION AND QUALIFICATION
Diploma in Teaching (Primary)
In 1971, the Advanced Education Board approved the award of a Diploma in Teaching (Primary) for students successfully completing a three year course of study in Primary Education at this Institute. This Diploma is also awarded to those students who specialise in Infant Education in the second year of the course. As can be seen from the outlines of the alternative courses given in tabular form below, the studies undertaken by Infant Education specialists differ from those for general primary teaching only in the second year. In that year: (1) Infant Education replaces Curriculum Studies "A." (2) Curriculum Studies "B" are modified to suit the needs of infants teachers.
45 EXTERNAL STUDIES The Institute offers a correspondence continuation course which is designed to enable two-year trained teachers to achieve three-year status. The full course runs over a minimum period of two years and involves one year's study in each of the areas of Education, Elective "A," Elective "B," and Curriculum Studies. Elective Courses are offered in English, Geography, History, Economics, Asian Studies, Music, Craft, Art, Physical Education, Natural Science, Education, Mathe matics and Readings in Drama. It is expected that teachers who graduated from Wollongong Teachers College (i.e. Wollongong Institute of Education) will con tinue with the elective subjects which they studied while at College. Students wishing to complete two subjects per year must, in the first year of the external studies course, enrol for Curriculum Studies and Elective "B"; in the second year, provided that they have successfully completed Curriculum Studies and Elective "B," students must enrol for Education and Elective "A." This does not, however, prevent a student from taking only one course each year, provided that he enrols for Curriculum Studies in his first year and Education in his second year. Eligibility for Course Ex-students of recognised Teachers Colleges who have satisfactorily com pleted all the requirements for a two year course in Teacher Education are eligihle for enrolment in courses offered through the External Studies Department. Requirements for Three Year Status and Award of Diploma in Teaching (Primary) In order to satisfy the requirements for the granting of three year status and the award of the Institute's Diploma in Teaching (Primary), students must secure a pass in all the areas specified in the Course outline, i.e. Education, Elective "A," Elective "B," and Curriculum Studies. Duration of Course The course will be run over the period commencing 1st March and ending 30th November of each year. Enrolment Procedures Students wishing to be enrolled for the external studies course should apply in writing to : The Organiser, External Studies Department, Wollongong Institute of Education, P.O. Box 1496, Wollongong, 2500, no later than 30th November of the year prior to the one in which they wish to commence their studies. The necessary enrolment forms and relevant information will then be forwarded to them. Ex-students of colleges other than Wollongong must submit documentary evidence of their attainments when they return their completed enrolment forms.
46 STRUCTURE OF THE DIPLOMA IN TEACHING (PRIMARY)
(Hours Per Week)
CORE CURRICULUM STUDIES ELECTIVES Total YEAR Edu Commu Hours P.E. Health Group "A" Group "B" "A" "B" cation nication
Art 1 Craft 1 1 3 2 1 English 2 Music 1 3 3 23 Mathematics 2 Natural Science 1 Social Science 2 Physical Education 1
Two of: Art 2i English 1 Craft 2i 2 3 1 1 1 Mathematics 1 Music 2i 3 3 20 Social Science t Natural Science 2i Physical Education 2 J
CURRICULUM SEMINARS 1
Two of 1
English T Art
Mafhemafics T Craft 3 3 ) 1 Social Science Music 4 4 17 Infant Orientation 2 Natural Science Physical Education
STRUCTURE OF THE DIPLOMA IN TEACHING (PRIMARY) FOR SPECIALISTS IN INFANT EDUCATION (Hours Per Week)
CORE CURRICULUM STUDIES ELECTIVES Total YEAR Edu Commu Hours P.E. Health Group "A" Group "B" "A" "B" cation nication
Art 1 Craft 1 1 3 2 1 English 2 Music i 3 3 23 Mathematics 2 Natural Science 1 Social Science 2 Physical Education 1
Two of. Art 2i Craft 2i -p . C N
1 Infant Education 3 Music C N 2 3 1 1 -H e 3 3 20
Natural Science -t . Physical Education
CURRICULUM SEMINARS 1
^ Two of •.
English T Art Mathematics i Craft 3 3 1 1 Social Science Music 4 4 17
Infant Education 3 Natural Science Physical Education
^ In 3rd Year, stucJents elect to choose 2 of the remaining Curriculum Studies Group "B" subjects; that is, any two other than the two studied in 2nd Year.
47 Diploma in Teaching (Secondary)
In 1971, courses of three years' duration were introduced, qualifying students to teach either English/History or Mathematics in the Secondary School. Students successfully completing the three years of this course will qualify for the award of a Diploma in Teaching (Secondary). The structure of this course is shown in the table below. The main groupings are Core subjects. Curriculum Studies and Electives-. Core subjects are those ofPered in the core area of the general primary course, but Health Education is modified to meet the needs of the secondary teacher.
Curriculum Studies in either English and History or Mathematics will treat aspects of content and teaching method appropriate to Secondary Schools. These courses are outlined in following pages. Electives will be chosen from those offered to general primary students. Stud ents in Mathematics will take only one elective subject; students in English/ History will take two elective courses.
STRUCTURE OF THE DIPLOMA IN TEACHING (SECONDARY) (Hours Per Week)
CORE CURRICULUM STUDIES ELECTIVES Total YEAR Hours Edu Commu English or Games "A" P.E. Health Maths English History "B" cation nication History Coaching E.H.only
1 3 2 1 12 4 6 — — 3 3 21 - 22
2 3 1 1 1 12 4 6 3 3 21 — — 22
* * 3 3 1 1 - 7 2 2 3 1 4 4 17
•^ In Third Year, only one Elective, "A" B," is taken, plus a Special Course of English or History.
48 Diploma in Physical Education
Successful graduates will be recommended for appointment as teachers of Physical Education in high schools. The course has seven strands. The hours allocated in each year are indicated in the schedules in the following section, "Certificate in Health Education." At the end of the second year of the course, outstanding students may be ofPered the opportunity to elect to undertake additional work in the field of Health Education. This will involve an additional year's study and lead to the award of the Certificate in Health Education. A supplementary schedule shows the way in which the Certificate course is integrated with the Diploma.
Certificate in Health Education
Students in Secondary courses may apply for admission to this course which will require an additional year of study. The course will be integrated into the student's existing secondary course and prerequisite subjects may have to be completed by some students. The entire course will consist of twenty three credit hours integrated with the existing course of study and may extend through two or more academic years. The curriculum will be structured to include those areas of health and health education appropriate to the environmental conditions of the school pupil. Time allocated in each year is summarised in the following table:
Health Eucation I Hrs/Wk Health Education Ii Hrs/Wk Personal Health Problems 2 Diseases and School Health 3 Bacteriology and Ecology 2 Health Education Methods 2
Health Education HI Hrs/Wk Health Education IV Hrs/Wk Bacteriology and Ecology 3 Community Health 2 Diseases and School Health 3 Curriculum Construction and Health Education Methods 3 Evaluation 3 Drug Education 2 Public Health 3 Social Health 2
As the Health Education course is presently undergoing some reorganisation it will be noted that during 1976 some subjects appear to be repeated at different stages during the course. This will only occur during the reorganisation period.
49 DIPLOMA IN PHYSICAL EDUCATION
(Hours Per Week)
Health Physical Core Educ Scientific Bases of Elected Communic Field Total Educ Education P.E. ation Human Movement Area ation Work Hours Year ation
Dance 2 Anatomy and Games Physiology 2 Theory & Coach. 3 Biology English 1 Gymnastics 2 2 3 (Half Year) 3 3 2 and Variable 27 P.E. Theory Chemistry Music and Method 2 (Half Year) 3 2 9 5
Dance 2 Anatomy and Games Physiology *2 Theory & Coach. 3 Kinesiology "A" *1 English 2 Gymnastics 2 2 3 Kinesiology "B" )2 6 - and Variable 27 P.E. Theory Injuries Music and Method 2 Care & Prevent f 1 3 9 4
Dance 2 Exercise Games Physiology 3 Theory & Coach. 3 English 3 Gymnastics 2 2 2 Experimental 5 - and Variable 27 P.E. Theory Physical Educ. 2 Art and Method 2 2 9 5
* First Half Year t Second Half Year
DIPLOAAA IN PHYSICAL EDUCATION & CERTIFICATE IN HEALTH EDUCATION — INTEGRATED SCHEDULE
(Hours Per Week)
Health Physical Core Educ Scientific Bases of Elected Communic Field Total Educ Year Education P.E. ation Human Movement Area ation Work Hours ation
1 9 2 3 5 3 2 2 Variable 26
2 6 2 — 4 6 7 2 Variable 27
3 3 2 — 5 5 9 — Variable 24
4 6 2 2 — — 12 2 Variable 24
50 Regulations Governing Progression and Qualification
1. Assessment (a) All students will be assessed at the end of each academic year of their course. This assessment may be by yearly examinations and/or by progressive assess ment. (b) Deferred Examinations may be granted after the yearly examination for such cases as may be approved by the Director in accordance with the regulations.
2. Grades For the purposes of recording results in academic work, subjects may be grouped into areas or strands as defined in the Institute Calendar or by written announcement. For progression, students will be awarded a pass or failure in the subject, area or strand, as applicable. Students may also be awarded a credit or distinction in each subject if their work merits such an award.
3. Progression (a) Progression to each year of the course shall be contingent upon the student gaining a pass in all subjects, areas or strands as applicable, and meeting all course requirements including attendance and achieving success in practice teaching. (b) Students who fail to satisfy requirements for progression at the end of the year may be recommended for: (i) discontinuance (ii) repetition of the year or (iii) deferred examinations. (c) Students who fail to satisfy requirements for progression after deferred exam inations may be recommended for: (i) discontinuance (ii) repetition of year (iii) progression carrying one failed course which then becomes a part of the next year's course and must be satisfactorily completed within that year in ways that are defined by the Head of the Department.
4. Award of Diploma (a) Students who have passed in all subjects, areas, or strands, as applicable and who have met all course requirements including attendance and achieving success in practice teaching shall be awarded
51 (i) The Diploma in Teaching (Primary) oi)The Diploma in Teaching (Secondary) or (iii) The Diploma in Physical Education, according to the course followed. (b) Students who fail to qualify for the award of a Diploma at the end of the third year may be recommended for (i) discontinuance (ii) repetition of the year or (iii) deferred examinations. (c) Students who fail to qualify for the award after deferred examinations may be recommended for (i) discontinuance or(ii) repetition of the year.
5. Certificate in Health Education Students undertaking the four year courses leading to the award of a Diploma in Physical Education and a Certificate in Health Education shall at the end of their third year be considered for progression as in section 3 above and at the end of their fourth year shall be considered for the award of the Diploma and Certificate as in section 1.
6. Exemptions (a) Students who repeat the year under clauses 3(b) (ii), 3(c) (ii), or 4(b) (ii) may at the discretion of the appropriate Diploma Committee, be granted exemption for those subjects in which they gained a credit or distinction. (b) Students who repeat the year under clause 4(c) (ii) may, at the discretion of the appropriate Diploma Committee be granted exemption for those subjects in which they gained a pass.
7. Graduation >vith Merit A student may be awarded a Diploma with Merit if over the full duration of the course the student has a suflRciently outstanding record, as determined by the Academic Board.
8. Deferred Examinations (a) Students who fail to satisfy requirements at the end of the first, second, third or fourth years may be granted deferred examinations. The Head of each Institute Department after consultation with the lecturer or lecturers concerned, shall be responsible for determining the eligibility of a student for a deferred examination in a subject area in that Department. In the case of a student failing in one or more subjects, the granting of deferred examinations shall be determined by the appropriate Diploma Com mittee, except that no student may be admitted to deferred examinations in any subject in which he has been declared ineligible.
52 (b) Absence from any examination may be regarded as failure in the subject concerned, but students who have been absent from a yearly examination may be granted deferred examinations. Students seeking deferred examinations in those circumstances must supply the appropriate Diploma Committee with the following information as soon as possible, (i) Name and Section, (ii) Subject and Lecturer, (iii) Reasons for absence. (The plea of illness must be supported by a Medical Certificate). Deferred examinations in all years shall be held in February of the following year.
9. Attendance at Lectures Unsatisfactory lecture attendance may preclude students from being ad mitted to Institute examinations.
10. Amendment of Regulations These regulations may be amended, such amendments to be effective from the commencement of any future Institute year.
53 STUDENT CONCERT
54 Courses of Study for Diploma in Teaching (Primary)
CORE COURSES CURRICULUM STUDIES ELECTIVE COURSES INFANTS SPECIALIST COURSES
55 Core Courses
EDUCATION
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 3 Hours per Week.
Course Relevance Diploma in Teaching (Primary) Diploma in Teaching (Secondary) Diploma in Physical Education (First three units only) Summary of Content The general aim of the complete course in Education is to engender in students a know ledgeable and technically competent approach to the profession of teaching and a firm base for the establishment of a satisfying and effective personal philosophy of education. The' course will extend over three years and will be conducted within the general framework set out below.
1st Half-year 2nd Half-year
First Year Unit 1 Unit 2 Child developmant. Psychology of teaching
Second Year Unit 3 Unit 4 Psychology of learning History of Education and Comparative Education
Third Year Unit 5 Unit 6 Sociology of Education Curriculum Process
Some re-arrangement of units may be necessary during the three year period. Texts and references together with more detailed statements of course content will be made available to students at the commencement of each course unit and/or at appropriate times thereafter.
First Year Unit 1. Child Development Objectives
Knowledge-development as a concept; influences on and stages of development- impli cations for teaching. ' Attitudes—towards children as individuals and as learners. Skills-for assessing children's psychological functioning in a learning situation includina their educational progress. ' ^
56 Siummary of Content The concept of development. Methodology of child study. Influences on development — constitutional, learning and environmental. Pattern of development stages — Infancy, Childhood and Adolescence. Educational implications for management of children and for teaching.
Unit 2. Psychology of Teaching
Objectives The student will be required to display an understanding of recognised minimal teaching competencies, in integral behaviours in the teaching process models used for this course.
Summary of Content Teaching models — assumptions, purposes, definition. Formulating aims, goals, obiectives. Recognising and analysing the teaching situation. AAanagement behaviours—situational maintenance, lesson facilitation, discipline and control Teaching behaviours to provide learning experiences. Organisation—time and space dimensions. —school and classroom. Evaluation—measurement procedures and judgment.
References Charles, C. M., Educational Psychology, The Instructional Endeavour, St. Louis, C. V. Mosby, 1972. Hogg, A. C. and Foster, J. K., Understanding Teaching Procedures, Sydney, Cassell, Australia, 1973. Hudgins, Bryce B., The Instructional Process, Chicago, Rand McNally, 1971.
Second Year
Unit 3. Psychology of Learning
Objectives Knowledge, comprehension and application of basic concepts and principles of learning both generally and in the classroom.
Summary of Content Types and theories of learning: behaviourism, neo-behaviourism, cognitivism. Factors involved in human learning; readiness, remembering and forgetting, transfer of learning, motivation. Learning and development of concepts, skills, attitudes.
Reference Lefrancois, G. R., Psychology for Teaching, Belmont, Wadsworth, 1972.
Unit 4. History of Education and Comparative Education
Objectives To promote understanding of current educational practices and problems through an awareness of the origins and development of education in N.S.W. and of similarities and differences between patterns of education in N.S.W. and those of other countries.
57 Summary of Content 1. An introduction to the historiography of education and its application to N.S.W. through an examination of the development of the present system from its earliest beginnings. 2. A critical study of education in N.S.W. today, with special reference to the changing nature of its administration and other current issues. 3. An introduction to comparative methodology and its application by a study of other systems and such recent modifications as international education and development education.
Third Year
Unit 5. Sociology of Education Objectives To study the purpose and scope of education as a social institution within a society.
Summary of Content This course begins with the study of some basic sociological concepts in an endeavour to enable students to apply these concepts to education. Approximately one-quarter of the time allocated to the course will be devoted to the presentation of the basic concepts and descriptive materials of sociology. The remaioing three-quarters examines education as a social institution, its relationship to other social institutions, the school and society, and role theory as it applies to teacher and pupil. A detailed course outline will be available at the beginning of the Institute year.
Unit 6. Curriculum Process Objectives Knowledge—formulating aims and objectives; integrating a system of teaching, devel oping curricula. Attitudes—towards a teacher's role in society and the school. Skills—of selecting relevant content and procedures for different learning situations. Summary of Content Aims and objectives. Content areas. Learning situations, including patterns of organisation. Evaluation. Reference Nicholls, A. and Nicholls, S. H., Developing a Curriculum: a Practical Guide, London, Allen and Unwin 1973.
COMMUNICATION
First Year : 2 Hours per Week Second Year: 1 Hour per Week Third Year : 1 Hour per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives
This course aims to assist students in their personal and professional development It sees communication as a process of many facets, verbal and non-verbal. It is concerned to develop proficiency in oracy (speaking and listening) and literacy (writing and reading), and to provide exoerience in creativity (self-expression).
58 Summary of Content
First Year
1. Work in the areas of communication mentioned above will proceed concurrently to allow for as much integration as possible. Some students may be involved more than others, as their needs suggest; work In remedial groups may be required of some. 2. Speaking. Clear, confident, appropriate and effective speech will be sought. All students will be required to undertake, individually, assignments in interpretative oral reading and the expression of personal viewpoints. All lecture periods will allow for discussion, both structured and unstructured. 3. Listening. Work in this area will be integrated with speech assignments and dis cussion situations. "Active" listening will be discussed and tested in a variety of situations in order to develop confidence, efficiency and enjoyment in listening. 4. Writing. Clear, concise and precise expression will be sought. Exercises to improve vocabulary, usage, sentence construction and paragraphing will be given frequently. Work in forms of sustained writing, such as reports and critical appreciation, will also be required. 5. Reading. All students will undertake a study of poetry. The emphasis will be on prac tical criticism of particular poems. Reading lists will be supplied by lecturers. In addition, some thematic study will be made of examples of one of the following literary forms: Modern Drama; Short Story; Novel. 6. Creativity. To develop confidence in self-expression, some practical work in drama will be undertaken. Students interested in creative writing will have an opportunity to work in this field as part of the course. 7. Assessment. In general, this will be based on evaluations of performance in assign ments set during the year. Additional work, including an examination at the end of the year, may be required of students whose record is unsatisfactory at any stage.
References General Reading. Berlo, D. K., The Process of Communication, New York, Holt Rinehart and Wilson, 1961. Britton, J., Language and Learning, London, Penguin, 1974. Eisenson, J., The Improvement of Voice and Diction, New York, Macmillan, 1969. Mitchell, A. G., The Use of English, Sydney, Angus and Robertson, 1964. Partridge, E., You Have a Point There, London, Hamish Hamilton, 1964. Turner, G. W. (ed.). Good Australian English, Sydney, Reed Education, 1972. Note: Every student should possess a worthwhile dictionary such as the Concise Oxford or Wyld's Universal.
COMMUNICATION
Second Year
This course in the second year aims to develop further the abilities of individual students to communicate efFectively in peer group situations. It will also include regular practice in written expression. Students will be required to read a selection of literary works embracing the novel, drama and poetry. They will also be required to submit written commentaries on their reading. The appended list of references is to be regarded as a suggestion and lecturers should feel free to use both their discretion and the suggestions of students in the choice of texts.
Reading Texts Kingsley Amis — Lucky Jim. Richard Condon — Winter Kills. Richard Gordon — Doctor at Sea. Patrick White — The Burnt Ones.
59 Penguin Plays (PL 50) —Epitaph for George Dillon, The Kitchen, The Hamlet of Stepney Green David Campbell — Modern Australian Poetry. R. Hall and T. W. Sbapcott — New Impulses in Australian Poetry.
General Content Oral work involving activities such as short talks, readings from selected texts, panel-game activities, group discussions, verse-speaking, practice in oral summarising and unscripted dramatic situations. Written exercises based on "unseens," personally chosen topics and comments on general reading. Examination of the media involving discussion of films, television programmes, the press and current journals. Various communication activities arranged on a "workshop" basis to include the making of films and strip films. General Reading W. A. Shrope — Speaking and Listening. H. A. Treble and G. H. Vallins —An A.B.C. of English Usage. C. L. Wrenn — The English Language. Assessment This will be based on regular assignments in both oral and written work. Candidates whose work or attendance is not considered satisfactory may be required to sit for additional written exam ination papers.
COMMUNICATION Third Year
This course continues with the study and application of the communication skills of oracy (speaking and listening) and literacy (writing and reading). It also tries to interest students in certain modern trends in communication.
Reading Students will be required to read and discuss a selection of modern novels, plays and poems. The texts listed below will be used and students' recommendations will be used to expand the list. Joan Lindsay — Picnic at Hanging Rock. Stefan Zweig — Beware of Pity. Evelyn Waugh — Decline and Fall. Patrick White — The Season at Sarsaparilla. Penguin Ed. — Three Australian Plays. Penguin Ed. — Modern Australian Verse. Writing Practice in fluency, variety and expression will be given by presenting students regularly with "unseen"unss " extracts from a variety of sources. Speaking Students will be encouraged to read selections of their own choice from modern authors. Other methods to encourage discussion and oral fluency will include simulated interviews, impromptu drama situations, forum discussions and various workshop activities including the use of films and film making.
Listening To foster intelligent listening and to further discussion, lectures will be given on topics directly related to communication such as current usage, regional uses in Australia, changing speech pat terns, the misuse of language, formal and informal speech and writing, and some contemporary views on trends in communication.
60 References Brian Foster, The Changing English Language. S. I. Hayakawa, Language in Thought and Action. Simeon Potter, Language in the Modern World. C. C. Fries, The Structure of English. Simeon Potter, Changing English. John Moffat, The Structure of English. Marshall McLuhan, Understanding Media. Marshall McLuhan, The Mechanical Bride.
Assessment This will be based on regular assignments and written tests. Unsatisfactory students may be required to sit for a written examination paper.
PHYSICAL EDUCATION
Course Relevance Diploma in Teaching (Primary): 1 Hour per week. Diploma in Teaching (Secondary): 1 Hour per week. Diploma in Physical Education : 2 Hours per week. Objectives 1. To encourage a systematic improvement in and maintenance of personal physical fitness in the areas of cardio-respiratory endurance, general muscular strength and endurance and flexibility. 2. To assist students in developing personal recreational and sporting skills and know ledge which will enable them to participate efFectively in a wide range of such activities. 3. To develop student understanding of the main principles of exercise physiology which, when correctly applied, will result in desirable adaptations. Summary of Content Each lecture hour will be divided into two sessions. Session one will involve students in a systematic approach to the development of personal fitness through circuit training activities which have been organised and planned to meet the needs of the individual students. Session two will enable students to select a total of three recreational and sporting activities from among nine presented' per year in three blocks of three. The development of skill, tech niques and knowledges involved in the selected activities will be encouraged at the personal level. A fitness testing programme will be entertained to demonstrate changes of personal status based on a longitudinal study approach.
Reference Falls, H. B., Wallace, E. L. and Logan, G. L., Foundations of Conditioning, New York, Academic Press, 1970.
HEALTH EDUCATION
Second Year : 1 Hour per Week
Course Relevance Diploma in Teaching (Primary).
Objectives 1. The identification and discussion of personal health problems. 2. The examination of aspects of school health education, including health problems and methods of teaching, peculiar to the age group being trained to teach. 3. The investigation of school health services and referral procedures. 61 Summary of Content Modern Concept of Health Philosophy of Health Education Smoking Integrated Body as a Whole Diseases Drugs and Abuse Safety Educafion Mental Health Dental Health Nutrition School Health Services Family Life and Human Sexuality Methodology in Health Education
Curriculum Studies
CURRICULUM STUDIES 'A'
ENGLISH
First Year : 2 Hours per Week Second Year: 1 Hour per Week Third Year: 1 Hour per Week (1st Half of Year only)
Course Relevance Diploma in Teaching (Primary).
Objectives This course aims at developing the attitudes, knowledge and skills which may help the student to become an efFective teacher of English at the primary level.
Summary of Content The Course will include lectures, practical exercises and demonstrations related to the teaching of English at the primary and infants levels. Students will be expected to apply observed teaching skills and methods during pracfice teaching sessions. The course takes as its starting point an examination of the processes of language ac quisition in children, with some references to the nature of language itself. The 1973 Curriculum in English for Primary Schools will be studied in detail and the discussion of methods of putting its principles into effective practice will be the central concern of the course. The following topics will be considered.
First Year
1. The nature of language. The structure of English, including a consideration of some of the grammars which have attempted to describe it. 2. Language acquisition in children and its implications for the teaching of the language arts. 3. The language arts in the infants school. 4. Reading in the primary and infants grades, including a special study of children's literature. 5. The teaching of speech and drama in the primary school. 6. The construction and use of teaching aids. 62 Second Year
1. Written expression in the primary school, including the teaching of handwriting and spelling. (It is expected that students will develop competence in our accepted form of handwriting as part of the course). 2. Remedial teaching in English with special emphasis on the teaching of reading. 3. Making provision for the gifted child. 4. The use of the library, television, film, redio and other facilities in the teaching of English. 5. Film making in the primary school.
Third Year
1. Techniques of evaluation for the English teacher. 2. Planning the English programme in the primary school. 3. Current issues in the teaching of English. Assessment In each year of the course 40% of the assessment will be based upon written assignments and 60% of the results of a written examination. References Anderson, P., Language Skills in Elementary Education, (Second Edition), London, Collier Macmillan, 1972. Anderson, D., I'm Four Potatoes, Melbourne, PACT, 1971. Britton, J., Language and Learning, Harmondsworth, Penguin, 1972. Cullinan, Bernice, Literature for Children: Its Discipline and Content, Dubuque, Wm. C. Brown, 1971. Darrow, H., and Howe, V M., Approaches to Individualized Reading, New York, Appleton-Century, Crofts, 1960. DeBoer, J., and Dallman, Martha, The Teaching of Reading, New York, Holt, iRinehart and Winston, 1970. Kennedy, E. C, Classroom Approaches to Remedial Reading, Itasca, F. E. Peacock, 1971. Kohl, H., Reading, How To, Harmondsworth, Penguin, 1974. Miller, Wilma H., The First R: Elementary Reading Today, New York, Holt, Rinehart and Winston, 1972. Petty, W. Y., and Bowen, M., Slithery Snakes and Other Aids to Children's Writing, New York, Appleton- Century-Crofts, 1967. Postman, N., and Weingartner, Teaching as a Subversive Activity, Harmondsworth, Penguin, 1971. Spacke, Evelyn B., Reading Activities for Child Involvement, Boston, Allyn and Bacon, 1972. Way, B., Development Through Drama, London, Longmans, 1967. Wilkinson, A., The Foundations of Language, London, O.U.P., 1971.
CURRICULUM STUDIES "A"
JVW^THEMATICS
First Year : 2 Hours per Week Second Year : 1 Hour per Week Third Year : 1 Hour per Week in first half of year.
Course Relevance Diploma in Teaching (Primary).
Objectives This course is designed to acquaint students with methods of teaching mathematics, and to give them the background necessary to understand and teach mathematics in the primary school. All students will be required to pass a test in primary school mathematics. Students failing to reach the required standard will attend remedial classes, or do such other work as the lecturer directs, until the required standard is reached.
63 First Year
1. Method Development of knowledge and skills. Development of concepts. Activity lessons. Inductive and deductive procedures. Planning and preparing lessons. Aims and attitudes. Development of the number concept in the child. Conservation and Seriation. Cuisenaire material and other structured aids. 2. Background to Primary Mathematics Set theory. The number system. Number laws. Algorisms. Geometry and topology. The Metric system. Enrichment topics.
Second Year A detailed study of the syllabus in primary school mathematics with particular emphasis on the development of understandings, knowledge and skills. Teaching techniques, grading of work, programming. The development and use of teaching aids. The use of Cuisenaire material in the primary school.
Third Year The teaching of "problems" in Mathematics. Units of work. Integration with other subject areas. Multi-group, multi-level teaching. Remedial techniques. Evaluation. References A.C.E.R., Background in Mathematics, Government Printer, 1966. N.S.W. Department of Education, Curriculum for Primary Schools—Mathematics, Government Printer, 1967. Bunker, A. R., Understanding and Teaching Mathematics in the Primary School, Angus and Robertson, 1967. Leeson, N. J., Teaching Creative Mathematics in the Primary School, McGraw-Hill, 1970. Stewart, 1., Making Mathematics Live, Angus and Robertson, 1970. Trewin, A. H., Mathematics with a Difference, MacMillan, 1968.
CURRICULUM STUDIES "A" SOCIAL SCIENCE
First Year : 2 Hours per Week Second Year: 1 Hour per Week Third Year: 1 Hour per Week for half the year. Course Relevance Diploma in Teaching (Primary). Objectives 1, Through a study of the problems and challenges which face mankind in the present and have faced him in the past, to develop an understanding of the essential unity of mankind, and to waken sympathy and tolerance within the students. 2. To present the chosen material at depth and breadth resulting not merely in superficial knowledqe but in an understanding, and it is hoped, a desire to read further for its own sake.
64. 3. To enable the student to read in the disciplines of anthropology, economics, geography, history, political science, social psychology and sociology, to become aware of the concepts and modes of inquiry of the social sciences, and to appreciate their interactions in the teaching of social studies. 4. To investigate in detail a selected social science discipline; in particular its concepts, modes of inquiry and contribution to the development of a social studies program. 5. To examine the general principles of curriculum development and their specific application to social science education. 6. To design teaching units and develop these units in the practical classroom situation. 7. To evaluate selected social science programmes.
Summary of Content
First Year
1. Social Studies as an Area of the Curriculum. General curriculum overview and the development of a simple model of curriculum process. The nature of social studies. Changing perspectives in the social sciences. Developing a new curriculum. The balance between process and content. 2. Content and Structure of Knowledge. Significance of structure in the social science disciplines. Inquiry—conceptual approach to learning. Introduction to the basic concepts of the social science disciplines. 3. Social Education. Critical examination of attitudes, beliefs and values. Moral development and moral reasoning. A consideration of the work of Piaget, Kohlberg and Bull. Uses of role playing, simulation games and values analysis techniques. 4. Teaching Social Studies. Planning and practising activities related to :— (a) Concept attainment, (b) Developing generalisations, (c) Teaching the Social Studies skills, (d) The component teaching skills of explanation and discovery, (e) The use of teaching aids and materials in classroom situations, (f) Values analysis and moral reasoning.
Second Year
1. Approaches to Social Studies teaching. A consideration of the major approaches to the teaching of social studies including the traditional, social science and inquiry-conceptual approaches. 2. Curriculum Overview. Development of a more complex model of curriculum process. 3. Curriculum Guidelines for Primary Social Studies Document. An in depth study of the curriculum guidelines for N.S.W. schools. A comparison with earlier syllabuses (e.g. the 1963 syllabus revision). The guidelines document considered in relation to the curriculum process model. 4. Curriculum Construction. Planning and preparing resource units. Particular emphasis upon :— (i) Criteria for selection of focus questions and content samples. (ii) Objectives related to thinking, acting, feeling and valuing. (iii) Learning activities including data intake, organisational, demonstrative and creative-type activities. (iv) Planning and using activities to introduce, develop and conclude a unit. (v) Techniques of evaluation, both formal and informal. Relationship between objectives, learning activities and evaluation, (vi) Resources and teaching materials including the uses of audio-visual equipment and primar/ sources of data.
65 5. Curriculum Interpretation. A consideration of the unit approach to social studies teaching. Relating the unit to the curriculum process model. « r f Use of specific learning activities from a recognized social studies programme, Man: A Course ot Study, to illustrate the techniques and procedures discussed in the lecture programme. These tech nique's relate to concept attainment, discovery learning, developing generalisations, small committee work and teaching the social studies skills.
Third Year
1. Curriculum Overview. A revision of the curriculum process model developed in years 1 and 2. Further refinements to the model. 2. Curriculum Guidelines Document. A further examination of the curriculum guidelines document for N.S.W. schools. A comparison with other curricula. The Queensland syllabus. U.S. and British programmes. 3. Curriculum Interpretation and Evaluation. Analysis of specific social studies programmes to be selected from those prepared by Bruner, Taba, Senech and Morrissett. Some student choice is possible in this segment of the course. 4. Curriculum Implementation. Planning and preparation of teaching units and their application in the practical classroom situation. Students will be expected to demonstrate their understanding of the curriculum process model developed earlier. Using individual talents in team teaching. Textbook Banks, J. A., Teaching Strategies for the Social Studies, Reading: Addison-Wesley, 1973. References Avedon, E. M. and Sutton-Smilh, B., The Study of Games, New York: John Wiley and Sons, Inc., 1971. Barr, R. D., Values and Youth : Teaching Social Studie; in an Age of Crisis, Washington, D.C.: The National Council of the Social Studies, 1974. Bruner, C. E., Toward a Theory of Instruction, Cambridge, Mass: Harvard University Press, 1967. Chapin, J. R. and Gross, R. E., Teaching Social Studies Skills, Boston : Little, Brown & Co., 1973. Chester, M. and Fox, R., Role-Playing Methods in the Classroom, Chicago : Science Research Associates, 1966. Dufty, D. G., (Ed.), Teaching About Society, Adelaide: Rigby Ltd., 1970. Fenton, E., Teaching the New Social Studies in Secondary Schools, New York : Holt, Rinehart & Winston, 1966. Fraenkel, J. R., Helping Students Think and Value, Englewood ClifFs, N.J. : Prentice Hall Inc., 1973. Gordon, A. K., Games for Growth, Chicago: Science Research Associates, Inc., 1972. Hughes, P., "Curriculum Development in Primary Education," Australian Journal Education, Vol. 10, No. 3, Oct., 1966. Hunt, F. J., et al.. Social Science and the School Curriculum, Sydney: Angus & Robertson Pty. Ltd., 1971. Inbar, M. and Stoll, C. S., Simulation and Gaming in Social Science, New York: The Free Press, 1972. Jarolimek, J., Social Studies in Elementary Education, New York : Macmillan Publishing Co., 4th Edition, 1971. Jarolimek, J. and Walsh, H. M. (Eds), Reading for Social Studies in Elementary Education, New York : Macmillan Publishing Co., 3rd Edition, 1974. Joyce, B. R., New Strategies for Social Education, Chicago: Science Research Associates Inc., 1972. Keller, C. W., Involving Students in the New Social Studies, Boston: Little Brown & Co., 1974. Kerr, J. F. (Ed.), Changing the Curriculum, London: University of London Press, 1968. Martorella, P. H., Concept Learning in the Social Studies, Scranton : Intext Educational Publishers, 1971. Massialas, B. G. and Cox, C. B., Inquiry in Social Studies, New York: McGraw Hill Co., 1966. Michaelis, J. H., Grossman, R. H. and Scott, L. F., New Designs for the Elementary School Curriculum, New York: McGraw Hill Co., 1967.
66 Nicholls, A. and Nicholls, S. H., Developing a Curriculum : A Practical Guide, London : Allen & Unwin, 1972. Senn, P. R., Social Science and its Methods, Boston: Holbrook Press Inc., 1971. Shaftel, F. R. and Shaftel, G., Role-Playing for Social Values : Decision Making for the Social Studies, Englewood ClifFs, New Jersey: Prentice Hall, 1967. Social Education Journals, a publication of The National Council of the Social Studies, Washington, D.C. Taba, H., Curriculum Development: Theory and Practice, New York : Harcourt, Bruce & World, Inc., 1971. Taba, H., et al., A Teacher's Handbook to Elementary Social Studies — An Inductive Approach, Reading: Addison-Wesley, 1971. Traill, R. D., et al.. Teaching the Social Sciences: A Creative Direction, Sydney: McGraw Hill, 1972. Yearbooks, an annual publication of The National Council of The Social Studies, Washington, D.C.
CURRICULUM STUDIES "B"
ART
First Year: 1 Hour per Week. Second Year: 2^ Hours per Week.
Course Relevance Diploma in Teaching (Primary).
First Year
Objectives The Art course sets out to provide, through practical experience, an understanding of the various skills and of the various types of thought and response which are the special province of Art. Whilst the work that is done is basically designed to provide an interesting variety of lesson types of immediate relevance to the classroom, the course itself is expected to develop and extend the student's own creative potential.
Summary of Content The course includes an introduction to the creative development of children as revealed by their art; practical and theoretical aspects of the elements and principles of design and the language of vision; experience in using media suitable in the classroom; reference to teaching methods; and studies of appropriate works of art. Lectures will be designed to develop the confidence and skill of students. In addition to discussion and practical work, students will prepare individual assignments that will form the basis for assessments of the student's progress.
References Lowenfeld, V., Creative and Mental Growth, New York, MacMillan, 1970. Gaitskell, C. D., Children and Their Art, New York, Harcourt, Brace and World Inc., 1970. Morris, A. W., Play, Explore, Create, Crows Nest, International Textbook Co., 1969. Gailer, L. and Porter, J., Living With Art, Sydney, McGraw Hill, 1973. Milton, P., Art Folios, Vol 1, Melbourne, Heinemann, 1972. Janson, H. W., A History of Art, London, Thames & Hudson, revised 1970.
Second Year
Objectives This course, to be undertaken by approximately two-fifths of those students electing to prepare for general primary teaching, is designed to expand the understanding and skills established during first year, to further enrich the student's personal background knowledge and appreciation of the arts, to foster individual creative development, to develop broadly based concepts of art teaching, and to increase the awareness of the contribution that Art can make to the child's total education.
67. Summary of Content Philosophies of Art and Art Education; some recent approaches to art in schools; art in relation to the overall currciulum. Two and three dimensional activities appropriate to the primary and infants classroom. Teaching methods, programmes, organisation. Practical work, in a wide range of media, is organised around the environmental and situational stumuli relevant to the experience of infant and primary children. The relationship between the ideas of the artist and the technical problems involved in organising them is constantly considered. Emphasis is placed on the art of recent decades through a survey of changes in the concept of art during the twentieth century.
References Lowenfeld, V., Creative and Mental Growth, New York, MacMillan, 1970. Hurwitz, A., Programs of Promise — Art in the Schools, New York, Harcourt Brace Jovanovich, 1972. Read, H., A Concise History of Modern Painting, London, Thames & Hudson, 1959. Huyghe, R., Larousse Encyclopedia of Modern Art, London, Paul Hamlyn, 1965. Lucie-Smith, E., Movements in Art Since 1945, London, Thames & Hudson, 1969. Arnheim, R., Art and Visual Perception, London, Faber, 1956. Eisner, E. W. and Ecker, D. W. Readings in Art Education, London, Blaisdell, 1966.
CURRICULUM STUDIES "C"
ART
First Year : 1 Hour per Week in C.S. "B" Art. Third Year : 1 Hour per Week.
Course Relevance Diploma in Teaching (Primary).
Objectives To enlarge the understandings and experiences of the First Year Curriculum Studies Art Course; to increase appreciation of the important part that Art plays in the mental and social develop ment of children in the primary school; to extend the students' awareness of appropriate methods and media; to develop considered attitudes; through these objectives to build the skill and confidence of students so that they may commence teaching effectively.
Summary of Content Philosophic attitudes; reference to authorities — Read, Lowenfeld, Gaitskell. Workshop experiences; development of the student's own skills in handling and appre ciating the possibilities ofFered by a wide variety of media. Teaching techniques; classroom organisation; programmes and the primary curriculum. Considerations of painting and printing techniques and three-dimensional work.
References Lowenfeld, V., Creative and Mental Growth, New York, MacMillan, 1970. Gaitskell, C. D., Children and Their Art, New York, Harcourt, Brace & World Inc., 1970. Eisner, E. W. and Ecker, D. W., Readings in Art Education, London, Blaisdell, 1966. Milton, P., Art Folios, Vol. 1, Melbourne, Heinemann, 1972. Hurwitz, A., Programs of Promise, New York, Harcourt Brace Jovanovich, 1972. Hastie, R. and Schmidt, C, Encounter with Art, New York, McGraw-Hill, 1969.
68 CURRICULUM STUDIES "B"
CRAFT
First Year : 1 Hour per Week Second Year : 2^ Hours per Week
Course Relevance Diploma in Teaching (Primary).
First Year
Objectives To provide a broad general background to the teaching of craft at all levels in the primary school. Summary of Content Practical work will be undertaken in the following crafts. Bookcrafts, including paper decoration. Puppetry. Canework. Light woodwork. Weaving. Lectures will also deal with aims, organisation and programming. References Johnson, P., Creative Bookbinding, Seattle, University of Washington Press, 1963. Cosier, J. W., Crafts in Education, Sydney, Australasian Publishing Co., 1963. Leisure Crafts, Basket Weaving, London, Search Press, 1968. Philpott, A. R., Let's Make Puppets, London, Evans Bros., 1972. Leisure Crafts, Carving Wooden Animals, London, Search Press, 1971.
Second Year
Objectives This course, undertaken by approximately two-fifths of those students preparing for general primary teaching, aims to review and extend topics covered in first year, and to broaden the students' craft background by introducing other creative activities.
Summary of Content Opportunity will be given for students to develop skills and techniques associated with the following media. Textiles Leather and Leather substitutes Paper Indigenous Materials. Copper Foil Vitreous Enamel. Mosaics Plastics Lectures will also be presented dealing with aims, organisation and programming.
References Moseley, Johnson and Koenig, Crafts Design, California, Wadsworth, 1962. Mattil, E., Meaning in Crafts, New Jersey, Prentice-Hall, 1971. Morley, G. B., Learning Through Crafts, Sydney, McGraw-Hill, 1975.
69 Rees, D., Creative Plastics, London, Studio Vista, 1973. Pownall, G., Leathercraft, Sydney, Seven Seas, 1974. Johnson, P., Creating With Paper, London, Nicholas Kaye, 1960. Swinkles, B., Enamelling, Sydney, Rigby, 1970. Brown-Eklund, P., Introduction to Copper Tooling, Sydney, Burwood Press, 1972. Leisure Crafts, Mosaics, London, Search Press, 1971.
CURRICULUM STUDIES "C"
CRAFT
Third Year : 1 Hour per Week Course Relevance Diploma in Teaching (Primary). Objectives To extend the knowledge and skills gained in the First Year Curriculum Studies "B" course; To develop understanding of the Primary Curriculum in Craft and to foster a creative approach to its implementation in the schools. Summary of Content The philosophy and scope of the Craft section of the Curriculum for Primary Schools. Aims and their relationship to programming. Integration with other sections of the Curriculum. Teaching methods and organisation especially related to Craft. Demonstration lessons to illustrate teaching techniques. IAater]a\s and resources. Related practical experience with a variety of tools and materials selected by the student from at least four of the eight sections of the Curriculum. References Lowenfeld, V., Creative and Mental Growth, New York, Macmillan, 1970. Mattil, E., Meaning in Crafts, New Jersey, Prentice-Hall, 3rd Ed., 1971. Dean, J., Art and Craft in the Primary School Today, London, A. & C. Black, 2nd Ed., 1971. Morley, G., Learning Through Crafts, Sydney, AAcGraw-Hill, 1975. The course will also make extensive use of the large number of specialised Craft books in the Library of the Institute.
CURRICULUM STUDIES "B"
MUSIC
First Year : 1 Hour per Week Second Year : 2^ Hours per Week Course Relevance Diploma in Teaching (Primary).
First Year Objectives In this course, students will follow a programme aimed at the development of musical literacy, and whose content is relevant to the primary school situation. The course serves as a foundation for subsequent curriculum studies in music in the Diploma in Teaching (Primary) Course.
70 Summary of Content 1. Sound — its significance and control in a musical context. 2. Proficiency is required in a practical study. The choice of this study will be determined during the course. In addition, the use of tuned and untuned percussion instruments will form a common practical strand. 3. Skill and practical musicianship will be established in the following areas and related to the classroom teaching situation : (a) song repertoire and the essentials of voice production. (b) basic music reading skills and the essentials of elementary music theory. (c) study of Carl OrfF and Kodaly techniques in music education. 4. Introduction of recorded works and techniques suitable for classroom listening activities.
Second Year Objectives Students will develop skills in each area established in the Curriculum Sutdies "B" first year course. Summary of Content The procedure and problems concerned with : music programming and grading of material : musical arrangement; creative activity; elementary conducting skills and rehearsal techniques, will be strands of the course developed by students in practical exercise. References Dennis, Brian, Experimental Music in Schools, London, O.U.P., 1970. Dykema, P. W. and Cardiff, H. M., School Music Handbook, Boston, Birchard, 1955. Franklin, Eric, Music Education Psychology and Method, London, Harrap, 1972. Hoermann, D., The Teacher's Manual for Marta Nemesszeghy's Children's Song Book, Australia, Owen, Martin, 1973. Nye, R. E. and V. T., Music in the Elementary School, New Jersey, Prentice Hall, 1970. Paynter, J., Sound and Silence Classroom Music, Cambridge, Cambridge University Press, 1970. Schafer, R. M., The Composer in the Classroom, New York, Associated Music Publishers, 1969. Sidnell, Robert, Building Instructional Programmes in Music Education, New Jersey, Prentice Hall, 1973. Swanson, Bessie R., Music in the Education of Children, San Francisco, Wadsworth, 1961.
71 CURRICULUM STUDIES "B"
NATURAL SCIENCE
First Year : 1 Hour per Week Course Relevance Diploma in Teaching (Primary).
Objectives 1. To show that the communication of attitude and skill is at least as important as the teaching of science content. , , • i 2. To develop confidence in the presentation of some basic science teaching via the observation lesson and the experiment lesson. 3. To facilitate the development and reinforcement of concepts and content appropriate to primary school science.
Content The structure of science as a discipline. The observation lesson as applied to the classroom study of living organisms. Sound — an inquiry approach. Machines —a series of simple experiments. Ecology and environmental studies. Conservation — a rationale and teaching approach.
References Sale, M., A Teacher's Guide to Practical Science in the Primary School, Sydney, Shakespeare Head Press, 1965. Close, B., Teaching Science in Primary Schools, McGraw-Hill. Child, J., Wildflowers of the Sydney Region.
Assessment Assignments and examination. The assignments require students to present collections of materials and artifacts relevant to the teaching of the content and concepts of the topics studied in the course.
CURRICULUM STUDIES "B"
NATURAL SCIENCE
Second Year : 2^- Hours per Week Objectives l.To discuss teaching techniques that have particular relevance to the teaching of Natural Science as well as general relevance to all teaching. 2. To examine, using Natural Science as a vehicle, ways in which objectives and procedures in modern teaching reflect the current ideas of educational psychologists. 3. To develop a series of model lesson plans embodying the above principles. 4. To choose for study certain content material appropriately taught by the above lesson models. 5. To emphasise the priority of communication of attitudes and development of mental skills over the teaching of content.
Summary of Content Comparison of the discovery method with the exposition method. The development of a set of aims for the teacher, and speciflc behavioural objectives for pupils in primary science, based on Bloom's Taxonomy. Implications for the teaching of science from the educational psychology of Piaget, Bruner, Gagne, Ausubel and Skinner. Application of the principles of Gagne to the development of the curriculum known as
72 AAAS Science — The Process Approach. TPS — the Western Australian version of the process approach. The impact of Skinner on programmed instruction, and its extension to the multi-media mix. Observation lessons inside and outside the classroom. The nature ramble and excursion. Specimens and locations upon which observations can be practised, including local excursions. Various kinds of experiment lesson and problem-solving exercise. Physics and biology topics suitable for experiment. The teaching of children about the scientiflc method. The importance of aids in the teaching of science, and the lesson based on aids. The use of various kinds of aids, visual, audio, and copying will be integrated with the rest of the course. The science table, the school garden and other facilities needed for the teaching of science. The film lesson and the narrative lesson. Principles of programming time-tabling. Natural Science in the primary school. The teaching of topics that present special difficulties, e.g., electricity. Assessment By assignments, at the end of each of the flrst two terms, plus a written examination at the end of the year. Assignments involve the preparation and organisation of teaching resources, and are designed to complement the classroom lectures. References Sale, Maxine, A Guide to Practical Science, Shakespeare Head, 1965. Close, B., Teaching Science in Primary Schools, McGraw-Hill, 1973. Rigby, K. M., A Kit For Teaching Natural Science in Primary Schools, Macquarie University. Gega, P., Science in Elementary Education, Wiley, 1966. Vickery, et al. The Process Way to Science, Books A. B. C. plus Teachers Guides, Jacaranda, 1972. Sund, Tillery, Trowbridge, Elementary Science Discovery Lessons, 3 volumes, Allyn & Bacon, 1970.
CURRICULUM STUDIES "B" NATURAL SCIENCE
Third Year : 1 Hour per Week Objectives 1. To familiarise those students, who did no Natural Science in second year, with as many modern and innovative methods of teaching the subject as time allows. 2. To make students aware of the ways in which current objectives, methods, content, and evaluation in the practice of Natural Science correlate with the theories of certain present-day educational psychologists. 3. To use that content which, while interesting and relevant, serves mainly as a vehicle for the com munication of the course's objectives. Summary of Content 1. A Bruner-structure of Science as a discipline. 2. Implications for the teaching of Science from the educational psychology of Piaget, Bruner, Gagne, Ausubel, and Skinner. 3. The multi-media approach as a development of Skinner's programmed instruction. 4. Application of the principles of Gagne to the development of the curriculum known as "AAAS Science — The Process Approach." 5. The Western Australian version of Process Science. 6. The development of a set of aims for the teacher, and specific behavioural objectives for children in Science, based on Bloom's Taxonomy. 7. The discovery method, as recommended by Bruner and Gagne, applied to Science, and its use in various observational and experimental situations. 8. Field studies, excursions, environmental studies. 73 9. Detailed observation of certain plant types. 10. Various kinds of experiment lesson and problem-solving exercises. 11. Use of library and audio-visual facilities. 12. The examination of a six-week, interdisciplinary theme for a Fourth Grade class, with specific attention paid to the integral role of Process Science. 13. General principles of programming and timetabling Natural Science. Assessment Students will be assessed on assignments completed for the first two terms, and on a written examination at the end of the third term.
References Close, B., Teaching Science in Primary Schools. Victor, E., Science for the Elementary School. Gega, P., Science in Elementary Education. Rigby, K. M., A Kit For Teaching Natural Science in Primary Schools. Vessel, N. F. Elementary School Science Teaching. Victor and Lerner, Readings In Science Education for the Elementary School. Kuslan and Stone, Teaching Children Science. Navarra and ZefForoni, Science Today for the Eelementary School Teacher. Burnett, R. W., Teaching Science in the Elementary School. Carin and Sund, Teaching Science Through Discovery. Sund, Tillery, Trowbridge, Elementary Science Discovery Lessons. Vickery, et el. The Process Way to Science, Books A, B, C. Blough, Schwartz and Huggett, Elementary School Science and How to Teach It. Budd-Rowe, M., Teaching Science as Continuous Enquiry. Esler, W., Teaching Elementary Science. Lansdown, Blackwood, Brandwein, Teaching Elementary Science. Mills and Dean, Problem-Solving Methods in Science Teaching.
CURRICULUM STUDIES "B"
PHYSICAL EDUCATION
First Year: 1 Hour per Week and either Second Year : 2^ Hours per Week or Third Year : 1 Hour per Week Course Relevance Diploma in Teaching (Primary). Objectives 1. To acquaint students with the unique contribution of physical education as an integral part of education. 2. To expose students to the fundamental principles underlying the physical education syllabus in primary schools. 3. To study the primary school child and allow for individual differences — physical, emotional, social and mental — in the construction of the physical education programme. 4. To present a body of knowledge which will allow students to effectively create and implement their own physical education programme and to cover the aspects of gymnastics, dance and games. Summary of Content First Year
1. Aims and objectives of physical education in the primary school. 2. Minor games and organisation of games.
74 3. The gymnastics lesson. Lesson planning, unit planning, curriculum content, class organisation and formations. 4. Tabloid games. Planning and organisation. 5. Physiological background of physical education. 6. Introduction to folk dance. References N.S.W. Department of Education, Physical Education Syllabus, 1965. New Zealand Department of Education, Physical Education in Primary Classes. N.S.W. Department of Education, The Games Book. Farley, P., A Teacher's Guide to Creative Dance, A. H. and A. W. Reed. Bilborough, A. and Jones, P., Physical Education in the Primary School, London, University of London Press, 1968. Victorian Department of Education, Physical Education Syllabus.
Second Year 1. Lesson planning, unit planning, content material and class organisation for teaching: learn to swim and general water safety, dance — creative folk, modern educational and traditional, games — minor and major, track and field athletics. 2. Organisation of sports afternoons and carnivals. 3. Organisation features. Care of equipment, facilities available, sports and recreation in the community, source material. 4. Further work on the physiological basis of physical education and general fitness.
References As for First Year.
Third Year
Selection will be made from the programme available in second year and this will be treated in somewhat less depth than was so in second year.
75 Elective Courses
Students will be required to elect two courses from those listed below, bearing in mind that freedom of choice may be restricted by timetable constraints and limitations on the number of places available in any one course. Conditions governing choice of elective courses will be detailed at the beginning of the academic year. The elective courses offered in the Institute are as follows :
Art and Craft Department Mathematics Department Art Advanced Mathematics Contemporary Crafts Mathematics Textile Crafts Traditional Crafts Music Department Education Department Aesthetics and Choral Music Educational Media Instrumental Music Human Development Special Education
English Department Natural Science Department Biology The Contemporary Scene Earth Science Creative Writing Science Today Dramatic Art Literature and Society Social Science Department Health and Physical Education Asian Studies Department Economics Human Biology and the Science of Sport Geography Physical Education History
ART AND CRAFT
ART ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year: 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching Secondary) Objectives
The elective studies aim to enrich the students' personal artistic experiences by introducing them to ideas and processes with which they may be unfamiliar, assisting them to develop their existing capabilities, knowledge and interests, and to achieve satisfying creative work. Further, the course aims to widen the students' background generally, increase their under standing of the art of their own time and heighten their appreciation of fine art of all periods. Summary of Content Three strands will be offered, each continuous and progressive over three years and de signed to enable students with or without previous art training to participate.
76 Practical work will predominate and will normally proceed by a series ot experiments ana investigations into the creative possibilities of the various media available. Each of the three strands, though broad in scope and catering for varied interests, will in some degree relate to the present international scene. Individuality is encouraged. It is anticipated that one strand will embrace both painting and sculpture and be concerned largely with three- dimensional work in various contemporary materials; another will investigate schools of modern art and relate mainly to painting in contemporary styles; a third will involve painting in a range of styles and the opportunity for a limited number of students to follow an introductory course in hand-built and wheel-thrown pottery. Students will be given the opportunity to elect to pursue one particular strand. Third year students v/ill investigate individual avenues of creative expression based on the contact and experience developed during the first and second years. It is intended that students will produce work suitable for exhibition. Annual assessment is based upon the students' assignments during the year. Activties will include visits to art exhibitions, talks by practising artists and other means of increasing students' awareness of problems facing artists in the current environment and widening students' outlook on art. References Arnason, H. H., A History of Modern Art, London, Thames & Hudson, 1969. Read, H., A Concise History of Modern Painting, London, Thames & Hudson, 1959. Read, H., A Concise History of Modern Sculpture, London, Thames & Hudi«an, 1964. Kulterman, U., The New Painting, London, Pall Mall Press, 1969. Huyghe, R., Larousse Encyclopedia of Modern Art, London, Paul Hamlyn, 1965. Hastie, R. and Schmidt, C, Encounter With Art, New York, McGraw-Hill, 1969. Leach, B., A Potter's Book, London, Faber, 1945. Primmer, L., Pottery Made Simple, London, W. H. Allen, 1974. Kenny, J. B., The Complete Book of Pottery Making, London, Pitman, 1949. Rhodes, D., Clay & Glazes for the Potter, London, Pitman, 1958. Swann, P., The Art of China, Korea and Japan, London, Thames & Hudson, 1963.
CONTEMPORARY CRAFTS ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives To allow student development in the techniques and skills involved in expressive and creative craft work in a variety of modern media. Summary of Content The crafts included in this course are Art Metalwork, Wood Crafts, Jewellery making. Wood turning and Plastics. During the initial lectures, students will be instructed in procedures and techniques necessary to ensure success at these crafts and will, through intensive practical work, be given opportun ity to develop the necessary skills. Students then will be encouraged to select projects in some of these craft fields and to progress to a high standard of proficiency. Some examples of these projects may include construction of furniture, table settings, lamps, jewellery sets. In the first year of the course, a study will be made of the basic elements of design as related to contemporary crafts. At the same time opportunity will be given, through practical work, to develop skills in handling tools and materials. 77 In the second year, although most time is utilised on practical work, a more detailed study is made of the theoretical aspects of working in wood and metal, together with lectures on workshop drawings and cutting lists. In third year an opportunity is provided for more specialised work in two of the fields explored in earlier years. The course work in second and third year is dependent upon the skills acquired in previous years. References Kultermann, U., The New Painting. London, Pall Mall Press, 1969. Rees, D., Creative Plastics. London, Studio Vista, 1973. Conway, V., Introducing Enamelling. Batsford, 1970. Richie, C, Organic Jewellery. Oaktree, 1973. Sjoberg, J. & O., Working with Copper, Silver and Enamel. Reinhold, 1973. Campkin, M., Introducing Marquetry. Batsford, 1969.
TEXTILE CRAFTS ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives Through this elective, the student is given the opportunity to develop awareness of good design and finish, together with the practical techniques and skills involved in creative and expressive work in Textile Crafts. Summary of Content During this course, students will be introduced to the following aspects of the textile crafts, with opportunity for creative work in each field. Embroidery (modern and traditional) Fabric printing Knitting Crochet Dressmaking Soft furnishings Macrame Weaving (Third year only) Written works will include studies of the following : Elements of design Historical background Processes of construction Fibres and filaments During the third year of the course, students will be encouraged to work in depth in areas of their own choice. References Held, S. E., Weaving, New York, Rinehart & Winston, 1973. Rainey, S. R., Weaving Without a Loom, Massachusetts, Davis Inc., 1971. Geddes & McNeill, Blackwork, London, Mills & Boon. Meilach, D. J., & Snow, E. R., Creative Stitchery, London, Pitman, 1972. Johns, E., Filling Stitches, London, Batsford. Snook, B., Scribble Stitchery, London, Batsford, 1972. Thomas, M., Dictionary of Embroidery Stitches, London, Hodder & Stoughton. Lampton, S., (Ed.), Macrame, (Sunset Book) California, Lane Books, 1973. Deyrup, A., Batik, New York, Bruce Publishing Co. Znamierowski, N., Step by Step Rugmaking, New York, Golden Press, 1972. Gohl, E. P. G. & Vilensky, L. D., Textiles For Modern Living, Melbourne, Cheshire, 1971.
78 TRADITIONAL CRAFTS ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week
Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary).
Objectives Through practical involvement in a group of traditional crafts, to develop independence in design and construction, together with an appreciation of the history of these crafts and of their place in contemporary society.
Summary of Content This course offers three strands drawn from the traditional hand crafts : Bookcraft — including printing. Leatherwork. Weaving. In each strand a study will be made of the historical background and of modern develop ments in the craft, including the production of materials such as boards, paper, leather and fibres. In bookbinding, an extensive course will begin with folders, albums, single-leaf and single- section bindings, followed by multi-section bindings on tapes and cords. These will employ cloth buckram and leather as covering materials for a variety of treatments such as cased, letterpress, split- board and flexible bindings. In association with bookbinding, a study will be made of methods of printing, with practical experience in letterpress work leading to a combined printing and binding pro ject, and in hand-making of paper from a variety of fibres. The leatherwork strand will deal with sources of leather and methods of tanning and finishing, together with practical work involving a wide variety of processes: thonging in various patterns, hand sewing, modelling, stamping, carving, plaiting, staining, polishing, lacquering, fitting of eyelets, press-buttons, buckles, catches and other hardware. In weaving, practical work will include opportunities for hand-spinning and dyeing of wool; creative off-loom weaving; weaving on a variety of looms such as inkle, tablet, two-shaft and four-shaft looms, using wool, cotton and other fibres. Following initial instruction in each strand, students will be encouraged to design their own projects and in the third year of the course to follow at least one strand to considerable depth.
References Evans, H. M., Man The Designer, New York, Macmillan, 1973. Cherry, R., General Leathercraft, Illinois, McKnight, 4th Ed., 1955. Meilach, D. Z., Contemporary Leather, Chicago, Henry Regnery, 1971. Town, L., Bookbinding By Hand, London, Faber, 1963. Robinson, I., Introducing Bookbinding, London, Batsford, 1968. Simpson & Weir, The Weaver's Craft, Leicester, Dryad. Thorpe & Larsen, Elements Of Weaving, New York, Doubleday, 1967. Kagy, F. D., Graphic Arts, Illinois, Goodheart Wilcox, 1965. Spellman, J. A., Printing, Phoenix House, London, 1964.
EDUCATION EDUCATIONAL MEDIA ELECTIVE First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year: 4 Hours per Week. Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary).
79 Objectives 1. To provide an understanding of the theory underlying the use of educational media and the research findings relevant to this field. 2. To enable this theory to be put into practice by familiarising students with as wide a range of educational media as possible. 3. To enable students to prepare and develop teaching/learning kits which will utilise a variety of educational media.
Summary of Content It is planned to deal with as wide a range of educational media as are available. These will include programmed learning, teaching machines, overhead projectors, tape-recorders, film strips, transparencies, radio, closed-circuit and broadcast television, synchronised tapes and film-strips, teaching packs, etc.
References Brown, J. W., Lewis, R. B. and Harcleroad, F. F., A. V. Instructoin, New York McGraw-Hill, 1969. Ericson, C. W. H. and Curl, D. H., Fundamentals of Teaching With Audiovisual Techniques, New York, McGraw-Hill, 1972. Tindall, K., Collins, B. and Reid, D., The Electric Classroom, Sydney, McGraw-Hill, 1973.
HUMAN DEVELOPMENT ELECTIVE First Year: 3 Hours per Week Second Year: 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives Knowledges—modes of human functioning; patterns of influences on the stages of development. Attitudes—towards the person as an individual and as a learner. Skills—assessment of psychological functioning and related educational achievement. Summary of Content Motor learning (sports skills). Cognitive development. Social and emotional development. Development of interests and attitudes. Research methods in experimental psychology. Implications of development for teaching. Practical work in laboratory and schools is involved in most areas.
SPECIAL EDUCATION ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year ; 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives The aim of this course is to develop an understanding of the problems associated with the education of exceptional children. It is designed to lead the general classroom practitioner to an awareness that the handling of the problems of exceptional people is essentially the magnified problem of individual differences among people in general.
80 Summary of Content It is planned to study the various groups of exceptional children as follows:
First Year
Nature of individual differences. The intellectually exceptional — the mentally retarded; the gifted and creative.
Second Year
The socially and emotionally disadvantaged: e.g., delinquency, aborigines, migrants. The sensorially and physically handicapped, e.g., the deaf, blind, cerebral palsy, epilepsy.
Third Year
Learning disabilities (especially reading) i.e., dyslexia, aphasia. General philosophical issues. Visits to schools and other institutions responsible for the education and care of the exceptional will be an integral part of the course. Textbook One of the following is recommended as a textbook. Dunn, L.M., Exceptional Children in the Schools, (2nd Ed.), New York, Holt, Rinehart and Winston, 1973. Kirk, S. A., Educating Exceptional Children, (2nd Ed.), Boston, Houghton-Mifflin, 1972.
ENGLISH THE CONTEMPORARY SCENE ELECTIVE First Year : 3 Hours per Week. Second Year : 3 Hours per Week. Third Year: 4 Hours per Week. Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives The First Year course will look at certain strands of British literature in this century, the Second Year course will deal with modern American writers, the Third Year course will concentrate on Australian writers of this century. Summary of Content The First Year course will treat poetry, drama and novel along the lines of social com mentary, realism, the element of the romantic, and the use of fantasy. Students' preferences will be taken into account before the final selection is made of writers to be studied in greater detail. The Second Year course will make reference to earlier writers such as Herman Melville, Mark Twain, Emily Dickinson and Henry James as an introduction to more modern writers. Some emphasis will be placed on such issues as the comic element, regional writers, ethnic themes and books in which social or political comment is important. The Third Year course will treat modern Australian writers partly under the heading of themes and partly by some detailed study of individual writers. Emphasis will be placed on wide reading of novel, short story, verse anthologies and plays. The reading lists below will be supplemented by students' suggestions. Assessment will be based on written assignments, seminar papers and contributions to discussions.
81 First Year References
NOVEL Kingsley Amis — Lucky Jim. H. E. Bates — The Darling Buds of May. Anthony Burgess — A Clockwork Orange, Tremor of Intent. Joyce Cary — The Horse's Mouth, Charley Is My Darling. Joseph Conrad — The Nigger of the Narcissus, The Secret Agent. Len Deighton — Funeral in Berlin. E. M. Forster — Where Angels Fear to Tread, The Machine Stops. Grahame Greene — A Burnt Out Case, Brighton Rock. L. P. Hartley — The Go-Between. Iris Murdoch —The Red and the Green. Mervyn Peake — Gormenghast. Josephine Tey — The Franchise Affair, The Daughter of Time. DRAMA Christopher Fry — The Lady's Not for Burning. Willis Hall —The Long and the Short and the Tall. Harold Pinter — The Birthday Party. J. B. Priestly — An Inspector Calls. Terence Rattigan — The Browning Version. Arnold Wesker — Chips with Everything. POETRY The following anthologies : ed. Michael Roberts — The Faber Book of Modern Verse. ed. John Silkin —Poems of the Committed Individual. ed. Robin Skelton — Poems of the Forties. ed. Oscar Williams — The Mentor Book of Mafor British Poets. This will be supplemented by more detailed study of the work of individual poets including Stephen Spender, W. H. Auden, Louis MacNiece and Dylan Thomas. Work of more recent poets will be read in selections from the Penguin Modern Poets series.
Second Year References
NOVEL Saul Bellow — Herzog, The Adventures of Augie March. Richard Condon — The Vertital Smile, Winter Kills. Brian Donleavy — A Singular Man, Meet My Maker. William Faulkner — Intruder in the Dust, The Sound and the Fury. F. Scott Fitzgerald — The Great Gatsby. Ernest Hemingway — A Farewell f Arms, For Whom the Bell Tolls. Carson McCullers — The Ballad of the Sad Cafe, Reflections in a Golden Eye. Vladimir Nabokov — Laughter in the Dark. John Updike — The Centaur. Thornton Wilder —The Bridge of San Luis Rey, Heaven's My Destination. SHORT STORY Selections from F. Scott Fitzgerald, Ernest Hemingway and Bernard Malamud. DRAMA Maxwell Anderson — Anne of the Thousand Days. William Inge — Picnic, Come Back Little Sheba. Arthur Miller —Death of a Salesman, The Crucible. Thornton Wilder — Our Town. Tennessee Williams —A Streetcar Named Desire, The Glass Menagerie. N.B. Since a good deal of modern American writing is closely associated with other media, discussion of the above books will involve some examination of current cinema.
82 POETRY Certain writers will be treated in some detail, for example, the "beat" poets, Sylvia Plath, John Crowe Ransome and Robert Lowell. Other readings will be based mainly on selections from the Penguin Modern Poets series and the anthology edited by John Hollander, Poems of Our Moment. Third Year References
NOVEL (a) The Historical Novel: Eleanor Dark — The Timeless Land. Barnard Eldershaw — A House is Built. Hal Porter — The Tilted Cross. Thomas Keneally — Bring Larks and Heroes. (b) Man in his environment: Joseph Furphy — Such Is Life. Vance Palmer —The Passage. Patrick White —The Tree of Man. (c) Novels in general: Thea Astley — The Well Dressed Explorer. Martin Boyd — Lucinda Brayford. Xavier Herbert — Soldiers' Women. Christina Stead — Seven Poor Men of Sydney. Patrick White — Riders in the Chariot, The Eye of the Storm. SHORT STORY Hadgraft and Wilson — A Century of Australian Short Stories. Patrick White —The Burnt Ones. Judith Wright — The Nature of Love. DRAMA Ray Lawler — The Summer of the Seventeenth Doll. Alan Seymour — The One Day of the Year. Hal Porter — The Tower. AIna Buzo — The Front Room Boys. Jack Hibberd— White with Wire Wheels. POETRY The following anthologies : ed. David Campbell — Modern Australian Poetry. ed. Hall and Shapcott — New Impulses in Australian Poetry. ed. T. W. Shapcott — Australian Poetry Now. Readings from these anthologies will be supplemented by more detailed study of poets chosen in part of students' preferences. GENERAL ed. Geoffrey Dutton — The Literature of Australia.
CREATIVE WRITING ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives Many students find that as a result of their experience in reading creative material they wish to write creatively themselves. Often this wish is only partly fulfilled. The primary aim of this course is to provide the opportunity to write — for individual satisfaction and personal growth. Students will be
83 expected to work in a variety of forms with guidance given as necessary. The course will also be con cerned to develop perceptive responses to writing : critical comment on the work of other students and of established writers will be called for. Discussion of writing by and for children will be an important feature.
Summary of Content In first year the emphasis will be placed on shorter forms in verse and prose. Later-year students will undertake more sustained work as their interests suggest. No upper limit in quantity of work is prescribed; each student will be required to keep a journal of work in progress and this journal will be called for from time to time. Most timetabled sessions will be for the whole of an elective group. At least one group project will be undertaken each year. Excursions will be organised and practising writers will be invited to address groups. Assessment will be made in terms of quality of work as determined in group discussion.
References Freeman, J., Creative Writing, London, Frederick Muller, 1966. Holsinger, R., Jordon, C. and Levenson, L., (eds). The Creative Encounter, Glenview, Scott Foresman, 1971. Moore, Robert E., So You Want to Be a Writer, San Francisco, Boyd and Eraser, 1974. Ruhen, O., Writing : The Craft of Creative Fiction, Melbourne, Cheshire, 19764.
DRAMATIC ART ELECTIVE
First Year: 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary) Diploma in Teaching (Secondary) Objectives The objective of the course is the development of the individual. The whole person, through the experience of Drama. Drama is an intensification of the living experience and provides, within social, legal, relaxed, non-competitive environment opportunities to develop Social Awareness — Sensitivity to others Self-Expression Self-Identity, an awareness of self. Course Outline The direction of the 3 year programme will be the presentation of a play — (Polished Play — Scripted Play).
First Year
First Year activities will be aimed at introducing the students to the skills and disciplines of Drama through Workshop games and exercises Improvisation Dance Drama Mime Students will work towards the development of: Concentration Spontaneity Imagination Self Expression Group Awareness.
84 Second Year
First Year activities will be continued. Improvisations will be more prolonged and polished. The group will work more as a unity and the culmination of the year will be a production of the group's own creation. Third Year
while the creative activities of the previous years will be continued, they will be more mlated to the exploration of dramatic texts. All students will be involved in at least one production d»ring the year. Assessment Assessment will be determined by the involvement and participation of members of the group and their contribution to the activities of the group. References Adiand, D. E., Group Drama, London, Longmans, 1964. Hodgson, J., The Uses of Drama, London, Methuen, 1972, Hodgson, J. and Richards, E. Improvisation, London, Methuen, 1966. Slade, P.,Child Drama, London, University of London, 1954. Spolin, v.. Improvisation for the Theatre, Evanston, Northwestern University Press, 1963. Stanislavski, C, An Actor Prepares, Penguin, 1967. Willett, J., Brecht on Theatre, New York, Hill and Wang, 1964.
LITERATURE AND SOCIETY ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year: 4 Hours per Week Course Relevance Diploma in Teaching (Primary) Diploma in Teaching (Secondary) Objectives Through a study of possible relationships between literature and social trends, this course attempts to encourage students to become more aware of literature and the society which produced it, and to develop critical attitudes towards both. Summary of Content First Year
This year of the course will be devoted to a study of significant literary works in which writers have reflected social concerns such as the following : Societies in conflict The individual in conflict with society Alienation. Topics which might be covered by such literature could include War and the Fighting Man, the Problems of Being Young, Cultural and Racial Conflict, Delinquency and The Plight of Women, as well as depictions of particular societies and the writers' attitudes towards them.
Second Year
The second year of the course will be spent examining ways in which issues are trans formed into literature, and to this end various modes oF writing will be studied. Those chosen will be drawn from the following list: Fantasy Myth
85 Satire Absurdism Tragedy Picaresque Stream of consciousness. Third Year In the final year of this course, some time will be devoted to the examination of particular periods in social history and the literature which they have produced. Possible areas of study here will include : Elizabethan and Jacobean England Victorian England Australia since World War II. Modern America The Great Depression. Students will also be required to investigate a topic of their own choosing and study it in depth. Assessment Assessment will be on the basis of regular written assignments set throughout the course. Written examinations may be required of students who fail to show satisfactory progress in assignments. References Aylen, L., Greek Tragedy and the Modern World, London, Methuen, 1964. Beer, Gillian, The Romance, London, Methuen, 1971. Benson, C. and Littleton, T., The Idea of Tragedy, Glenview, Scott, Foresman, 1966. Blount, T. J., The Picaresque, London, Methuen, 1972. CafFerata, John, Rites, New York, McGraw-Hill, 1975. Chadwick, C, Symbolism, London, Methuen, 1971. Dick, Kay (ed). Writers at Work, Harmondsworth, Penguin, 1972. Ford, B., The Pelican Guide to English Literature, Harmondsworth, Penguin, 1958. Hinchlifl'e, A. P., The Absurd, London, Methuen, 1971. Hodgart, M., Satire, London, Weidenfeld and Nicholson, 1969. Inglis-Moore, T., Social Patterns in Australian Literature, Sydney, Angus & Robertson, 1971. Leech, C, Tragedy, London, Methuen, 1971. Loomis, R. S., The Development of Arthurian Romance, London, Hutchinson, 1963. Pollard, A., Satire, Methuen, 1971. Sanders,C., The Scope of Satire, Glenview, Scott, Foresman, 1971. Sutherland, J., English Satire, Cambridge University Press, 1967. Weston, Jessie, From Ritual to Romance, London, Peter Smith, 1973. HEALTH AND PHYSICAL EDUCATION HUMAN BIOLOGY AND THE SCIENCE OF SPORT ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year: 4 Hours per Week Course Relevance Diploma in Teaching (Primary) Diploma in Teaching (Secondary) Summary of Content First Year
Basic study of structure and function of human body systems. Units of Work : Body as a Whole 86 Histology Skeletal System Arthrology Muscular System Circulation Nervous System. Practical Experimentation, including : Blood Pressure Heart Rate Blood Typing and Counting Kinesthetic Perception Testing.
Second Year
Basic Study of Structure and Function of : Respiratory System Digestive System Urinary System. Unit on Instrumentation of : O2 Uptake Respirometry E.C.G. Telemetry. Effects of Regular Training on Health Throughout Life.
Third Year
Physical Conditioning : Principles for Training Based on Physiology Strength Training Local Muscular Endurance Training Cardio-Vascular Endurance Training Flexibility Training. Biological Long Term Effects : Study of Long Term Effects on the Body's Systems, Organs, Tissues and Cells. Psychological Effects of Exercise. Physiology of Various Sports Activities Analysis of Various Sports: Walking Running Swimming Skiing.
Required Texts
First Year
Schade, J. P., Introduction to Functional Human Anatomy, W. B. Saunders & Co., Philadelphia, 1970.
Second Year
Falls, H. B., Wallis, E. L. and Logan, G. A., Foundations of Physical Conditioning, Academic Press, New York, 1970.
Third Year
DeVries, H. A., Physiology of Exercise, Wm. C. Brown Co., 2nd Edtiion, 1974.
87 PHYSICAL EDUCATION ELECTIVE
First Year : 3 Hours per Week Second Year: 3 Hours per Week Third Year: 4 Hours per Week
Course Relevance Diploma in Teaching (Primary) Diploma in Teaching (Secondary)
Objectives This course is designed as sufFiciently flexible to enable students with a v/idely varying background of participation in Physical Education activities to be able to undertake individual studies within the field. The course will be both practical and theoretical and it is expected that significant levels of work will occur in both areas. Students will be required to select at least two areas from : Dance Gymnastics (performing, coaching or officiating) Games (participating and either coaching or officiating).
MATHEMATICS
ADVANCED MATHEMATICS ELECTIVE
First Year : 3 Hours per Week Second Year: 3 Hours per Week Third Year: 4 Hours per Week
Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary) — (excluding Secondary Mathematics Students).
Objectives This course is designed for students with an aptitude for mathematics and a background of at least second level mathematics at the Higher School Certificate.
Summary of Content
First Year CALCULUS : A revision of differentiation and integration, differentiation and integration of circular logarithmic, exponential and hyperbolic functions. The inverse trigonometric and hyperbolic functions. Techniques of integration — substitution, integration by parts, partial fractions. Applications of integration. Text Thomas, G. B., Calculus and Analytic Geometry, 4th Ed. Addison-Wesley, 1973.
Second Year ALGEBRA : Complex numbers, operations, Argand diagrams, de Moivres Theorem; finding n roots. Determinants, solving simultaneous equations. Matrices, operations inverse, elementary transformations. COMPUTING : Algorithms, flow-chart and, numerical applications, use of BASIC in the interactive mode.
88 References Forsythe, A., Et al. Computer Science: A First Course, John Wiley, 1969. Thomas, G. B., Calculus and Analytic Geometry, 4th Ed., Addison Wesley, 1973.
Third Year Statistics and Probability Frequency distributions, measures of central tendency, measures of dispersion, sampling theory, the Normal distribution, the Binomial and Poisson distributions. Sample space and events, axioms of probability, conditional probability. Hypothesis testing, t-test, x^-test, product moment and rank cor relations.
Set Theory:
Elementary Logic: Logical statements, Sentential connectives. Truth tables. Tautologies. Logical equivalence. Quantifiers. Logical inference.
Sets and Subsets Sets. Russell's paradox. Axioms of extension and specification. The empty set. Subsets. Theorems on subsets. Power set axiom. Basic Set Operations Axiom of Union. Theorems on union, intersection, difference, complementation. Duality, Generalised operations. Functions and Relations: Axiom of pairs. Ordered pairs. Cartesian product sets. Relations and their types. Functions and their types. Products of functions. Inverse functions. Cardinal and Ordinal Numbers: Axiom of infinity. Equivalent sets. Denumerable sets. Cardinal numbers. Cardinal arith metic, Confor's paradox. Partially and totally ordered sets Well ordered sets. Similarity, Ordinal numbers. Text: Lipschutz, S., Theory and Problems of Set Theory and Related Topics, Schaum, 1964. Lipschutz, S., Theory and Problems of Probability, Schaum, 1965.
MATHEAAATICS ELECTIVE
First Year : 3 Hours per Week Second Year: 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary) — (excluding Secondary Mathematics Students).
Objectives This course is designed for students with an interest in Mathematics but with little or no mathematical background. A wide variety of topics will be studied. Selection of these topics will be largely determined by the students' interests as will the amount of time spent on a topic and the depth to which it is pursued. The following topics might be included. 1. Logic — propositions and truth tables, algebra of propositions, conditional statements, logical im plication, electrical networks, switches, advertising. 2. Mathematical Puzzles — study of some of the famous unsolved problems. Selected puzzles from the literature. 3. Elementary Calculus — differentiation, application to curve sketching, rates of change, velocity acceler ation, projectiles, exponential and logarithmic functions simple integration.
89 4. Computing - flowcharts, use of BASIC language for simple programming, Simpson's Rule, Newton- Raphson techniques. 5. Determinants - Study of the properties of determinants, application to solution of simultaneous equations. 6. Matrices — operations, inverse, translations, rotations, reflections. 7. The Programmable Calculator — Flowcharts, simple programs. Games. 8. Statistics - frequency distributions, measures of central tendency, dispersion. Sampling theory, hypothesis testing, t-test, chi2-test, correlation. 9. Graphs and Networks - Undirected, directed graphs, matrix, representation, applications to PERT techniques, combinatorial problems, genetics, social science applications, flow problems. 10. Geometary, Euclid's Elements, non-Eucledian geometries. Axiom systems, plane projective geometary, transformations. 11. Curves — loci, envelopes, curve stitching. 12. Time —solar time, sundials, clocks and watches, sidereal time, elementary astronomy. 13. Navigation — Coastal. The compass, swinging a compass, variation and deviation, plotting bearings and courses, reading charts, fixing positions, use of sextant, current vectors. 14. Navigation— Celestial. Simple spherical trigonometry, astronomical terms, celestial sphere, equinox, ecliptic, first point of Aries, zenith hour angles, declination, attitude, zenith distance. Use of sextant, horizon, parallax and refraction. Nautical Almanac. 15. History of Mathematics.
MUSIC AESTHETICS AND CHORAL MUSIC ELECTIVE
First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives To develop skill and musicianship in the area of vocal performance and choral singing, a perspective of historical musical studies, and theoretical studies aimed at functional skills and stylistic understanding. Summary of Content A graded programme of unison and part songs from various periods will be introduced in lectures and a thorough knowledge and performance of these will be required. Tuned and untuned percussion instruments will be used in practical music making and in conjunction with the study in the Carl OrfF approach to music education. Through the study of set works and score reading, the student will acquire a knowledge of the different styles and periods of music. The growth of the orchestra, numbers of players and instru ments used will form an integral part of this study. A general treatment of the history of music will continue throughout the three years of the course. In the third year, topics dealing with certain aspects of music education in other countries will be studied. First Year
1. Introduction to staff clefs, notes, rests, sharps, fiats, naturals, observation of key signatures, major scale patterns, tones, semi-tones. 2. Observation and analysis (through performance) of musical developments, from the pentatonic scale to the major-minor system of the Baroque period. 3. The students' own creativity in melodic composition will be related to the range of the pentatonic scale although he/she will be encouraged to note the musical significance of all key systems.
90 4. Perspectives. Some facets of pre-sixteenth century musical styles and practice. The Baroque and Rococo-Style Galant eras. Classicism and the confiuence of Classicism and Romanticism.
Second Year
1. Conducting skills, introduced through individual experience in the conducting of unison songs and rounds. Students will have an opportunity to develop an appreciation of beat patterns and style, use of the left hand. 2. Tuned and untuned percussion techniques that can be applied to making percussion arrangements of rounds, songs and melodic invention. Simple harmonic vocabulary required for this will parallel the Theory and Harmony strand of the course. 3. Observation of the major-minor system to include chromaticism, tonality, modulation and the effects of form on composition. Student creativity in melodic composition and simple song arrangements in the styles under study, for the performance of students in lectures. 4. Major keys, simple and compound signatures, triplets, major and minor intervals, triads, leger lines. 5. History of Music, surveying the resources and growth of repertoire of the symphony orchestra during the eighteenth and nineteenth centuries. Baroque Music and Practice. The Concerto Principle. The Emergence of Sonata Form. The Classicists. Formal Developments.
Third Year
1. Augmented and diminished intervals, inversions of triads and intervals, harmonic and melodic minor scales, chromatic scales. 2. Observation and analysis of Romanticism — the "leit-motif." Impressionism — the whole-tone scale. Twentieth century — the tone-row. Student creativity in melodic composition in the above styles (where appropriate) and, similarly, simple arrangement in these styles under study, for the performance of students in lectures. 3. Comparative Music Education. 4. History of Music; The Romantic movement in Germany; Romanticism; From Romanticism to Realism; Trends of the later nineteenth century; Opera — some perspectives of early opera — Mozart's operas — Wagner; Twentieth century music as a development of previous trends; Twentieth century music — new paths.
References Roe, P. F., Choral Music Education, Englewood ClifFs, Prentice Hall, 1970. Davidson, A. T., Choral Conducting, Harvard, University Press. Bostock, D., Choirmastery, London, Epworth Press, 1966. Young, P., The Choral Tradition, London, Hutchinson, 1963. Rice, W., Basic Principles of Singing, New York, Abingdon Press, 1961. Berger, M., Choral Music in Perspective, Nfew York, Sam Fox Publishing. Hindemith, P., Elementary Training for Musicians,. London, Schott, 1949. Lang, P., A History of Music in Western Civilization, London, Dent, 1962. Grout, D. J., A History of Western Music, London, Dent, 1962. Robertson, A. and Stevens, D., The Pelican History of Music, (Vols. 1-3), Pelican, 1965. Apel, W., Harvard Dictionary of Music, Heinemann, London, 1960. Grabbe, P., The Story of Orchestral Music and Its Time, New York, Grosset and Dunlop, 1960. Baines, A. Musical Instruments Through the Ages, Penguin, 1961. Buchner, A., Musical Instruments Through the Ages, London, Bathchworth Press, 1961. Galpin, F. W., Old English Instruments of Music, London, Methuen, 1965. Fox, L. M., Instruments of the Orchestra, — A History of Musical Instruments, London, Lutterworth, 1971. Harrison, F. L., European Musical Instruments, London, Studies Vista, 1964. Sachs, C, History of Musical Instruments, New York, Norton, 1940. Scholes, P., The Oxford Companion to Music, London, O.U.P., 1965.
91 INSTRUMENTAL MUSIC ELECTIVE First Year : 3 Hours per Week Second Year: 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives These instrumental courses aim at developing (i) skills and musicianship through the experience of solo, ensemble and orchestral playing, (ii) Historical studies giving a wide range of musical perspective. (iii) Functional theoretical studies aimed at developing skills of arrangement and classroom repertoire in the appropriate instrumental area, and an analytical understanding of the periods of musical history being studied. Summary of Content Three instrumental areas are ofFered in Group "B" : STRINGS, WOODWIND AND BRASS. The courses are designed to cater for any student; those who wish to start an instrument for the first time, or those who may already have some practical skill or background in music. There is opportunity to allow students who already play the piano or study singing to take this as a part of their course. Students elect to "take-up" or "continue" music studies on an orchestral instrument. Tuition on the chosen instrument is given by visiting tutors who, in general, will have individual contact with each student for 1 hour per week. Musical instruments are available on loan from the Institute for students who take these courses. A small rental is asked to meet the costs of maintenance and repairs, etc. It is hoped that by the last year of the course, students will have commenced purchasing their own instruments so that they will leave the Institute adequately equipped. The instruments usually ofFered within each group are set out below. (A student wishing to take an instrument not mentioned, or wishing to depart from the courses as set out, should make enquiries of the music staff).
STRINGS WOODWIND BRASS RECORDER FLUTES Violin Flute French Horn Descant Viola Oboe Trumpet Treble Cello Clarinet Trombone Tenor Double Bass Tuba Bass A general treatment of the history of music will continue throughout the three years of the course. In the third year, topics dealing with certain aspects of music education in other countries will be studied. First Year 1. Practical. Where applicable, students experience a "settling in" period to ensure that an instrument best suited to their abilities is chosen. Basic skills are introduced and, once established, simple ensemble playing IS used to develop elementary musicianship and an awareness of, and sensitivity in, controlling sound. Students with practical background who are continuing their study of an instrument commence at the level already attained, and follow a programme designed to suit their background. Ensemble playing and the development of musicianship apply at the appropriate levels. 2. Detailed study of the technical problems and possibilities of the instrument chosen, and an introductory survey of the repertoire of the instrument. 3. Observation and analysis (through performance) of musical developments, from the pentatonic scale to the major-minor system of the Baroque period. The student's own creativity in melodic composition is paralleled with these specific observations. 4. Perspectives. Some facets of pre-sixteenth century musical styles and practice. The Baroque and Rococo-Style Galant eras. Classicism and the confluence of classicism and Romanticism. From Romanticism to Realism.
92 Second Year
1. Practical. The development of technique on the chosen instrument. Solo and ensemble playing according to the standard being reached by the individual student. Introduction to orchestral playing. 2. A survey of the resources and growth of repertoire of the symphony orchestra during the eighteenth and nineteenth centuries, with particular reference to the role played by the instrument the student has elected to study. 3. The development of the major-minor system to include chromaticism. Tonality and modulation. The effects of form on composition. Student creativity in melodic composition and simple song arrangement in the styles under study, for the performance of students in lectures. 4. History of Music. A survey of the resources and growth of repertoire of the symphony orchestra during the eighteenth and nineteenth centuries. The Baroque music and practice. The concerto principle. The emergence of sonata form. The Classicists. Formal developments.
Third Year
. Practical. The development of repertoire and technique on the chosen instrument. General musicianship, rehearsal techniques, group and ensemble playing. Orchestral playing. 2. Comparative Music Education. 3. Observation and analysis of: Romanticism — the "leit-motif" — Impressionism — the whole-tone scale. Twentieth century — the tone-row. Student creativity in melodic composition in the above styles (where appropriate) and, similarly, simple arrangement in these styles under study, for the performance of students in lectures. History of Music. 4. The Romantic movement in Germany. Romanticism. From Romanticism to Realism. Trends of the later nineteenth century. Opera — some perspectives of early operas — Mozart's Operas — Wagner. Twentieth century music as a development of previous trends. Twentieth century music — new paths. References Milis, E., Ed.)), The Suzuki Concept, Berkeley, Diablo Press, 1973. Flesch, C, The Art of Violin Playing (Vols. 1 and III), New York, Carl Fischer, 1939. Galamain, I., Principles of Violin Playing and Teaching, Prentice Hall, 1962. Green ,E., Teaching Stringed Instruments in Classes, Ne wYork, Prentice Hall, 1966. Klotman, H., Learning to Teach Through Playing — String Techniques and Pedagogy, Reading (Mass.), Addison Wesley, 1971. Suzuki, S., Nurtured by Love, New York, Exposition Press, 1970. Suzuki, S., Violin School (Vols. I-IV), Zenon. Suzuki, S., Cello School, Zenon. Eisenberg, M., Cello Playing Today, London, Lavender Publications, 1966. Westphal, F. W., Woodwind Ensemble Method for Teacher Education, Dubuque, Wm. C. Brown, 1961. Baines, A., Woodwind Instruments and Their History, London, Faber, 1962. Langwell, L. G., An Index of Musical Wind Instruments Makers, Edinburgh, Langwell, 1962. Winslow, R. W., Playing and Teaching Brass Instruments, Englewood ClifFs, Prentice Hall, 1961.
93 Farkas, P., The Art of Brass Playing, Bloomington, Brass Publications. Lang, P., A History of Music in Western Civilization, London, Dent, 1962. Grout, D. J., A History of Western Music, London, Dent, 1962. Robertson, A. and Stevens, D., The Pelican History of Music (Vols. 1-3), Harmondsworth, Pelican, 1965. Apel, W., Harvard Dictionary of Music, London, Heinemann, 1960. Grabbe, P., The Story of Orchestral Music and Its Times, New York, Grosset and Dunlop, 1960. Baines, A., Musical Instruments Through the Ages, Harmondsworth, Penguin, 1961. Buchner, A., Musical Instruments Through the Ages, London, Batchworth Press, 1961. Galpm, F. W., Old English Instruments of Music, London, Methuen, 1965. Fox, L. M., Instruments of the Orchestra — A History of Musical Instruments, London, Lutterworth, 1971. Harrison, F. L., European Musical Instruments, London, Studies Vista, 1964. Sachs, C, History of Musical Instruments, New York, Norton, 1940. Scholes, P., The Oxford Companion to Music, London, O.U.P., 1965.
NATURAL SCIENCE
BIOLOGY ELECTIVE
First Year: 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week
Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary).
Objectives Introduce the student to a broad spectrum of appreciation and understanding of the biological world. It is hoped that the experience will be useful in the teaching of natural science, as well as being helpful in understanding other things in the field of education, and the interdependence of all living things.
Summary of Content
First and Second Years
1. BOTANY STRAND. Introduction to the microscope. Classification of organisms — general principles of classification. Cell structure, functions and division. The plant kingdom — study of the anatomy, reproduction and ecology of selected examples of the major divisions supported by laboratory studies and field work. Students will be required to present an herbarium containing specimens of the group of plants studied. 2. ZOOLOGY STRAND. Classification of the animal kingdom. Detailed study of the major phyla of the animal kingdom with laboratory observation of selected specimens. Study of the marine rock platform as an exercise in identification of the various species and their adaptation to the environment. Simple comparative anatomy studies in animals — respiration, the heart and circulation, the digestive system, the nervous system, the pentadactyl limb, animal locomotion. References Villee, C. A., Biology, (5th Ed.), Philadelphia, W. Saunders, 1967. Smith, Q. M., et. al., A Textbook of General Botany, New York, Macmillan, 1961. Buchsbaum, B., Animals Without Backbones, Pelican, 1961. Korn, R. W., and Korn, E. O., Contemporary Perspectives in Biology, New York, John Wiley and Sons, 1971.
94 Third Year
mis course is designed for both internal and external students. It includes a study of the Msiury or oiological science, field work in selected ecological habitats, and experimental work in animal and plant physiology. Assessment By class exercises, written reports, tutorial participation and written examination.
EARTH SCIENCE ELECTIVE First Year : 3 Hours per Week Second Year : 3 Hours per Week Third Year : 4 Hours per Week Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives 1. To develop the student's understanding and knowledge of earth science. 2. To develop the student's interest in, and appreciation of earth science as a discipline. 3. To assist the student to acquire the skills necessary for earth science investigations. Content
First Year Introductory geology and the history of geology as a science. The anatomy of the earth. The history of life on earth. Local geology.
Second Year Earth materials. The surface of the earth. Earth resources and applied geology. Geological mapping. Local geology. Third Year Geologic time and ancient environments. The oceans and the atmosphere. Introductory crystallography, mineralogy, petrology. Geological mapping. Geology of Australia. References Brown, D. A., Campbell, K. S. W., Crook, K. A. W., The Geological Evolution of Australia and New Zealand, Oxford, Pergammon Press, 1968. Donn, W. L., The Earth: Our Physical Environment, New York, John Wiley & Sons, 1972. Foundations of Earth Science Series, Prentice Hall. Gilluly, J., Waters, A. C, Woodford, A. O., Principles of Geology, San Francisco, W. H. Freeman & Co., 4th Ed., 1975. Glasson, K. K., McDonnell, K. S., Graded Exercises in Geological Mapping, Melbourne, Cheshire, 1968. Lounsbury, J. F., Ogden, L., Earth Science, New York, Harper & Row, 2nd Ed., 1972. Navarra, J. G., Weisberg, J. S., Mele, F. M., Earth Science, New York, John Wiley & Sons, 1971.
Assessment By examination, assignments, reports and practical work.
95 SCIENCE TODAY ELECTIVE First Year: 3 Hours per Week. Second Year: 3 Hours per Week. Third Year: 4 Hours per Week. Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives The course should enable students to (a) carry out a detailed study in an area of modern scientific endeavour, (b) make practical investigations in an area of science. Summary of Content The course is a study of science within man's environment; an examination of current issues. Topics selected by the students should lend themselves to practical investigation both in the laboratory and in the field. Possible areas of study include : 1. Man's Energy Problems 2. Population 3. Communications 4. Material present energy sources Man's waste. Film. Resources the sun Environmental changes. Electronics. Water. hydro-electricity Survival ecology. Radio. Minerals. fossil fuels Telecommunications. Fuels. nuclear energy. Data banks. Food. Possible future energy sources. Micro-records. Fibres. The energy balance on earth. Impact on man. References Ehrlich, P. R., and Ehrlich, A. H., Population, Resources and Environment, San Francisco, Freeman, 1970. Holdren, J. P., and Ehrlich, P. R. (ed.). Global Ecology, New York, Harcourt Brace Jovanovich, 1971. Marshal, C. A., Communications, New York, Roy. Priest, J., Problems of Our Physical Environment — Energy, Transportation, Pollution, Reading, Massa chusetts, Addison-Wesley. Redman, L. A., Nuclear Energy, London, Oxford University Press. Sinden, J. A. (ed.) The Natural Resources of Australia, Sydney, Angus & Robertson, 1972.
Assessment Class exercises, assignments and written examination.
SOCIAL SCIENCE ASIAN STUDIES ELECTIVE First Year : 3 Hours per Week. Second Year 3 Hours per Week. Third Year : 4 Hours per Week. Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives To call attention to sources of knowledge about non-Western peoples. To acquaint students with major civilizations. To develop awareness of and insight into similarities and diversities within and among Asian countries To develop understanding of the modernization problems of traditional Asian societies, including the impact of Western culture patterns, and how such problems as population growth, political change and economic dislocation have been met. 5. To consider Asian influences, both historical and modern, on Western cultures.
96 6. To explore the approaches, methods and means involved in developing mutual understanding and in communicating, co-existing and co-operating with Asian peoples. 7. To develop the ability to appreciate Asian points of view through making comparisons, inferences and generalizations requiring the use of non-Western concepts and values. 8. To encourage the learning and application of techniques of inquiry.
Summary of Content 1. A background to Asian civilization will be presented through a general survey of the geography and history of the area and its peoples; its religions and philosophies and some aspects of its material culture. 2. Detailed studies will be carried out, both on a class and individual basis, according to the interests of students and will include Asian countries, politics, religions and cultures, as well as contemporary problems and issues.
Recommended Textbook Welty, P. T., The Asians, (4th Ed.), Philadelphia, Lippincott, 1973.
UNIT 1. Asia: An Overview
This is an introductory course designed to establish a basic understanding of the diverse and complex nature of the Asian realm. Topics in the unit deal with the broad patterns of relief, climate and vegetation, the distribution of population, the resource base, the nature and distribution of agricul tural systems, and a comparison of the major culture regions. Students will be encouraged to pursue in greater depth any individual areas of interest which may arise during the unit. Assessment will be based upon class exercises, a research undertaking and an essay test.
References Cressey, G. B., Asia's lands and Peoples, McGraw Hill, N.Y., 1963. Dobby, E. H. G., Monsoon Asia, University of London Press, London, 1962. East, W. G., Spate, O. H. K., and Fisher, C. A., The Changing Map of Asia, Methuen, London, 1971. Spencer, J. E., and Thomas, W. L., Asia, East by South, Wiley, New York, 1971.
UNIT 2 Village Asia
This is an inter-disciplinary enquiry into the morphology, functions and structure (economic, social and political) of Asian villages. The course takes cognisance of the major cultural realms, and poses the question as to whether there is indeed any justification for using the title The Asian Village. The course begins with an overview of Village Asia, followed by a series of in-depth sample studies. These sample studies provide a basis for discussion of physical and functional aspects of villages, social structures such as family social status and caste; village government including the basis for power and authority, and the process of decision making. The course concludes with a study of the impact of change in Village Asia.
Texts and Reference Material There is no single prescribed text for this course, but students are expected to read both extensively and intensively from a variety of works. These include: Anon, "The Asian Village," Current Affairs Bulletin, Vol. 21, No. 4; December 16, 1957. Beals, Alan R., Gopalpur, A South Indian Village, Holt, Rinehart and Winston, 1962. Beardsley, R., Hall, J. and Ward, R., Village Japan, University of Chicago Press, Chicago, 1959. Brandt, U. S. R., A Korean Village: Between Farm and Sea, Cambridge, Harvard University Press, 1972. Diamond, N., K'Un Shen — A Taiwan Village, Holt, Rinehart and Winston, New York, 1969. Dube, S. C, Indian Village, Harper, New York, 1967. Epstein, T. S., South India : Yesterday, Today and Tomorrow, Macmillan, London, 1973. Halpern, Joel M., The Changing Village Community, Prentice-Hall, Englewood Cliffs, 1967. Koentjaraningrat (Ed.), Villages in Indonesia, Cornell University Press, 1967.
97 Marriott, M., Village India, Chicago, University of Chicago Press, 1967. Myrdal, J., Reports from a Chinese Village, Heinemann, 1963. Singh, R. L. (Ed.), Rural Settlement in Monsoon Asia, Varanasi, National Geographic of India, 1972. Wiser, W. H., and Wiser, C. V., Behind Mud Walls, 1930-1960. Berkeley, University of California Press, 1964.
UNIT 3 India — An Area Study
This survey of India, based on weekly lectures and discussion will involve a study of : (a) Significance of area and location. (b) Physical Background. (c) Significance of climatic pattern. (d) Population growth and problems. (e) Ethnic Patterns and Significance. (f) Caste System and its infiuence. (g) The Religions of India and their significance, (h) India's Ancient and Mediaeval History. (i) India under British Control, (j) India's Fight for Independence, (k) Political Structure and Problems. (I) Foreign Relations : Pakistan, Kashmir, Communist China, non-alignment policies, (m) The Life of the Indian Peasant. Students will be encouraged to pursue in greater depth an individual topic related to Indian Society. Assessment will be based upon class exercises, a research undertaking and an essay test.
References Chavarria Aguilar, O. L. (Ed.), Traditional India, New Jersey, Prentice Hall, Inc., 1964. Edwards, M., A History of India, London, Thames & Hudson, 1961. Kahin, G., et. al.. Major Governments of Asia, New York, Cornell University Press, 1961. Launoy, R., The Speaking Tree : A Study of Indian Culture and Society, London, Oxford University Press, 1971. Mabbett, 1. W., A Short History of India, Melbourne, Cassell Aust. Ltd., 1968. Spate, O. H. K., India & Pakistan, London, Methuen & Co. Ltd., 1963.
UNIT 4 Asian Government
This course aims to provide a description and comparative analysis of Asian political systems. The nature of government and forms of political organisation will be examined. Broad categories of analysis will include : political foundations, leaderships, decision making, institutions, citizenships and ideology.
References Brogan, D. W. and Varney, D. V., Political Patterns in Today's World, New York, Harcourt, Brace & World Inc., 1965. Burch, B. B. (Ed.), Dictatorship & Totalitarianism, New Jersey, Dvan Nostrand Co., 1964. Ebenstein, W., Today's Isms, Sixth Edition, New Jersey, Prentice Hall Inc., 1970. Finer, S. E., Comparative Government, London, Allen Lane The Penguin Press, 1970. Goldwin, R. A., Readings in World Politics, (2nd Ed.), New York, Oxford University Press, 1970. Heater, D. B., Political Ideas in The Modern World, London, George G. Harrap & Co. Ltd., 1960. Kahin, G., et. al.. Major Governments of Asia, New York, Cornell University Press, 1961. Kamenka, E. (Ed.), A World in Revolution, Canberra, A.N.U. Press, 1970. Pye, L. W., Southeast Asia's Political System, New Jersey, Prentice Hall Inc., 1967. Macpherson, C. B., The Real World of Democracy, Oxford, Clarendon Press, 1970. Scott, R. (Ed.), The Politics of New States, London, Allen & Unwin Limited, 1970. Ward, R. E., et. al.. Modern Political Systems Asia, Prentice Hall Inc., 1963.
98 UNIT 5 "Asia in the 1970's"
This course considers three problems or issues in contemporary Asia. The first examines tradition and change in Asian life, not to discover how Asian people may be "different" or "unique," but in order to better understand what infiuences the way people live. The second considers the place of China in the world community. Containment policies of major world powers applied to China are examined in the context of a common fear of China's growing population, political ideology and threat to the security of neighbouring states. The third looks at problems associated with accelerated population growth in Asian countries against a background of tradition and change.
References Adams, R. (Ed.), Contemporary China, New York, Random House, 1966. Brameld, T., Japan : Culture, Education and Change in Two Communities, New York, Holt, Rinehart and Winston, 1968. Boyd, R. G., Communist China's Foreign Policy, London, Pall Mall Press, 1962. Buchan, A. (Ed.), China and the Peace of Asia, London, Chatto and Windus, 1965. Ehrlich, P. R., The Population Bomb, London, Paul Ballantine, 1972. Ehrlich, P. R. and Ehrlich, A. H., Population, Resources, Environment, San Francisco, W. H. Freeman & Co., 1970. Fitzgerald, C. P., et. al.. The China Giant, Glenview, Illinois, Scott, Foresman & Co., 1967. Johnston, J. A. and Williams, M., The New China, Sydney, A. H. & A. Reed Pty. Ltd., 1971. Lindquist, S., China in Crisis, London, Faber & Faber, 1963. Liu, W. T. (Ed.), Chinese Society Under Communism : A Reader, New York, John Wiley & Sons, 1967. Michaelis, J. U. and McKeown, R. J. (Ed.), Twentieth Century Asia, St. Louis, McGraw Hill Book Co., 1969. Norbeck, E., Changing Japan, New York, Holt, Rinehart & Winston, 1965. Reid, S. T. and Lyon, D. L., Population Crisis: An Interdisciplinary Perspective, Illinois, Scott, Foresman & Co., 1972. Simmonds, J. D., China's World, Canberra, A.N.U. Press, 1970. Smith, R., and Beardsley, R., Japanese Culture, Chicago, Aldine Publishing Co., 1966. The Open University, The Population Explosion — An Interdisciplinary Approach, Bletchley, Buckingham shire, The Open University Press, 1971. Wilson, I. (ed.), China & The World Community, Melbourne, Australian Institute of International Affairs, 1972. Wilson, M. G. A., Population Geography, Melbourne, Nelson (Aust.) Ltd., 1968.
UNIT 6 Islam
A study of the history and ideas of Islam from 670 A.D. to the present. Topics to be discussed might include the study of comparative religion and religious history. Muslin beliefs, the foundation and expansion of Islam, eastern and western contact. Islamic culture, and the Muslim world today. The course will include the study of some primary sources in translation, e.g., the Koran and some tales from The Thousand and One Nights. Assessment will be made on the basis of short tutorial papers, seminars, and one long essay or major project.
Prescribed Text Alfred Guillaume, Islam (Panguin).
Recommended Reading All Ameer, The Spirit of Islam. Sidney N. Fisher, The Middle East. F. R. J. Verhoever, Islam.
99 ECONOMICS ELECTIVE
First Year : 3 Hours per Week. Second Year: 3 Hours per Week. Third Year : 4 Hours per Week.
Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives 1. To elaborate the relationship between economic theory and real world observations. 2. To consider the relationship between economic theory and economic policy. 3. To examine ways in which economic theory past and present can be effectively criticised and im proved.
Summary of Content
First Year LABOUR ECONOMICS Theories of wages and employment Labour input-output Marginal productivtiy theory Collective bargaining Wage agreements. Legal fixation Supply of labour. Labour input-output Labour mobility Structure of Australian work force Determination of wages in Australia The Arbitration system Trade Unions in Australia. Significance of disputes.
References Catter, A. M., Theory of Wages and Employment, Homewood, Irwin, 1959. Hicks, J. R., Theory of Wages, London, Macmillan, 1963. Horn, R. V., Labour Economics - Australia, Melbourne, Cheshire, 1969. Vernon Report, Part II. Chamberlain, N., Collective Bargaining, New York, McGraw-Hill, 1951.
INTERNATIONAL TRADE Reasons of international trade Comparative advantage theory Terms of trade Gains from trade Free trade Barriers to international trade Protection methods. Income effect Balance of Payments International exchange rates Pattern of Australian overseas trade Objectives and operations of G.A.T.T. I.M.F.
100 References Kindleberger, C, International Economics, Homewood, Irwin, 1961. James, D. E., and James, W. E., Basic Economics, Sydney, McGraw-Hill, 1971. Tarshis, L., Introduction to International Trade and Finance, New York, Wiley, 1962.
Second Year
An intermediate course in microeconomics is ofFered in the first half year covering the following topics. Theories of demand— utility and IndifFerence curve analysis Elasticity Theory of production Theory of costs Prices and output in perfect competition Price and output in imperfect competition. Monopoly Oligopoly Theory of factor pricing The second half year is concerned with theories of public expenditure and covers such topics as : Public and private goods Optimal resource allocation to public goods supply Decision making models. Some empirical work may be included. References Bilas, R. A., Microeconomic Theory, New York, McGraw-Hill, 1967. Leftwich, R., The Price System and Resource Allocation, New York, Holt, Rinehart and Winston, 1970. Due, J. F., and Clower, R. W., Intermediate Economic Analysis, Homewood, Richard D. Irwin, 1966. Musgrave, R. A., The Theory of Public Finance, New York, McGraw-Hill, 1959.
Third Year Macroeconomics Income determination - consumption, saving, multipliers. Determinants of investment. Role of Government. Effects of money on the macro system. AAonetary and fiscal policy. Aspects of the Australian economy with emphasis on problems of internal and external balance. Scientific method. Classical theory of employment. AAodern income and employment theory. Advanced theory of consumption, saving and multiplier. Elaboration of investment theory. Public sector and income changes. Theories of infiation. References Williams, H. R., Macroeconomics: Problems, Concepts and Self Tests, Norton, 1967. Peterson, W. C, Income Employment and Economic Growth, W. W. Norton & Co., 1974. Ackley & Co., Macro Economic Theory Internation Student Edition, MacMillan. Sirkin & Co., Introduction to Macro Economic Theory, Irwin, 1965. Boxer, A. H., Aspects of the Australian Economy, Melbourne, U.P., 1965. Eckstein, O., Public Finance, 2nd Ed., Prentice Hall, 1967.
101 Ingram, T. C, International Economic Problems, Willey. Perkins, J. O. N., Anti-Cylical Policy in Australia, 1960-66, 2nd Edition, Melbourne, U.P. Corden, W. M., Australian Economic Policy Discussion, AAelbourne, U.P. Matthews, R. L., Public Investment in Australia, Cheshire, 1969. Australian Commonwealth, Bureau of Census and Statistics - "Balance of Payments." (Latest Issue) Heilbroner, R. L., The Great Ascent. The Struggle for Economic Development in Our Time, Harper Torch Books. Evans, M. K., Macro Economic Activity, Harper International, ed., 1969. Ball, R. J., and Doyle, P., Inflation, Penguin Modern Economic Readings. Hansen, A Guide to Keynes, McGraw Hill. Harcourt, G. C, and others. Economic Activity, C.U.P. Beckerman, W., An Introduction to National Income Analysis, Weidenfeld and Nicholson. Brooman, F. S., Macroeconomics, Allen and Unwin. Ford, A. G., Income Spending and the Price Level, Fontana, 1971. Lindauer, S., Macroeconomics, Willey & Sons, 1971. Barrett, N. S., The Theory of Macroeconomic Policy, Prentice Hall, 1972.
GEOGRAPHY ELECTIVE
First Year: 3 Hours per Week. Second Year: 3 Hours per Week. Third Year: 4 Hours per Week. Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary). Objectives 1. To introduce students to selected areas of geographical inquiry. 2. To develop skills in geographical inquiry through in-depth studies. Summary of Content Six topics, each of one half year duration will be selected from the following : 1. Geomorphology Structural and climatic infiuences on landform development; glacial geomorphology; arid geomor phology. 2. Climatology Atmospheric processes; air mass analysis and forecasting; climatic classification. 3. Biogeography The ecosystem and vegetation dynamics; world plant communities; vegetation and climatic change. 4. Cartography Principles of map making and map reading, including the making of reconnaissance maps by compass traverse and statistical maps. 5. Weather, Climate and Man Atmospheric processes, meteorological observations and weather forecasting; the role of satellites; impact of weather and climate on human activities; weather mitigation and modification. 6. Geography of Transport Empirical and theoretical studies of ports and shipping, air transport, rail systems and pipe-lines, freight rates and transportation of specific commodities. 7. Population Geography Theories of population growth; pattern of world population; migration; pluralism. 8. Political Geography Systematic treatment of concepts in political geography; current problems. 9. Urban Geography Basic concepts; theories of central place and metropolitan primacy; urban networks; principles of urban morphology; city patterns.
102 10. Historical Geography The special viewpoint of the historical geographer; methods and materials for research. Studies in the historical geography of Australia. Students will undertake research projects related to the historical geography of the lllawarra and South Coast.
UNIT T Weather Climate and Man 1. Basic weather processes. 2. The impact of weather and climate on human activities. 3. Weather forecasting, including the roles of computers and satellites. 4. Mitigating the eflFects of weather and climate. 5. Attempts at modification of weather and climate. 6. Unintended modification of atmospheric processes resulting from human activity. Textbook Maunder, W. J., The Value of Weather, Methuen, London, 1970.
UNIT 2 Historical Geography 1. Relationships of historical geography to both geography and history. 2. Sources of data for inquiry in historical geography. 3. Approaches to studies in historical geography; reconstruction of past geographies; examining change in particular features; impact of the past on the present; behavioural approaches. 4. Some conceptual frame works for historical geography (e.g., sequent occupance, frontier, diffusion). 5. Studies in the historical geography of the lllawarra, including student investigation of individual or group research topics. 6. Selected themes in historical geography. Textbook Jeans, D. N., An Historical Geography of New South Wales to 1901, Reed Education, 1972. References Prince, H. C, Progress in Historical Geography in Cook R.U. and Johnson J. H. Trends in Geography, Pergamon, Oxford, 1969.
UNIT 3 Geography of Transport 1. Empirical and theoretical studies of ports and shipping, air transport, pipeline and railways. 2. Interaction of transport systems and environment. 3. Development of generalised models of particular transport modes from study of specific examples. 4. Freight rates and competition between various modes of transport.
References Bird, J., Seaport Gateways to Australia, O.U.P., 1968. Bird, J., Seaports and Seaport Terminals, Hutchinson, London, 1971. O'Dell, A. C, and Richards, P. S., Railways and Geography (2nd Ed.), Hutchinson, London, 1971. Sealy, K. R., Geography of Air Transport, Hutchinson, London, (latest Edition).
UNIT 4 Population Geography This course is basically a study in human geography being concerned with man, his numbers, distributions and prospects. Demographic skills will be employed to aid understanding of distributions and inter-disciplinary studies developed to permit some appreciation of man's interaction with the environment.
103 1. Geography of Population in the Past. 2. Population Numbers. (a) Gross world population numbers. (b) Dynamics of numbers. (c) Aspects of over and under population. (d) Distribution of population. (e) Migrations and movements of population. 3. Qualities of Population and Their Patterns of Distribution. (a) Physical qualities. (b) Socio-economic qualities. 4. Interdisciplinary Studies.
References Allison, A. (Ed.), Population Control, Hammondsworth Middlesex, Penguin Books Limited, 1970. Clark, C, Population Growth and Land Use, London, Macmillan and Co. Ltd., 1967. Clark, C, The Myth of Over-Population, Melbourne, Advocate Press Pty. Ltd., 1973. Clarke, J. I., Population Geography, 2nd Ed., Oxford, Pergamon Press, 1972. Cochrane, R. H. (Ed.), Family Planning, Population, Education Issues, Sydney, Australian and New Zealand Book Co., 1974. Demko, D. J., Rose, H. M., and Schnell, G. A., Population Geography : A Reader, New York, McGraw-Hill Book Co., 1970. Ehrlich, P. R., The Population Bomb, London, Pan/Ballantine, 1972. Ehrlich, P. R., and Ehrlich, A. H., Population, Resources, Environment, San Francisco, W. H. Freeman & Co., 1970. Freedman, R., et. al.. Family Planning Sterility and Population Growth, New York, McGraw-Hill Book Co., 1959. Griffin, P. F. (Ed.), Geography of Population, Palo Alto, California Fearon Publishers, 1969. Hardin, G. (Ed.), Population, Evolution, Birth Control, San Francisco, W. H. Freeman & Co., 1964. Malthus, T., Huxley, J., and Osborne, F., On Population, New York, The New American Library, 1962. McGaugh, M. E., A Geography of Population and Settlement, Iowa, W. C. Brown Co., 1970. Peterson, W., Population, New York, The Macmillan Co., 1961. Reid, S. T., and Lyon, D. L., Population Crisis: An Interdisciplinary Perspective, Illinois, Scott, Foresman & Co., 1972. Sauvy, A., General Theory of Population, London, Weidenfeld & Nicholson, 1966. The Open University, The Population Explosion—An Interdisciplinary Approach, Bletchley, Buckingham shire, The Open University Press, 1971. Thompson, W. S., Population and Progress in the Far East, University of Chicago Press, 1959. Trewariha, G. T., A Geography of Population : World Patterns, New York, John Wiley & Son, 1969. Wilson, M. G. A., Population Geography, Melbourne, Nelson (Aust.) Ltd., 1968. Young, L. B. (Ed.), Population in Perspective, London, Oxford University Press, 1968. Zelinsky, W., A Prologue to Population Geography, Englewood Cliffs, N.J., Prentice-Hall Inc., 1966.
UNIT 5
Political Geography 1. The Nature and Scope of Political Geography. 2. State and Nation. 3. Core areas and capital cities. 4. Frontiers, Boundaries and Territorial Seas. 5. Geography of Voting : Structuring of electorates, gerry mandering; analysis of voting patterns. 6. Geography and public policy. Textbooks Pounds, N. J. G., Political Geography, McGraw-Hill, New York (2nd Ed.), 1963. OR De Blij., H., Systematic Political Geography, John Wiley, New York, 1967.
104 References Prescott, J. R. V., Political Geography, Methuen, London, 1972. Prescott, J. R. V., The Geography of Frontiers & Boundaries, Hutchinson, London, 1967. Kasperson, R. E., and Mingbi, J. V., The Structure of Political Geography, University of London Press, 1970.. Cole, J. P., Geography of World Affairs, Pelican (latest Edition).
UNIT 6 Geomorphology This course is concerned with a study of the characteristics and development of landform systems. Topics will include examination of the influence of crustal structure on landform development, the operation of geomorphological processes and the significance of climatic change on the evolution of landforms. Assessment for the course will be based upon seminar participation, class exercises and a fieldwork project.
Required Text Twidale, C. R., Geomorphology, Nelson, Melbourne, 1968. References Bird, E. C. F., Coasts, ANU Press, Canberra, 1968. Flint, R. F., Glacial and Pleistocene Geology, V\flley, New York, 1961. Jennings, J. N., and Mabbutt, J. A., Landform Studies from Australia and New Guinea, ANU Press, Can berra, 1967. Leopold, L. B., Wolman, M. G., and Miller, J. P., Fluvial Processes in Geomorpholoy, Freeman, 1964. Pitty, A. F., Introduction to Geomorpholoy, AAethuen, London, 1971. Thornbury, W. D., Principles of Geomorpholc^y, Wiley, New York, 1969.
HISTORY ELECTIVE
First Year : 3 Hours per Week. Second Year : 3 Hours per Week. Third Year: 4 Hours per Week.
Course Relevance Diploma in Teaching (Primary). Diploma in Teaching (Secondary).
Objectives 1. To give students a background for teaching some aspects of history in the Primary Schools Social Studies Syllabus. 2. To introduce students to the study of the history of devloping nations in Africa and the East. 3. To help students understand the problems involved in historical investigation and study. 4. To develop a critical approach to the subject. 5. To develop a competence in research and writing. 6. To develop a philosophy of history. Summary of Content There are six units in the course. Two will be covered each year. First Year UNIT 1 Britain From Prehistoric Times to 1066 A survey of early British history which will involve a study of : (a) Prehistoric Britain. (b) Roman Britain. (c) Anglo-Saxon England. (d) The Norman Conquest.
105 References Trevelyan, G. M., Illustrated History of England, London, Longmans, 1962. Trevelyan, G. M., Illustrated English Social History, London, Longmans, 1960. Bryant, A., The Story of England — Vol. I. Makers of the Realm, London, Collins, 1962. Churchill, W. S., History of the English-Speaking People, Vol.1, London, Cassell, 1956. Quennell, M. and C. H. B., A History of Everyday Things in England, London, Batsford, 1954. Robinson, C. A., Ancient History, N.Y., Macmillan, 1961. Augusta, J., Prehistoric Man, London, Hamlyn, 1960. Childe, G .v.. What Happened in History, London, Parrish, 1960. Scramuzza, V„ and Mac Kendrick, P., The Ancient World, N.Y., Holt, Rinehart and Winston, 1964. Breasted, J. H., Ancient Times: A History of the Early World, 2nd Edition, Boston, Ginn, 1944. Starr, C. G., A History of the Ancient World, London, O.U.P., 1965. Hawkes, J., and Woolley, L„ Prehistory and the Beginning of Civilization, London, Allen and Unwin, 1963. Dunbar, C. O., Historical Geology, 2nd Edition, N.Y., Wiley, 1963. Dunbar, C. O., and Waage, K. M., Historical Geology, N.Y., Wiley, 1969. Harrison, G. A., et. al.. Human Biology, Oxford, Clarendon Press, 1964. Harrison, R. J., Man the Peculiar Animal, Harmondsworth, Middlesex, Penguin, 1958. Carrington, R., A Million Years of Man, London, Weidenfeld and Nicolson, 1963. Clark, W. E. Le Gros, Man—Apes or Ape-Man, N.Y., Holt, Rinehard and Winston, 1967. Chardin, P. T. de. The Appearance of Man, London, Collins, 1965. Nesturkh, M., The Origin of Man, Moscow, Foreign Language Publishing House, 1959. Cornwall, I. W., and Howard, M. M., The Making of Man, London, Phoenix House, 1960. Koenigswald, G . H. R. van. The Evolution of Man, Ann Arbor, Michigan, U.P., 1962. Lasker, G. W., The Evolution of Man, N.Y., Holt, Rinehart and Winston, 1961. Lehrman, R. L., The Long Road to Man, N.Y., Basic Books, 1961. Macgowan, K., and Hester, J. A. Jr., Early Man in the New World, Garden City, N.Y., Doubleday, 1962. Schenk, G., The History of Man, London, Weinefeld and Nicholson, 1961. Quennell, M. and C. H. B., Everyday Life in Prehistoric Times, Rev. Ed., London, Batsford, 1961. Birley, A., Life in Roman Britain, London, Batsford, 1964. Blair, P. H., Roman Britain and Early England, Edinburgh, Nelson, 1963. Collingwood, R. G., and Myres, J., Roman Britain and the English Settlements, 2nd Edition, Oxford, Clarendon Press, 1956. Quennell, M. and C. H. B., Everyday Life in Roman and Anglo-Saxon Times, London, Batsford, 1961. Webster, G., and Dudley, D., The Roman Conquest of Britain, London, Batsford, 1965. Stenton, F. M., Anglo-Saxon England, 2nd Edition, Oxford, Clarendon Press, 1955. Loyn, H. R., The Norman Conquest, London, Hutchinson University Library, 1965. Barlow, F., William 1. and the Norman Conquest, London, E.U.P., 1965. Douglas, D., William the Conqueror, London, Eyre and Spottiswoode, 1964. Whitelock, D., et. al.. The Norman Conquest: Its Setting and Impact, London, Eyre and Spottiswoode, 1966. Bagley, J. J., Life in Medieval England, London, Batsford, 1961. Barlow, F., The Feudal Kingdom of England, 1042-1216, 2nd Edition, London, Longmans Green, 1961. Barrow, G. W. S., Feudal Britain, London, Arnold, 1962. Poole, A. L., From Domesday Book to Magna Carta, 1087 to 1216, Oxford, Clarendon Press, 1951. Snyles, G. O., The Medieval Foundations of England, 2nd Edition, London, Methuen, 1961. Tomkeieff, O. G., Life in Norman England, London, Batsford, 1966. Hassall, W. O., They Saw It Happen 55 BC to 1485, Oxford, Blackwell, 1959. Henning, B., Foord, A., and Mathias, B., Crises in English History, 1066 to 1945, N.Y., Holt, Rinehart and Winston, 1961. Whitelock, D., et. al.. The Anglo-Saxon Chronicle, London, Eyre and Spottiswoode, 1962.
UNIT 2 Nineteenth Century Australia
This course is developed by weekly lectures and tutorials around a study of source m iterials. There is some emphasis given to political and social change in the latter part of the century. Themes examined include : Changes in schooling, work and recreation; attitudes towards aborigines, urban
106 and regional development; city/country tensions; the practice of religion; sectarianism; family life; the role of women in colonial society. References Clark, C. M. H., Sources of Australian History, London, O.U.P., 1957. Inglis, K. S., The Australian Colonists, Melbourne, M.U.P., 1974.
UNIT 3 Second Year Australia in the Twentieth Century
This course is developed by weekly lectures and tutorials around the study of source materials. In addition to the themes dealt with in first year a study is made of the efFects of post war immigration and changing policies with regard to social welfare. Special mention is made throughout the course to developments in the local area, and students are given opportunity to do some work on a theme of local consequence.
References Crowley, F. K., Modern Australia in Documents, Volumes 1 and 2, Melbourne, Uren, 1972. Encel, S., A Changing Australia, Sydney, A.B.C, 1971. UNIT 4 Victorian Britain
A social history of Britain 1837-1901. Topics to be discussed might include the industrial revolution, class, the family, education, religion, labour, imperialism, social welfare, and the emancipation of women. Assessment will be made on the basis of two tutorial papers and one long essay or major project. Prescribed Texts Harrison, J. F. C, The Early Victorians, Panther, St. Albans, 1973. Best, Geoffrey, Mid-Victorian Britain, Panther, St. Albans, 1973. Recommended Reading Arkell, V. T. J., Britain Transformed, Penguin Education, Harmondswortth, 1973. Briggs, Asa, The Age of Improvement, Longmans, London, 1962. Clark, G. Kitson, The Making of Victorian England, Methuen, London, 1962. Crow, Duncan, The Victorian Woman, London, Allen & Unwin, 1971. Dyos, H. J., and WolfF, Michael (ed.). The Victorian City, 2 Vols., London, Routledge & Kegan, 1973. Thomson, David, England in the Nineteenth Century, Penguin, Harmondsworth, 1950. UNIT 5 Third Year Britain in the Twentieth Century
A social history of Britain from 1901 to the present, from a variety of approaches. Topics to be discussed might include the "Edwardian age," Britain in two wars and a depression, culture and society between the wars, and the new feminism. Biographies, novels, films and recordings will be used as source material along with conventional social, political, and economic histories, and the feminist view. Assessment will be made on the basis of two short tutorial papers, one seminar and one long essay or major project.
Prescribed Text Either Henry Pelling, Modern Britain 1885-1955 (Cardinal) Nelson, Lond., 1960. or David Thomson, England in the Twentieth Century, Penguin, Hammondsworth, 1965.
Reading Lists will be issued.
107 UNIT 6 Africa in the Nineteenth and Twrentieth Centuries This course is principally concerned with Africa in the nineteenth and twentieth centuries. The following areas will be covered : 1. Africa in the nineteenth and twentieth centuries. (a) Africa before the great scramble for colonies. (b) The partition of Africa. (c) The efFects of the partition of Africa. (d) The collapse of the colonial empires. 2. Kenya in the nineteenth and twentieth centuries. (a) Kenya before the coming of the white man. (b) The clash between the native population and Europeans. (c) The origins of Mau Mau. (d) Independent Kenya and its problems. 3. South Africa. (a) Origins of the population. (b) The opening up of South Africa. (c) Britain and the Boer Republics, (d) Apartheid. Section 1 is designed to give you an overall view of the great transformation which has taken place in Africa in about a hundred years. Section 2 deals with an area which was colonised by whites but where the native population has won independence. Section 3 covers a particular area where white settlers have remained in control and is aimed at helping you understand the problems of both whites and blacks and their attempts to solve them. Thus Sections 2 and 3 may be taken as being repre sentative of the two extremes of what has happened to Africa. Students might like to delve further to see what happened elsewhere on the continent.
References 1. Essential Reading. Carr, E. H., What is History? Pelican A652, 1967. Thomson, D., The Aims of History, Thames and Hudson, 1969. Legum, C, African Handbook, Penguin 51041. Keppell-Jones, A., South Africa: A Short Histroy, Hutchinson University Library, 1968. Wallbank, Walter T., Contemporary Africa : Continent in Transition, Anvil, 1964. Roland, Oliver, and Fage, J. D., A Short History of Africa, Penguin 41002. Hughes, A. J., East Africa: Kenya, Uganda and Tanganyika, Penguin 41011. Ingham, K., A History of East Africa, Longmans, 192. Marquard, L., The Peoples and Policies of South Africa, O.U.P., 1969. Wright, H. M. (ed.). Problems in European Civilization : The "New Imperialism," D. C. Heath and Company, 1961. Walker, E. A., A History of Southern Africa, Longmans, Green and Co. Ltd., 1962. Legum, C. and M., South Africa : Crisis for the West, Pall Mall Press, 1964. Hobson, J. A., Imperialism: A Study, George Allen and Unwin Ltd., 1961. Rotberg, Robert I. (ed.), Africa and Its Explorers, Harvard University Press, 1970. Hallett, R., Africa Since 1875, University of Michigan Press, 1974. Uzoigwe, G. N., Britain and the Conqest of Africa, University of Michigan Press, 1974. Betts, R. G. (ed.). The Scramble for Africa, University of Kentucky, 1972. Hallett, R., Africa to 1875, University of Michigan Press, 1970. 2. Additional Reading. Simon, H. J. and R. E., Class and Colour in South Africa, 1850-1950, Penguin 41025. Somerville, D. C, English Thought in the Nineteenth Century, AAethuen & Co. Ltd., 1960. Mansergh, N., South Africa 1906-61 : The Price of Magnanimity, Allen and Unwin, 1962. Bennett, G., Kenya: A Political History, O.U.P., 1963. C.H.B.E. Vol. 2, Chapters 8, 17, 18. New C.M.H. Vol. 11, Chapter 22. C.H.B.E. Vol. VIII, South Africa. Bohannan, P., African Outline, Penguin African Library, AP 17.
108 Segal, R., African Profiles, Penguin African Library, AP 1. Kariuki, J. M., "Mau Mau" Detainee, Penguin African Library, AP15. C.A.B. Vol. 47, No. 8, North Africa — Causes Lost: Causes Won. Vol. 46, No. 12, Sport and Apartheid. Vol. 45, No. 12, The Rhodesia of Mr. Smith. Vol. 43, No. 3, South African Economy. Vol. 38, No. 5, Rhodesia Post —U.D.I. No. 7, Apartheid : can it be defended ? Vol. 35, No. 4, Southern Rhodesia — Two Nations. Vol. 30, No. 4, Kenya. Vol. 26, No. 12, Independence in French Africa. Vol. 24, No. 2, African Nationalism. Vol. 18, No. 6, Apartheid. Vol. 16, No. 9, British East Africa. Vol. 16, No. 13, French North Africa. Vol. 9, No. 10, Africa and the White Man. No. 13, Black Africa. Vol. 3, No. 7, South Africa in the British Commonwealth. No. 8, Issues in South Africa.
Infant Specialist Courses
INFANT EDUCATION Second Year: 3 Hours per Week. Course Relevance Diploma in Teaching (Primary). Infant Specialisation. Objectives To develop understandings of the theoretical bases of the education of young children and to lay a foundation for the application of these principles in the classroom. Summary of Content 1. An Introduction to the Course on Infant Education The pre-school child. The transition from the home to the school. Levels of child development. The role of the teacher in creating a desirable school atmosphere in the learning situation. 2. English Linguistic education as continued development. Communication through oral, visual and written language. As interrelated components, techniques for the development of listening, speaking, reading and writing place emphasis on the sequential develop ment of skills and evaluation of individual rates of progress. The values of literature and drama. Integration of these strands using creative approaches. Integration with other subject areas. Management procedures and organization to provide for these experiences. 3. Mathematics This strand is designed to show an approach which will encourage the young child to gain an under standing of mathematics through experiences of discovery and application using both structured and environmental materials. Emphasis is placed on progression and development.
109 4. Social Studies This strand centres on an inquiry-conceptual approach which involves the child in the interpretation of his social environment through a variety of appropriate learning experiences. It includes an integrated approach in programming and classroom management. The use of audiovisual aids is stressed. Throughout the course, the principles involved in the making of activity materials and teaching aids to suit a variety of levels of development are discussed and applied. As well, stress is put on the need for intending teachers to understand that the younger child's approach to learning in volves an appreciation of the wholeness of knowledge. While teachers themselves will necessarily use defined subject areas in teaching, their procedures in the classroom must take this characteristic of children into account.
INFANT EDUCATION Third Year: 1 Hour per Week (1 semester)
Course Relevance Diploma in Teaching (Primary). Infants Specialisation.
Objectives To develop an understanding of the principles underlying the current changes in educa tional practice as they relate to the education of the young child. Summary of Content The course examines the use of current descriptive terms in educational practice such as "integrated day," "units of work," "structured and unstructured learning," "open plan, and "team teaching" in order to identify the educational ideas and systems of organisation associated with them. It also explores the practical implications of these current trends for evaluation and programming. It should be noted that changes in this section of the course may take place in 1976. Should the anticipated changes be made, a supplementary statement will be issued at the beginning of the year.
CURRICULUM STUDIES "B" ART Second Year : 2^ Hours per Week. Course Relevance Diploma in Teaching (Primary). Infants Specialisation.
Objectives This course aims to expand the understandings and skills established during first year and to place special emphasis upon ideas and materials relating to art in infants classes. Summary of Content Broadly, the course is similar to the course for Second Year Primary Students, with emphasis upon methods and activities appropriate in the infants school. Studies and exercises that help to enrich the student's own knowledge and appreciation of the arts are included, with a survey of changes in the concept of art during this century and the introduction to recent approaches to art edu cation. Practical work involves a wide range of media suited to young children.
References The list for Curriculum Studies "B" Art in the Primary Course is, in general, appropriate for this course.
110 CURRICULUM STUDIES "C" ART (Infants) First Year : 1 Hour oer Week in C.S. "B" Art. Third Year : 1 Hour per Week. Course Relevance Diploma in Teaching (Primary). Infants Specialisation. Objectives and Content As for students following the General Primary Course with emphasis upon the ideas, methods and materials suited to art in infants classes. References The list for Curriculum Studies "C" in the Primary Course is, in general, appropriate for this course.
CURRICULUM STUDIES "B"
CRAFT Second Year : 2^ Hours per Week. Course Relevance Diploma in Teaching (Primary). Infants Specialisation. Objectives This course is designed to provide the students with the essential techniques and teaching methods associated with the infant school handicraft courses, together with an appreciation of the scope and educational implications of craft work. The practical work involved in these courses provides the students with opportunity for individual expression and the development of creativity. It will be under taken by those students preparing to teach in the infants school who have selected Craft as one of the two areas of curriculum studies to be continued in depth.
Summary of Content The topics covered in first year will be reviewed with emphasis on special features applic able to the infants school. In addition, further practical activities will be undertaken in Paper crafts. Textile crafts. Modelling, and Creative activities. Lectures will also cover the following : Aims, attitudes and standards. Lesson types. Organization. Programming. Tools and materials; sources, storage, maintenance and requisitioning.
References Moseley, Johnson and Koenig, Crafts Design, Wadsworth, Calif., 1962. Mattil, E., Meaning In Crafts, Prentice-Hall, N.J., 1971. Sunset Series, Papier Mache, Lane Books, Calif., 1971. Sunset Series, Crafts For Children, Lanes Books, Calif., 1968. Alkema, C. J., Creative Paper Crafts, Sterling, 1968. Corney, D., Creative Handwork, Belair, 1969. Corney, D., Handwork Ideas, Belair, 1970. Leisure Crafts, Soft Toys, Search Press, Lon., 1972. Rainey, S., Weaving Without A Loom, Davis, Mass., 1971.
Ill CURRICULUM STUDIES "C" CRAFT Third Year : 1 Hour per Week.
Course Relevance Diploma in Teaching (Primary). Infants Specialisation.
Objectives To extend the knowledge and skills gained in the First Year Curriculum Studies "B" course; To develop understanding of the Primary Curriculum in Craft, to examine its application to infants classes and to foster a creative approach to its implementation.
Summary of Content The philosophy and scope of the Craft section of the Curriculum for Primary Schools, with particular reference to the infants years. Aims and their relationship to programming. Integration with other sections of the curriculum. Teaching methods and organisation especially related to Craft. Demonstration lessons to illustrate teaching techniques. Materials and resources. Related practical experience with a variety of tools and materials selected by the student from at least four of the eight sections of the curriculum. References Lowenfeld, V., Creative and Mental Growth, New York, Macmillan, 1970. Mattil, E., Meaning in Crafts, New Jersey, Prentice-Hall, 3rd Ed., 1971. Dean, J., Art and Craft in the Primary School Today, London, A. & C. Black, 2nd Ed., 1971. Pluckrose, H., The Art and Craft Book, London, Evans Brothers, 1969.
CURRICULUM STUDIES "B" MUSIC Second Year : 2^ Hours per Week.
Course Relevance Diploma in Teaching (Primary). Infants Specialisation.
Objectives The course programme is aimed at the further development of musical literacy and skills through the media introduced in the First Year Curriculum "B" course and the extension of content areas relevant to the lower primary school situation.
Summary of Content Singing lessons and song repertoire. Listening lessons and appropriate works. The composition lesson OrfF Schulwerk — music for children as devised by Carl Orff. Kodaly method. Movement and music. Instrumental work in the school — creative approach to percussion. Broadcast lessons.
112 References Hoermann, D., The Teacher's Manual for Marta Nemesszeghy's Children's Song Book, Sydney, Owen Martin, 1973. Boardman, E., and Landis, B., Exploring Music Kindergarten Book I, New York, Holt, Rinehart and Winston, 1971. ABC Radio for Primary Schools — Children's Book, Sydney, The Australian Boardcasting Commission (Cur rent and past editions).
CURRICULUM STUDIES "B" NATURAL SCIENCE Second Year : 2i Hours per Week. Objectives To broaden the student's science background and to develop positive attitudes and ap proaches to the teaching of science to infant classes. Content An examination of the present natural science curriculum. Examination of/and experimentation with other curricula. Presentation of science to children in the infants grades — theory and practice. Aids and apparatus. Conservation and the preservation of Australia's heritage. References New York University, Conceptually Oriented Program in Elementary Science, Teachers Guide for Kinder garten and Grade One. New York, New York University, 1971. New York University, Conceptually Oriented Program in Elementary Science, Teachers Guide for Grade Two, New York, New York University, 1971. A.A.A.S., Science — A Process Approach, Part A, New York, Xerox Corp., 1967. A.A.A.S., Science —A Process pproach. Part B, New York, Xerox Corp., 1967. A.A.A.S., Science —A Process Approach, Part C, New York, Xerox Corp., 1967.
Assessment Assignments and examination.
CURRICULUM STUDIES "C" NATURAL SCIENCE Third Year : 1 Hour per Week. Objectives To broaden the student's science background and to develop positive attitudes and ap proaches to the teaching of science to infant classes.
Content Presentation of science to children in the infants grades — theory and practice. Aids and apparatus. Conservation education for infant grades.
References New York University, C.O.P.E.S., Teachers Guide for Kindergarten and Grade One, New York, New York University, 1971. New York University, C.O.P.E.S., Teachers Guide for Grade Two, New York, New York University, 1971. A.A.A.S. Science — A Process Approach, Parts, A. B. C, New York, Xerox Corp., 1967.
Assessment Assignments and examination.
113 CURRICULUM STUDIES "B" PHYSICAL EDUCATION Second Year : 2^ Hours per Week. Course Relevance Diploma in Teaching (Primary). Infant Specialisation. Objectives To provide students with knowledge and practical experience to enable presentation of purposeful lessons in Physical Education to infants children. Summary of Content Learning motor skills. Movement orientation and exploration related to Dance, Gymnastics, Games and Swimming. Lesson planning and methods of presentation. Programming. References Department of Education, N.Z., Physical Education for Junior Classes, Wellington, N.Z., Govt. Printer, 1967. Farley, P., A Teacher's Guide to Creative Dance, Sydney, Reid, 1969. Humphrey, J. H., Child Learning : Through Elementary School Physical Education, Dubuque, Wm. C. Brown, 1965. Kirchner, G., et. al.. Introduction to Movement Education, Dubuque, Wm. C. Brown, 1972. Latchaw, M., and Egstrom, G., Human Movement, Englewood Cliffs, Printice-Hall, 1969. Maulden, E., and Redfern, H. B., Games Teaching, A New Approach for the Primary School, London, Mc donald, and Evans, 1969. Stanley, S., Physical Education: A Movement Orientation, Toronto, McGraw-Hill, 1969.
114 Courses of Study for Diploma in Teaching (Secondary)
CORE COURSES
CURRICULUM STUDIES
ELECTIVE COURSES
115 Core Courses
The core courses in Education, Communication, and Physical Education are identical with those ofFered in the Diploma in Teaching (Primary). A specialised course in Health Education, designed for people who intend to teach in secondary schools, is given in place of that described for the Primary Diploma.
HEALTH EDUCATION
Second Year: 1 Hour per Week. Course Relevance Diploma in Teaching (Secondary). Objectives 1. To examine some of the major personal health problems in our society. 2. To make constructive decisions regarding one's personal health problems. 3. To actively and intelligently engage in discussion and thus show evidence of readings and research in the selected health topics. Summary of Content Modern concept of health. Communicable and non-communicable disease. Alcohol and alcoholism. Nutrition. Mental Health. Public health. Human sexuality. Birth and population. School Health. Nature of disease and disease process. Degenerative disease. Smoking. Drug abuse. Safety education. Environment quality. Individual and society. Family life. Consumer Health.
CURRICULUM STUDIES — ENGLISH First and Second Years 4 Hours per Week. Third Year 2 hours per week (plus 3 hours per week which may be devoted to either English or History, according to student preference). Course Relevance Diploma in Teaching (Secondary).
116 Objectives This course aims to prepare students for the teaching of English in the secondary school. Emphasis in the course will be placed on: 1. refining the students' responses to, and understanding of, both literature and language, and develop ing an awareness of the interrelatedness of all English studies; 2. developing the students' understanding of the philosophical and theoretical bases on which the effective teaching of English depends; 3. considering in detail the 1971 Syllabus in English for secondary schools and the 1974 English Syllabus for Forms V and VI; 4. developing an awareness of the range of teaching strategies available to teachers of English and encouraging the students to choose among them according to the class they are teaching, and their own personalities. The course is divided into two strands, content and method, but the students will be en couraged to recognise the essential interrelationship between the two. In the three years of the course, the literature strand will deal with modern Australian, American and English literature. The aims of the lectures, seminars and tutorials in this strand will be to introduce students to outstanding and relevant literary works, to stimulate reading habits, to establish techniques for critical evaluation, and to provide a background and some direction for further reading.
Course Outline First Year 1. Method In First Year some emphasis will be placed on English in the primary school as a background to, and preparation for, secondary English. Students in this year will practice-teach in primary schools. Areas to be covered will include : English : aims and objectives. The 1971 Syllabus for Forms I-IV: principles and suggested approaches. The Thematic Approach to English : an introduction. Other possible approaches. Reading. Learning to read. Reading in the primary school. Reading in the secondary school. Introduction to the novel. Writing. Written expression. Personal and creative writing. Language and usage. Speaking and Listening. 2. Content A selection of outstanding and relevant Australian novels, poetry and drama, which will vary some what from year to year. Authors to be studied might include : Novelists Martin Boyd, Marcus Clarke, Kenneth Cooke, Xavier Herbert, Thomas Keneally, George Johnston, Barry Oakley, Hal Porter, Christina Stead, Randolph Stow, Patrick White. Poets Christopher Brennan, Kenneth Slessor, John Shaw Neilson, James McAuley, Robert Fitzgerald, Douglas Stewart, Judith Wright, A. D. Hope, Gwen Harwood, Francis Webb, Contemporary Poets. Dramatists Ray Lawler, Alan Seymour, Richard Beynon, Patrick White, David Williamson, Alexander Buzo, Jack Hibberd, Hal Porter. Second Year 1. Method Areas to be covered will include : Literature in the Secondary School Novel, short story, general prose. Poetry. Drama — educational and scripted.
117 Media Studies Film making and appreciation. Television and radio. Newspapers and magazines. Advertising. Assessment and evaluation : Concepts and techniques. Equipment for the English Teacher. 2. Content In Second Year, American literature will be studied. Authors to be studied might include : Novelists J. D. Salinger, Ernest Hemingway, John Steinbeck, William Faulkner, Sue Kaufman, F. Scott Fitzgerald, Joseph Heller, J. P. Donleavy, Henry Miller, John Updike, Philip Roth, James Baldwin, Bernard Malamud, Kurt Vonnegut. Poets Walt Whitman, Robert Frost, Robert Lowell, E. E. Cummings, Carl Sandburg, William Carlos Williams, Theodore Roethke, The Imagists, The Beat Poets — Ginsberg, Ferlinghetti, Corso. Dramatists Eugene O'Neill, Tennessee Williams, Arthur Miller, Edward Albee, Jules FeifFer, Mart Crowley, Clifl^ord Odets, Joseph Heller, William Saroyan, Thornton Wilder.
Third Year 1. Method Areas to be covered will include : Programming. Principles and approaches. Remedial Reading. Teaching English to Migrants. Senior English. 2. Content For those students who elect to take the optional course, English literature will be studied. Authors will be selected from the following : Novelists D. H. Lawrence, Evelyn Waugh, Graham Greene, Joseph Conrad, James Joyce, Muriel Spark, Somerset Maugham, Kingsley Amis, George Orwell, Aldous Huxley, Joyce Cary, Anthony Burgess. Poets W. B. Yeats, T. S. Eliot, W. H. Auden, Rupert Brooke, Wilfred Owen, Siegfried Sassoon, Jon Silkin, Robert Graves. John Betjeman, Dylan Thomas. Dramatists Brendan Behan, G. B. Shaw, Harold Pinter, John Osborne, Samuel Beckett, Robert Bolt, T. S. Eliot, John Arden, Arnold Wesker, Sean O'Casey. Students will also be encouraged to read among the great European writers. Assessment In first and second year, assessment will be based on continuous assessment and a final examination. To obtain a pass, students must satisfy in both areas. A student seeking an extension of time for any assignment must apply in writing before the assignment is due, otherwise a penalty will be incurred. In third year, the method and content courses will be evaluated by continuous assessment, but students whose work is not satisfactory will be required to sit for a final examination.
General References Ashworth, Arthur, and Watson, Ken (eds.). Towards a New English, Sydney, Reed Education, 1972. Clegg, A. B., The Excitement of Writirg, London, Chatto & Windus. Dixon, John, Growth Through English, Oxford University Press. Doughty, Peter, et. al., Languare in Use, London, Arnold. Fiala, Oliver, Action on Stage, Sydney, Martindale Press, 1972. Flower, F. D., Language and Education, London, Longman.
118 Holbrook, David, English for Maturity, Cambridge University Press. Moffett, James, Teaching the Universe of Discourse, Boston, Houghton Miffiin. Moffett, James, A Student-Centred Language Arts Curriculum, Boston, Houghton MiflFlin, 1973. Schoenheimer, H. P. (ed.), English in Australian Secondary Schools, London, Cheshire. Summerfield, G., and Tunnicliffe, S., English in Practice, Cambridge University Press. Turner, G. W. (ed.). Good Australian English, Sydney, Reed Education. Summerfield, GeofFrey, Topics in English, London, Batsford, 1965. Thompson, Denys (ed.). Directions in the Teaching of English, Cambridge University Press, 1969. Powell, Brian, English Through Poetry Writing, Sydney, Novak, 1967. Whitehead, Frank, The Disappearing Dais, London, Chatto & Windus. The N.S.W. Syllabus in English in Forms I-IV (and Notes to the Syllabus), Secondary Schools Board, 1971. The N.S.W. English Syllabus for Forms V & VI, Secondary Schools Board, 1974.
CURRICULUM STUDIES — HISTORY
First Year: 6 Hours per Week. Second Year : 6 Hours per Week. Third Year : 5 Hours per Week. Course Relevance Diploma in Teaching (Secondary). Objectives This course provides opportunities for students to develop the following : 1. A critical understanding in the work in history that is being done in secondary schools. 2. Ability to design courses about man and society that are related to the needs and interests of secondary pupils. 3. Awareness of different approaches to teaching history, and of ways to assess the suitability of such approaches. 4. Appreciation of the problems and possibilities of historical inquiry and an understanding of the nature of history. First Year This course is designed to prepare students for teaching history in secondary schools. A prime concern of the course is to develop in students some understanding of how historians and com petent teachers of history work by looking at the question they study and the approaches they adopt both in their reseach, or lesson preparation, and in the presentation of their work. The course will cover many of the topics suitable for secondary school study so that students will have a knowledge of material they may teach. Approaches to the teaching of history will be examined throughout the course so that a study of teaching methods will be integrated into the course as a whole. Initially special attention will be given to the major teaching skills of questioning and task construction. Nineteenth Century Australia This course is developed by weekly lectures and tutorials around a study of source material relating to Australian Society in the nineteenth century. There is some emphasis given to political and social change in the latter part of the century. Themes examined include : changes in schooling, work and recreation; attitudes towards aborigines; urban and regional development; city/country tensions; the practice of religion; sectarianism, family life; the role of women in colonial society. Students are required to attend and participate in weekly tutorial discussions. Each half year they are required to submit two formal essays of about 1,000 words each and an exercise related to teaching Australian history. There is an examination at the end of each half year. One of the formal essays is designed to give students opportunity to engage in an inquiry that they have initiated and developed themselves. Areas for exploration are suggested, but it is the responsibility of students to define a question and to develop lines of approach to it. Particular attention is paid to the local area in approaching this exercise. Students consult newspapers and magazines at the turn of the century to compile their own anthologies of source materials to use in the classroom.
119 References Clark, C. M. H., Sources of Australian History, London, O.U.P., 1957. Blainey, G., The Tyranny of Distance, A/Velbourne, Sun Books, 1966. Inglis, K. S., The Australian Colonists, Melbourne, M.U.P., 1974. Jeans, D. N., An Historical Geography of New South Wales, Reed, 1972. Ward, R., and Robertson, J., Such Was Life, Sydney, Ure Smith, 1969. Walshe, R., and Little, N. (eds.). Ways We Teach History, Sydney, H.T.A., 1970. Europe in the Late Middle Ages and the Renaissance A social and cultural history of Europe between the Crusades and the Reformation. Topics to be discussed in the first semester might include feudalism, the mediaeval church, chivalry, the rise of the middle classes, and the arts; in the second semester, the development of city states, the Renaissance church, humanism, images of man and of woman, and the arts. A variety of forms of assessment will be used, including short tutorial papers, book reports, and one long essay using a Penguin classic as source material.
Prescribed Texts Bishop, Morris, The Penguin Book of the Middle Ages, Harmondsworth, 1971. Plum, J. H., The Penguin Book of Renaissance, Harmondsworth, 1964.
Recommended Reading Cheyney, Edward P., The Dawn of a New Era, N.Y., Harper, 1936. Heer, Friedrich, The Medieval World, London, Weidenfeld & Nicolson, 1962. Huizinga, Johan, The Waning of the Middle Ages, Penguin, Harmondsworth, 1955. Burckhardt, Jacob, The Civilization of the Renaissance in Italy, any Edition. Dannenfeldt, Karl H. (ed.). The Renaissance: Medieval or Modern? Boston, Heath, 1959. Hale, J. R., Renaissance Europe, London, (Fontana) Collins, 1971.
Second Year
Australia in the Twentieth Century This course is developed by weekly lectures and tutorials around the study of source materials relating to Australian society in the twentieth century. In addition to the themes dealt with in first year a study is made of the efFects of post war immigration and changing policies with regard to social welfare. Special mention is made throughout the course to developments in the local area, and uiudents are given opportunity to do some work on a theme of local consequence. Students are required to attend and participate in weekly tutorial discussions. Each half year they are required to submit two formal essays of about 1,000 words each and an exercise related to teaching Australian history. They are encouraged to compile their own anthologies of source materials suiitable for use in the classroom. There is an examination at the end of each half year.
References Crowley, F. K., Modern Australia in Documents, Volumes 1 and 2, Melbourne, Wren, 1972. Encel, S., A Changing Australia, Sydney, Australian Broadcasting Commission, 1971. Mayer, H., and Nelson, H., Australian Politics, a third reader, Melbourne, Cheshire, 1973. Brasher, N. H., The Young Historian, Oxford, O.U.P., 1970. Thompson, D., The Aims of History, London, Thames and Hudson, 1969.
Outline of course and Requirements Africa in the Nineteenth and Twentieth Centuries This course is principally concerned with Africa in the nineteenth and twentieth centuries. The following areas will be covered : 1. Africa in the nineteenth and twentieth centuries. (a) Africa before the great scramble for colonies. (b) The partition of Africa. (c) The effects of the partition of Africa. (d) The collapse of colonial empires.
120 2. Kenya in the nineteenth and twentieth centuries. (a) Kenya before the coming of the white man. (b) The clash between the native population and Europeans. (c) The origins of Mau Mau. (d) Independent Kenya and its problems. 3. South Africa. (a) Origins of the population. (b) The opening up of South Africa. (c) Britain and the Boer Republics. (d) Apartheid. Section 1 is designed to give you an overall view of the great transformation which has taken place in Africa in about a hundred years. Section 2 deals with an area which was colonised by whites but where the native population has won independence. Section 3 covers a particular area where white settlers have remained in control and is aimed at helping you understand the problems of both whites and blacks and their attempts to solve them. Thus Sections 2 and 3 may be taken as being repre sentative of the two extremes of what has happened to Africa. Students might like to delve further to see what happened elsewhere on the continent. Reading List 1. Essential Reading Carr, E. H., What Is History? Pelican A652, 1967. Thomson, D., The Aims of History, Thames and Hudson, 1969. Legum, C, African Handbook, Penguin 51041. Keppell-Jones, A., South Africa: A Short History, Hutchison University Library, 1968. Wallbank, Walter T., Contemporary Africa : Continent in Transition, Anvil, 1964. Roland Oliver and Fage, J. D., A Short History of Africa, Penguin, 41002. Hughes, A. J., East Africa: Kenya, Uganda and Tanganyika, Penguin, 41011. Ingham, K., A History of East Africa, Longmans, 1962. Marquard, L., The Peoples and Policies of South Africa, O.U.P., 1969. Wright, H. M. (ed.). Problems in European Civilization : The "New Imperialism," D. C. Heath and Company, 1961. Walker, E. A., A History of Southern Africa, Longmans, Green and Co. Ltd., 1962. Legum, C. and M., South Africa: Crisis for the West, Pall Mall Press, 1964. Hobson, J. A., Imperialism : A Study, George Allen and Unwin Ltd., 1961. Rotberg, Robert I. (ed.), Africa and Its Explorers, Harvard University Press, 1970. Hallett, R., Africa Since 1875, University of Michigan Press, 1974. Uzoigwe, G. N., Britain and the Conquest of Africa, University of Michigan Press, 1974. Betts, R. G. (ed.). The Scramble for Africa, University of Kentucky, 1972. Hallett, R., Africa to 1875, University of Michigan Press, 1970. 2. Additional Reading Simon, H. J. and R. E., Class and Colour in South Africa 1850-1950, Penguin 41025. Somerville, D. C, English Thought in the Nineteenth Century, Methuen & Co., Ltd., 1960. Mansergh, N., South Africa 1906-61 : The Price of Magnanimity, Allen and Unwin, 1962. Bennett, G., Kenya: A Political History, O.U.P., 1963. C.H.B.E. Vol. 2, Chapters 8, 17,18. New C.M.H., Vol. 11, Chapter 22. C.H.B.E., Vol. VIII, South Africa. Bohannan, P., African Outline, Penguin African Library, API7. Segal, R., African Profiles, Penguin African Library, AP 1. Kariuki, J. M., "Mau Mau" Detainee, Penguin African Library, AP 15. .A.B. Vol. 47, No. 8, North Africa — Causes Lost: Causes Won. Vol. 46, No. 12, Sport and Apartheid. Vol. 45, No. 12, The Rhodesia of Mr. Smith. Vol. 43, No. 3, South African Economy. Vol. 38, No. 5, Rhodesia Post —U.D.I. No. 7, Apartheid : can it be defended ? Vol. 35, No. 4, Southern Rhodesia — Two Nations. Vol. 30, No. 4, Kenya.
121 Vol. 26, No. 12, Independence in French Africa. Vol. 24, No. 2, African Nationalism. Vol. 18, No. 6, Apartheid. Vol. 16, No. 9, British East Africa. Vol. 16, No. 13, French North Africa. Vol. 9, No. 10, Africa and the White Man. No. 13, Black Africa. Vol. 3, No. 7, South Africa in the British Commonwealth. No. 8, Issues in South Africa. Third Year Students will follow one course for two hours per week and are permitted to choose an other course for three hours per week. Stuart England Students will be given opportunity to develop an understanding of some of the ideas related to the nature of man and of society that were held in the seventeenth century, and an appre ciation of the aspirations and values of those who held them. They will be encouraged to study various aspects of English society as well as political and constitutional developments of the time. It is hoped that students will become more aware of the nature of historical inquiry by examining the different approaches to this period adopted by several historians. Students are required to attend and participate in weekly tutorial discussions. Each half year they are required to submit two formal essays of about 1,000 words each and an exercise related to teaching about the sixteenth and seventeenth centuries. They are encouraged to compile their own anthologies of source materials suitable for use in the junior secondary classroom. There is an examination at the end of each half year.
References Aylmer, G. E., A Short History of Seventeenth Century England: 1603-1689, New York, Mentor, 1963. Hill, C, The Century of Revolution 1603-1714, London, Nelson, 1961. Hill, C, The World Turned Upside Down, London, Temple Smith, 1974. Kenyon, J. P., The Stuart Constitution, Cambridge, C.U.P., 1966. Ives, E. W., The English Revolution, 1600-1700, London, Arnold, 1968. Parry, R. H., The English Civil War and After, 1642-1658, London, Macmillan, 1974. Thomas, K., Religion and The Decline of Magic, London, Scribner, 1971. Hancock, W. K., Attempting History, Canberra, A.N.U., 1969. Marwick, A., The Nature of History, London, Macmillan, 1970. Britain in the Nineteenth and Twentieth Centuries. A social history of Britain, using a variety of approaches. Topics to be discussed in the first semester might include the industrial revolution, class, the family, education, religion, labour, imperialism, social welfare and the emancipation of women; in the second semester, the "Edwardian age," Britain in two wars and a depression, culture and society between the wars, and the new feminism. A variety of forms of assessment will be used, including short tutorial papers, book reports, and long essays or major assignments. Prescribed Texts Arkell, V. T. J., Britain Transformed, Harmondsworth, Penguin Education, 1973. Best, Geoffrey, Mid-Victorian Britain, St. Albans, Panther, 1973. Harrison, J. F. C, The Early Victorians, St. Albnas, Panther, 1973. Pelling, Henry, Modern Britain (Cardinal), London, Nelson, 1960. Recommended Reading Briggs, Asa, The Age of Improvement, London, Longmans, 1962. Clark, G. Kitson, The Making of Victorian England, London, Methuen, 1962. Crow, Duncan, The Victorian Woman, London, Allen & Unwin, 1971. Dyos, H. J., and WoW, Michael (ed.). The Victorian City, 2 Vols., London, Routledge & Kegan Paul, 1973. Perkin, Harold, The Origins of Modern British Society, London, Routledge & Kegan Paul, 1969. Thomson, David, England in the Nineteenth Century, Harmondsworth, Penguin, 1950. Thomson, David, England in the Twentieth Century, Harmondsworth, Penguin, 1965.
122 CURRICULUM STUDIES — AAATHEMATICS
Course Relevance Diploma in Teaching (Secondary). Objectives This course is designed to acquaint students with methods of teaching mathematics in the secondary school, to extend their own mathematical knowledge and to familiarise them with modern trends in the subject. Summary of Content First Year
Mathematics Method 4 Hours per Week. Lesson preparation, lesson type, factors involved in learning Mathematics, individual differ ences, classroom management, maintaining interest, evaluation. Topics for 7th year — number systems, sets, number sentences, cardinal numbers, number theory, integers, rational numbers. The primary curriculum with emphasis on methods used in the primary school and levels of achievement. Cuisenaire material. References Johnson, D., and Rising, G., Guidelines for Teaching Mathematics, Wadsworth. Freemont, H., How to Teach Mathematics in Secondary Schools, Saunders. N.S.W. Department of Education, Curriculum for Primary Schools — Mathematics, Government Printer, 1967. Fatseas & Sadler, Stages of Cuisenaire, School Projects Pty. Ltd.
Calculus I. 4 Hours per Week Revision of difFerentiation, differentiation and integration of circular logarithmic exponential and hyperbolic functions and of the inverse circular and hyperbolic functions, partial difFerentiation. Techniques of integration — change of variable, integration by parts, partial fractions. Definite integrals, numerical integration, improper integrals. Polar co-ordinates. Application of integration to areas under curve, volume of solid of revolution, arc length. Text Thomas, G. B., Calculus and Analytic Geometry, 4th Ed., Addison-Wesley, 1973.
Algebra I. 2 Hours per Week 1. Brief overview of the field, ring, group, loop with emphasis on laws of composition for placement of the abstract algebras to be treated over two years. 2. Elementary Vector Analysis; Equality of vectors, vector addition. Vector DifFerence, Verification of appropriate laws. 3. Complex Number including Vector treatment. 4. Determinants; Properties of Determinants and simplification methods. Solving sets of Simultaneous Equations. Intersecting Planes in Three Dimensions. 5. Elementary Matrix Algebra; Matrix addition, Multiplication. The Inverse of a Matrix. Elementary Trans formations in two and three dimensional geometry. 6. Elementary polynomial Algebra. References Perfect, H., Topics in Algebra, Oxford, Pergamon, 1966. Weiss, M. J., and Oubisch, R., Higher Algebra for the Undergraduate, N.Y., John Wiley & Sons, 1962. Horadam, A. F., Outline Course of Pure Mathematics, Oxford, Pergamon, 1968. Pedoe, D., A Geometric Introduction to Linear Algebra, N.Y., John Wiley & Sons, 1963.
123 Computing Algorithms and computers, flow chart language, branching, looping, numerical applications, subscripted variables, further numerical applications, non-numerical applications. Use of programmable calculator, development of BASIC programmes in the interactive mode, experience in batch processing. Text Forsythe, A., et. al., Computer Science: A First Course, John Wiley, 1969.
References Albrecht, R., et. al., Basic, John Wiley, 1973. Albrecht, R., et. al.. Computer Methods in Mathematics, Addison-Wesley, 1969. Murrel, P., Introduction to Computer Sciences, Intext Ed. Pub., 1973. Sage, E., Problem Solving with the Computer, Enteiek, 1969.
Second Year
Mathematics Method II. 4 Hours per Week.
In this course a detailed study will be made of the range of topics in Mathematics presented in the Junior Secondary school, for example, rational numbers, transformation geometry, statistics, co ordinate geometry, practical arithmetic, algebraic operations, areas and volumes, probability, functions and relations, solving equations, absolute value, graphs. Students will develop methods of introduction, motivation, lesson development, and evaluation techniques for the above topics as well as considering variation of approach for children with difFerent ability levels.
References Franklin, J., and Preece, R., New Active Mathematics (Forms I, II, III, IV), Cheshire, 1973. Jones, S. B., and Couchman, K. E., New Series Modern Mathematics (Forms I, II, III, IV), Shakespeare Head Press, 1973. McMullen, A., and Williams, J. L., On Course Mathematics (Forms I, II, III, IV) MacMillan, 1971. National Council of Teachers of Mathematics, The Teaching of Secondary School Mathematics, NCTM, 1970. National Council of Teachers of Mathematics, The Learning of Mathematics, Its Theory and Practice, NCTM, 1953.
Calculus II. 2 Hours per Week.
DifFerential equations — First-order equations with variables separable, first-order homogen eous equations, first-order linear equations, first-order equations with exact differentials. Homogeneous and nonhomogeneous linear second-order differential equations with constant co-efFicients. Simple simul taneous differential equations. Series solutions of differential equations; the Method of Frobenius. Multiple Integrals — definitions, evaluations, area by double integration, volumes, changing order of integration, the Jacobian, polar co-ordinates. Special Functions — the Gamma and Beta functions. References Thomas, G. B., Calculus and Analytic Geometry, Addison-Wesley. Keane, A., and Senior, S. A., Mathematical Methods, Science Press, 1961.
Series 2 Hours per Week. Definitions, notation, test for convergence of infinite series. Taylor's Series, Maclaurin's Series for exponential, trigonometric, logarithmic and inverse trigonometric functions. De Moivres Theorem, Binomial Theorem. Fourier Series; approximations, change of interval length, odd and even functions. Summation of series.
124 References Keane, A., and Senior, S. A., Mathematical Methods, Science Press, 1961. Thomas, G. B., Calculus and Analytic Geometry, Addison-Wesley, 1973. Boas, M. L., Mathematical Methods in the Physical Sciences, Wiley, 1966.
Algebra II. Vector algebra. Vector spaces. Linear Independence. Scalar and Vector product and appli cations to geometry. ' Matrix algebra. Symmetric and skew symmetric Matrices, Similarity, Idempotency, Or thogonal Matrices. Eigenvalues, Eigenvectors, Orthogonal Transformations, Rank of a matrix and solution of equations. Quadratic forms. Elementary Group Theory and applications to Geometry. Quaternion Algebra. Historical Development. The Quaternion Matrix. The Quaternion Groups. Boolean Algebras. Axiomatic approach and applications. References Sarnett, R. A., and Fujii, H. N., Vectors, N.Y., J. Wiley & Sons, 1963. Tallack, J. C, Introduction to Elementary Vector Analysis, Cambridge and Uni. Press, 1966. Scott Norton, M., Basic Concept of Vectors, Exploring Maths on Your Own Vol. 16, London, John Murray. S.M.P. Advanced Mathematics Book I. and II. Cambridge Uni. Press, 1967. Neill, H., and Moakes, A. J., Vectors Matrices & Linear Equation, London, Oliver and Royal, 1967. Zelinsky, D., A First Course in Linear Algebra, Academic Press N.Y., 2nd Ed., 1973. Pettofrezzo, A. J., Matrices and Transformations, London, Prentice Hall, 1966. Schawrtz, J. T., Introduction to Matrices & Vectors, N.Y., McGraw Hill, 1961. School Mathematics Study Groups. Introductions to Matric Algebra (Unit 23), Standard California, 1965. Beaumont, R. A., Linear Algebra, N.Y., Harcourt Brace, 1972. Rose, I. H., Algebra, An Introduction to Finite Mathematics, N.Y., John Wiley & Sons, 1963. Pedoe, D., A Geometric Introduction to Linear Algebra, N.Y., John Wiley & Sons, 1963. Whitesitt, J. E., Boolean Algebra and its Applications, Reading, Addison Wesley, 1962. Goodstein, R. L., Boolean Algebra, Oxford, Pergamon, 1963. Horadam, A. F., Outline Course of Pure Mathematics, Pergamon, 1968. Probability and Statistics 2 Hours per Week. Frequency distributions and their graphical representations. Measures of Central tendency and dispersion. Moments, skewness and kurtosis. Elementary combinatorial theory. Sample space and events. Axioms of Probability. Conditional probability and independence. Bayes Theorem. Random variables. Expectation and Variance. Binomial, Normal and Poisson Distributions. Sampling distributors. Estimation and decision making. Regression and correlation. Texts Lipschutz, S., Shaim's Outline of Theory and Problems of Probability, McGraw-Hill, 1968. Spiegel, M., Schaim's Outline of Theory and Problems of Statistics, SI Metric Edition, McGraw-Hill, 1974. References Adler, H., and Roessler, E., Introduction to Probability and Statistics, W. Freeman, 1964. Blum, J., and Rosenblatt, J., Probability and Statistics, W. Saunders, 1972. Gray, A., Elementary Probability and Statistics with Optional Computers Applications, Glencoe Press, 1973. Mosteller, F., et. al.. Probability with Statistical Applications, Addison Wesley, 1961.
125 Third Year Mathematics Method III. 3 Hours per Week. This course is arranged as a part seminar, part lecture course. The work discussed in seminars is taught by students in the school, televised and analysed. The content, historical development, appropriate aids and methods of teaching the follow ing in the Senior Secondary School are studied. The real number system, functions, trigonometric ratios and functions, two and three dimensional analytical geometry, series and sequences, difl^erential calculus, integration, inverse trigon ometric functions, algebra of polynomials, the binomial theorem, probability. Curriculum development and programme construction diagnostic testing and readiness, remedial work programmed learning, school library and mathematics library assignments, the structure of the senior school and examination procedures, assessment methods. References Boyer, C, A History of Mathematics, N.Y., John Wiley & Sons, 1968. Coalidye, J. L., A History of Geometrical Methods, N.Y., Dover, 1963. Eves, H., An Introduction to the History of Mathematics, N.Y., Holt, 1961. National Council of Teachers of Maths, Historical Topics for the Maths Classroom, Washington, D.S., 1969. Smith, D. E., History of Mathematics, Vols. I. and II., Boston, Ginn & Co., 1952. Struik, D. J., A Concise History of Mathematics, London, Bell & Tous, 1962. Mulhall, H., and Smith-White, W. B., A New Mathematics for Senior Forms, Vols. I. & II., Angus & Robert son, 1966. Les, R., et. al.. Senior Mathematics, Jacaranda Press, 1966. Jones, S. B., and Couchman, K. E., H.S.C. Level III. Mathematics, Shakespeare Head Press, 1966. Lush, P. £., and Smith, R. C. T., Mathematics, McGraw-Hill, 1970. Reeve, W. D., Mathematics for the Secondary School, N.Y., Holt Rinehart and Winston, 1960. Willoughby, S. S., Contemporary Teaching of Secondary School Mathematics, N.Y., John Wiley & Sons, 1966. Mcintosh, J. A., Perspectives on Secondary Mathematics Education, N.J., Prentice Hall, 1971. Fremont, M., How to Teach Mathematics in Secondary Schools, London, W. B. Saunders Co., 1969. Miserve, B. E., and Sobel, M. A., Mathematics for Secondary School Teachers, N.J., Prentice Hall, 1962. Howson, A. G. (Editor), Developments in Mathematical Education Cambridge, 1973. Ministry of Education Pamphlet 36, Teaching Mathematics in Secondary Schools, London, Her Majesty's Stationery Office, 1961. Dubisch, R„ The Teaching of Mathematics, N.Y., John Wiley & Sons, 1963.
Mechanics 2 Hours per Week. Introduction to the branches of mechanics and a review of vector analysis. Statics — forces, moment, couple, resultant, equilibrium, structures. Dynamics — rectlinear, angular and curvilinear motion of a point, force, work, energy, impulse, momentum. References Meriam, J. L., Statics, John Wiley. Meriam, J. L., Dynamics, John Wiley.
Geometry and Number Theory 2 Hours per Week Number Theory — The integers and divisibility, primes and composites, methods of determining primes, factors, the division transformation, the Education Algorithm, relative primes, the algebra of polynomials. Geometry —The afFlne plane, line at infinity, conies, detailed study of ellipse, hyperbola, parabola, pro jective geometry, finite geometry, the theorems of Desargues and Pappus. Texts Coroneos, J., and Lynch, J. A., A Higher School Certificate Course in Mathematics, Halstead Press, 1967. Horodam, A., An Outline Course in Pure Mathematics.
126 SECONDARY GAMES COACHING Third Year : 1 Hour per Week. Course Relevance Diploma in Teaching (Secondary). Objectives To provide a course of study, practical and theoretical, which will enable the student to make a positive contribution to school sport and physical education. Summary of Content A selection of four games will be studied from the following : Volleyball Squash Rugby League Hockey Softball Badminton Tennis Netball Association Football Rugby Union
Elective Courses
Elective Courses available to students working for the award of a Diploma in Teaching (Secondary) are those offered to students studying for the Diploma in Teaching (Primary), subject to limitations indicated in the Diploma Schedule. These courses are described on page 76.
Courses of Study for Diploma in Physical Education
PHYSICAL EDUCATION STRAND CORE PHYSICAL EDUCATION
EDUCATION SCIENTIFIC BASES OF HUMAN MOVEMENT STRAND
ELECTED AREA COMMUNICATION SKILLS FIELD WORK
127 Physical Education Strand
This strand of the Diploma in Physical Education course includes firstly, the theoretical, methodological and administrative aspects involved in being a teacher of physical education, and secondly, an examination of the practical content materials which will be taught in the school programme, including dance, theory and coaching of games and gymnastics.
DANCE First Year: 2 Hours per Week. Second Year : 2 Hours per Week. Third Year: 2 Hours per Week.
Course Relevance Diploma in Physical Education.
Summary of Content
First Year
Dance "A" (Men and Women) This course, involving two hours per week for the first half year, consists of an introduction to the social dance area of the physical education curriculum. The course includes folk and national dances, ranging from the simple type which are used throughout the primary school to the more difficult and advanced dances generally reserved for adults; traditional social dance of the pattern type, such as barn dances, Maxina, Pride of Erin, and square dances of the modern style. Dance "B" (Men) The aim of this unit, which takes up the second half year, is to introduce students to the basic elements of dance-making, including a knowledge of concepts and terms used. Most dances will tend towards dramatic expression and the development of communication in movement. A secondary aim is to teach responsiveness to movement as an art form underlying all forms of physical education.
References Carroll, J., and Lofthouse, P., Creative Dance for Boys, London, MacDonald and Evans, 1969. Russell, J., Creative Dance in the Primary School, London, MacDonald and Evans. Dance "B" (Women) This course is introduced through an analysis of movement in general. Expressive movement is then studied as a means of communication leading to creative dance. Basic training in bodily awareness, the use of effort, the use of space, working with a partner and in a group will be covered. A brief background knowledge of the ideas of Rudolph Laban will be explored. It is planned to develop a good rhythmic sense, as well as to develop spontaneity and creative ability in movement. References Russell, J., Creative Dance in the Secondary School, London, MacDonald and Evans, 1969. Russell, J., Creative Dance in the Primary School, London, MacDonald and Evans.
128 Second Year Dance "A" (Men and Women) This course consists entirely of Latin and American Dance and follows in general the syllabus required for the award of the Bronze Medallion of the Federal Association of Teachers of Dancing. Included together with a study of techniques of dance is the consideration of how such material might be taught in the school situation as a regular part of the physical education curriculum. Dance "B" (Men and Women) This course which is a development from the Dance I "B" course will include major emphasis on the structure of the creative dance lesson and its relevant methods of teaching, as well as the relation ship between creative dance and other art forms, both musical and non-musical. References Mettler, B., Materials of Dance as a Creative Art Activity, U.S.A., Mettler Studios, 1960. Preston-Dunlop, V., Handbook of Modern Educational Dance, London, McDonald and Evans, 1963.
Third Year Dance "C" (Men and Women) This part of the course will involve students for one hour per week for one half year. The main aim of this course is to consider the various methods of presentation of creative dance in the high school situation, and to evaluate the efFectiveness of a variety of approaches consider ing all art forms. At the same time, it is hoped to further develop personal dance skills in relation to more advanced themes. In the co-educational group situation, students will explore work on the more advanced of Laban's sixteen basic movement themes, in the development of movement motifs, choreographic techniques of a simple kind, and advanced partner and group themes. A secondary aim of this course is to enable the production of work of a high quality entirely constructed by the students. To this end some time will be spent on technical expertise, while the final presentation should demonstrate qualities of originality, superior presentation, and a high level of application of work from the three years of this course.
GAMES —THEORY AND COACHING (MEN) First Year : 3 Hours per Week. Second Year: 3 Hours per Week. Third Year : 3 Hours per Week. Course Relevance Diploma in Physical Education.
Summary of Content First Year This course involves students in a study of several areas of major and minor games with an emphasis on teaching non-swimmers to swim, and track athletics. Consideration in other games areas is given to the techniques of basic skills, the teaching of rules and tactics, officiating and class management. Second Year In this course, the emphasis changes to advanced swimming techniques for competition swimmers and field athletics where all the standard men's events are studied with coverage given to techniques, rules of competition and officiating duties. In addition, major games not dealt with during the first year will be studied in the same way. Third Year This course has two sections, one of which is geared towards recreational activities at an adult level with an emphasis on the organisational aspect, while the other enables the student to select one major game and make an intensive study of it from all the aspects covered during the previous year's programmes.
129 GAMES —THEORY AND COACHING (WOMEN) First Year: 3 Hours per Week. Second Year : 3 Hours per Week. Third Year : 3 Hours per Week. Course Relevance Diploma in Physical Education.
Summary of Content First Year This course deals with the teaching of swimming and lifesaving, together with a selection of major and minor games which are examined with study of techniques of relevant basic skills, rules, elementary tactics and teaching methods suitable for school presentation.
Second Year Major and minor games taught in the N.S.W. secondary schools and which were not covered in the First Year programme are presented with similar emphasis. Units of Athletics and Synchronised Swimming are included. The athletics unit covers techniques for all women's track and field events, rules of competition together wiith ofFlciating duties for each event. The synchronised swimming unit encompasses the specialised students for the five categor ies, and the organisation of stunts into sequences for musical accompaniment.
Third Year The third year course provides advanced units of work in the major games areas with an emphasis on specialised techniques, tactics, coaching and officiating.
GYMNASTICS (MEN) First Year : 2 Hours per Week. Second Year: 2 Hours per Week. Third Year : 2 Hours per Week. Course Relevance Diploma in Physical Education. Objectives 1. To acquaint students with the unique contribution of physical education; gymnastics as an integral part of education. 2. To expose students to the fundamental principles underlying the gymnastics syllabus. 3. To study the secondary school child and allow for individual differences, physically, emotionally, socially and mentally, in the construction of a Gymnastics Programme. 4. To present a body of knowledge which will allow students to effectively create and implement their own gymnastics programmes. 5. To provide an opportunity for students to develop knowledge and ur\derstanding of their own capabilities and limitations in gymnastics. First Year Summary of Content 1. Floor Gymnastics (a) Round back. (b) Hollow back. (c) Balancing—single, partner, pyramids. 2. Springing and Landing (a) Without equipment. (b) Spring board — beat board. (c) Mini tramp. (d) Vaulting box. 3. Parallel Bars. 4. Use of small equipment — balls, hoops, ropes, balance bench.
130 References N.S.W. Amateur Gymnastics Association Award Scheme. Primary Physical Education Syllabus — Gymnastics — Victoria Dept. of Education. N.S.W. Physical Education Syllabus.
Second Year Summary of Content 1. Floor gymnastics. 2. Springing and landing. 3. Parallel bars. 4. Horizontal bar. 5. Roman rings. 6. Trampoline.
Reference Kunzle, G. C, Olympic Gymnastics, London, Barrie and RocklifF, 1964.
Third Year Summary of Content 1. An extension of the principal teaching areas of work covered in First and Second Year with an oppor tunity to specialise in interest areas. 2. Pommel Horse. 3. Display Gymnastics.
GYMNASTICS (WOMEN) First Year : 2 Hours per Week. Second Year : 2 Hours per Week. Third Year : 2 Hours per Week. Course Relevance Diploma in Physical Education. First Year Objectives To furnish a knowledge and understanding of gymnastics and improve the standard of personal gymnastic skills so that a foundation has been set for method of teaching. Summary of Content Modern gymnastics using balls, ropes, ribbons, hoops and Indian clubs. Olympic gymnastics involving free fioor exercise, beam, uneven parallel bars and vaulting.
References Drury, B. J., and Schmid, A. B., Gymnastics for Women (3rd Ed.), California, National Press, 1970. Cochrane, T. S., International Gymnastics for Girls and Women, Reading (Mass.), Addison-Wesley, 1969. Norman, R., Gymnastics for Girls and Women, Dubuque, Wm. C. Brown, 1965.
Second Year As students have already acquired a vocabulary of skills in first year, this course will have, as one of its aims, the extension of Olympic gymnastics to more advanced work, at a competitive level of attainment. The second strand of this course will be concerned with the practical and theoretical nature of Educational Gymnastics, which will be viewed both as a performance area and as a leaching method in lectures.
References Maulden, E., and Layson, J., Teaching Gymnastics, London, MacDonald and Evans. Drury, B., and Bodo-Schmid, A., Gymnastics for Women and Girls, California, National Press, 1970.
131 Third Year
This course is designed to provide a wide coverage of gymnastic activities in three areas of Olympic Gymnastics — bars, beam and vault which, together with tumbling, will be dealt with in a manner suitable for both class teaching and club work. Emphasis will be placed upon progressive teaching of suitable lead ups for all skills, sup porting techniques and correction of skills. Reference Drury, B., and Bodo-Schmidt, A., Gymnastics for Women, California, National Press, 1970.
THEORY AND METHOD IN PHYSICAL EDUCATION
First Year : 2 Hours per Week. Second Year: 2 Hours per Week. Third Year : 2 Hours per Week.
Course Relevance Diploma in Physical Education.
Objectives The introduction of the subject area of physical education as it operates at primary school level in N.S.W. Through personal practical involvement to introduce teaching and teaching strategies in aquatics, athletics, games, gymnastics and dance as related to both the primary school pupil and the college student.
Summary of Content Theoretical foundations of physical education with particular reference to primary school methods in physical education, practical and theoretical aspects of gymnastics, games, swimming, track and field and dance for girls and boys aged five years to twelve years. This course will also include a study of the methods employed to teach other subjects within the primary school curriculum.
References Bucher, C. A., Foundations of Physical Education, St. Louis, C. V. Mosby, 1973. Mackenzie, M. M., Towards a New Curriculum in Physical Education, New York, McGraw Hill, 1969. N.S.W. Department of Education, Curriculum For Primary Schools, Sydney, Government Printer, 1965.
Second Year (Men) Objectives Basically, this course is designed to prepare the student to enter and perform efficiently as a teacher of physical education within the secondary school. Summary of Content Conditions of effective motor learning. Introductory activities. Skills, both basic and specialised. Concluding activities. The lesson plan for gymnastics, games and dance. Construction of a unit of work — graded progression of activities. Class organisation and techniques of successful teaching. Teaching methods. Inclement weather lessons — related where possible to units of work. Demonstrations.
132 Second Year (Women) This course will provide students with the skills, associated knowledge and understanding of the following major aspects of physical education in secondary schools. The aims and objectives of physical education. The curriculum in physical education. Needs and interest in physical education. Pracfice teaching information. Lesson structure in gymnastics and games. Characteristics of secondary school pupils. Content, method and organisation of teaching in gymnastics lessons, games lessons. Tabloid sports organisation. Evaluation of practice teaching sessions. Lectures, discussions, demonstrations, student presentations and films will be integrated to allow students to gain the best possible understanding of the teaching of physical education.
Third Year Objectives The aims of this course are : 1. to develop an awareness of the responsibilities of the specialist teacher with regard to the adminis tration and organisation of physical education in N.S.W. 2. to integrate in principle the physical education strand of the course in its application to teaching. 3. to develop an attitude towards ethical, professional behaviour. 4. to consider the role of the teacher within the community. 5. to give practical experience in organising and teaching lessons.
Summary of Content Teaching Organisation of physical education Principles of lesson planning The syllabus Aims and objectives Programme development Evaluation of teaching Duties of the sportsmaster or sportsmistress Problems and exceptional children Organisation of sports carnivals and displays Adapted physical education Recreation m the community Administration of physical education in N.S.W. The role of the physical ed-ication teacher History and structure Responsibilities, regulations. Care and maintenance of equipment A practical course in the maintenance of equipment, together with the marking of fields and playing areas.
Ethics What is professional behaviour?
133 Core Physical Education
This course is the same as that followed by students in the Diploma in Teaching (Primary) and Diploma in Teaching (.Secondary) courses.
Education
EDUCATION First Year : 3 Hours per Week. Second Year: 3 Hours per Week. Third Year: 2 Hours per Week. Course Relevance Diploma in Physical Education
Course Structure The Education strand in the Diploma in Physical Education consists of six units each of one half-year duration. The first three units (i.e. both units taken in first year and the first unit taken in second year) are identical with the first three units of the Core Education course for the Diploma in Education (Primary).
First Year
Unit 1. Child Growth and Development Unit 2. Psychology of Teaching For course details see the appropriate sections of the course outlines for the Diploma in Teaching (Primary).
Second Year Unit 3. Psychology of Learning For course details see the appropriate section of the course outlines for the Diploma in Teaching (Primary).
Unit 4. History of Education and Comparative Education (History of Physical Education)
Objectives An introduction to the historiography of education and its application to New South Wales through an examination of the present system from its earliest beginnings. A critical study of physical education in New South Wales, with special reference to the changing nature of its administration and other current issues. An introduction to comparative methodology in physical education and its application by study of other systems and such recent modifications as international education and development edu cation.
134 Summary of Content Early beginnings of the history of education in N.S.W., with special reference to education in England, America and Europe at this time. The history of physical education in early times; physical education in the twentieth century; Church and military roles in evolving physical education; pre World War II physical education in N.S.W.; twenty five years of physical education since World War II. The role of Man: a pen profile of a N.S.W. physical educator: past, present, future.
Third Year
Unit 5. Sociology of Education (Sport in Society)
Objectives Introduce basic sociological concepts in an endeavour to allow students to appreciate school and society. Examine sport in Australian society, describing and explaining many of the interrelation ships between sport and society at a variety of levels. Formulate a description of sociological foundations of physical education.
Summary of Content School and society; the structure of educational institutions and teaching as an occupation. The school society. The nature of sport; study of sport as an element of culture; towards a sociology sport. Sport and study; sport and politics; team competition, group structure; sports discrimin ations. The science of sport and sports sociology.
References Loy, J. W., and Kenyon, G. (Eds.), Sports, Culture and Society, New York, Macmillan, 1969. Hart, M. M., Sport in the Socio-Cultural Process, Dubuque, Wm. C. Brown, 1972.
Unit 6. Motor Learning
Objectives 1. An introduction to some theoretical issues pertaining to secondary school pupil performances of selected sports tasks. 2. Conduct of laboratory exercises emphasising motor performance and motor learning. Statistical treatment of performance data to effect meaningful judgements relating to both inter-individual differences and intra-individual differences in motor learning.
Summary of Content Conditions for efFective motor learning. Retention of motor skill; transfer of motor skill learning. Motivation, anxiety and stress. Physical fatigue and motor learning.
References Singer, R. N., Motor Learning and Human Performance, McMillan, 1968. Carron, A. V., Laboratory Experiments in Motor Learning, Englewood ClifFs, Prentice Hall, 1971. Cratty, B. J., Teaching Motor Skills, Englewood Cliffs, Prentice Hall, 1973. Sage, G. H., Introduction to Motor Behaviour, Menlo Park, California, Addison-Wesley, 1971. Lockhart, A. S., and Johnson, J. M., Laboratory Experiments in Motor Learning, Dubuque, Wm. C. Brown, 1970.
135 Scientific Bases of Human Movement Strand
The following courses are offered as a foundation for the future development of rational physical education programmes which may be based on a detailed knowledge of the specific efiFects of the many facets of physical exercise upon the human body and its functions.
ANATOMY AND PHYSIOLOGY I
First Year : 2 Hours per Week. Course Relevance Diploma of Physical Education. Objectives To provide a fundamental knowledge of structure and function in the human body. This know ledge to serve as a basic reference for further in-depth courses.
First Year Summary of Content 1. Body as a whole terminology body cavities and planes structural units language of anatomy approaches to anatomy 2. Histology types of tissues structure and functions 3. Body system structure and function of each body system in detail skeletal arthrology muscular circulatory
ANATOMY AND PHYSIOLOGY 11
Second Year : 2 Hours per Week (for 1 half-year). Summary of Content The Nervous System Central nervous system Peripheral nervous system Nerve impulse transmission Synapses The motor unit
136 The Digestive System The alimentary canal Accessory organs of digestion Digestion and absorption of carbohydrates, fats and protein Metabolism The Respiratory System The respiratory tract Mechanics of breathing External and internal respiration. Blood transport of O2 and CO.,
BIOLOGY First Year : H Hours per Week. Course Relevance Diploma in Physical Education. Objectives To give background information required for other courses in physical education. Summary of Content 1. Introductory: Nature of science. Biology. Characteristics of living and non-living matter. Plant and animal cells. 2. Cytology: Fine structure of the cell. Pinocytosis. Phagocytosis. DifFerentiation for specialised functions. 3. Enzymes: Metabolism. Structure. Naming. Conditions of activity. Energy relations. Glycolysis. Krebs cycle. Respiration. 4. Biophysics: Solutions. Suspensions. Emulsions. Colloids. Precipitation. Filtration. Diffusion. Osmosis. 5. Histology: Classification of tissues. Epithelial tissues; connective tissues, muscle tissue, nerve tissue. References Villee-Dethier, Biological Principles and Processes. W. B. Saunders, 1971. Leeson and Leeson, Histology, W. B. Saunders, 1970. Ham, A. W., Histology, J. B. Lippincott Co., 7th Edition, 1974. Gillison, Histology of the Body Tissues, E. & S. Livingstone Ltd.
Assessment Yearly Examination.
CHEMISTRY First Year: IJ Hours per Week. Course Relevance Diploma in Physical Education.
Objectives 1. To develop an understanding of the structure and function of the more significant groups of com pounds which make up animal tissue. 2. To consider the chemistry of the major metabolic pathways in animal cells, particularly those relating to human movement.
Summary of Content The fundamental chemical concepts — element and compound: atom, molecule and ion; the chemical bond. Properties of acids, bases and salts. The pH scale, buffers. Organic Chemistry. Hydrocarbons and their derivatives. Esterification and saponification re actions. Hydrolysis and condensation reactions. Biochemistry. The structure and function of proteins, carbohydrates, lipids and other selected
137 groups of compounds of biological significance. Enzymes and their function. The chemistry of digestion and of the major cellular metabolic processes.
Assessment Annual Examination.
CARE AND PREVENTION OF INJURIES Second Year : 1 Hour per Week (1 half-year)
Course Relevance Diploma in Physical Education.
Objectives To study modern concepts of injury prevention in sport and principles of treatment.
Summary of Content Legal responsibility. First aid principles. Nature of common sports injuries. Principles of treatment. Prevention of injury in sport.
KINESIOLOGY "A" Second Year: 2 Hours per Week (1st Half-Year)
Course Relevance Diploma in Physical Education.
Objectives To examine in detail the application of physics in general, and mechanical principles in particular, to the analysis of human performance.
Summary of Content Brief history of Kinesiology. Methods of analysing movement. Common Terminology. Review of muscle physiology. Muscle locations and actions. Joint actions — prime movers, assistant movers, neutralisers and stabilisers. Mechanical principles underlying movement. Reference Rasch, P. J, and Burke, R. K., Kinesiology and Applied Anatomy, Philadelphia, Lea and Febiger, 1969.
KINESIOLOGY "B" Second Year : 1 Hour per Week (2nd Half-Year).
Course Relevance Diploma in Physical Education. Objectives To relate and apply the principles of human movement to activities which are basic to the processes of practical physical education, sport and recreation.
138 Summary of Content Application of mechanical principles in movement. Basic movement pattern analysis. Posture and Locomotion. Underarm and overarm movements. Striking. Jumping. Kicking. Pushing and pulling. Hanging and swinging. Lifting and carrying. Reference As for KINESIOLOGY "A."
PHYSICS Second Year: 1 Hour per Week. Course Relevance Diploma in Physical Education. Objectives The course should enable students to acquire a knowledge of the basic laws of physics and solve problems related to these laws. Summary of Content The basic laws of mechanics. Vectors. Static equilibrium. Uniformly accelerated motion. Newton's laws. Work. Energy and power. Friction. Circular motion. Rotation of rigid bodies. Reference Martin, S. L., & Connor, A. K., Basic Physics. Whitcombe & Tombs Pty., Ltd. Assessment Class exercises, assignments and written examinations.
EXERCISE PHYSIOLOGY Third Year: 2 Hours per Week.
Course Relevance Diploma in Physical Education.
Objectives 1. To review basic physiological principles as they apply to exercise. 2. To develop an understanding of physiological benefits to be derived from exercise. 3. To understand the conditioning processes for regular physical education students, sportsmen, and to an extent, the sub-par student. 4. To read intelligently the professional literature in this field.
139 Summary of Content Energy liberation and transfer. Muscle contraction. Neuromuscular functions. Circulation of blood and body fluids. Respiration. Physical work capacity. Body dimensions and muscular work. Physical conditioning-strength, muscular endurance, circulo-respiratory endurance, flexibility. Temperature regulation. Nutrition and physical performance. Reference Astrand, P. O., and Rodahl, K., Textbook of Work Physiology, New York, McGraw-Hill, 1970.
EXPERIMENTAL PHYSICAL EDUCATION "A" Third Year: 2 Hours per Week (1 Half-Year).
Course Relevance Diploma in Physical Education.
Objectives To provide a course which will enable the students to understand basic statistical methods and procedures which will enable them to understand and apply testing and measuring processes in physical education. To acquaint students with general research methodology and its specific application in physical education. To assist students in their understanding of relevant research readings in physical education. Summary of Content Grouping of data. Measures of central tendency. Measures of dispersion. z scores. Library techniques. Experimental method. Historical study of reseach in physical education. Philosophical study of research in physical education. Survey techniques. Instrumentation. t ratios. Correlation. Chi-square. Reference Kroll, W. P., Foundations of Physical Education, New York, Academic Press, 1971.
EXPERIMENTAL PHYSICAL EDUCATION "B" Third Year : 2 Hours per Week (1 Half-Year). Course Relevance Diploma in Physical Education. Objectives The acquisition of knowledge and skills related to testing and measuring techniques in physical education and the use of such in the evaluation of structure, function and human performance.
140 Summary of Content
Test construction. Kinesthetic perception. Posture testing. Somato typing. Flexibility testing. Maturity. Endurance testing. Anthropometry. Strength testing. Motor fitness. Speed and agility.
References Clark, H. H., Application of Measurement to Health and Physical Education, New Jersey, Prentice Hall, 1967.. Larson, Leonard A., Fitness, Health and Work Capacity, International Standards for Assessment. New York, MacMillan Publishing Co., Inc., 1974.
Elected Area
Each student is required to study in depth another subject. The student may elect to study this at The Wollongong University adjacent to the Institute. Such elected subject should not involve more than seven hours of attendance per week in any of its three years.
In the past the following subjects have been elected by Diploma students :
English. Biology. History. Physics. Economics. Geology. Geography. Mathematics.
Timetable requirements may necessitate some evening attendances at the University as well as some overlap in term dates.
Students may choose any elective course offered by the Institute except those ofFered by the Health and Physical Education Department or they may choose one of the following :
SCIENCE
First Year: 6 Hours per Week. Second Year : 6 Hours per Week. Third Year : 5 Hours per Week.
Course Relevance Diploma in Physical Education.
Summary of Content This is a three-year course in the teaching of Junior Secondary Science, which is available only to those students taking the Diploma in Physical Education course who wish to make Junior Science their second teaching subject. The weekly time allocation is divided as follows :
141 HOURS PER WEEK
STRAND ist Year - 1976 2nd Year - 1976 3rd Yea - 1976 3rd Year - 1977
1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half
Processes of Science 3 — — — — — —
Science Method — — 2 1 1 1 3 —
Science and Society — — — — — — — 1
Conservation and Field Studies — — — — — — 2 —
Programmes and Study Units — — — ^ — — — 4
Biology — U — 1-i 1 1 — —
Chemistry — — 2 2 1 1 1 —
Geology — U — Ii 1 1 — —
Physics 2 2 2 — 1 1 — 1
TOTAL WEEKLY HOURS 5 5 6 6 5 5 6 6
THE PROCESSES OF SCIENCE First Year: 3 Hours per Week for Half Year of First Year. Objectives To develop an understanding of the nature of scientific skills. To develop the student's confidence in his ability to draw valid conclusions and formulate explanations of natural phenomena. To allow students to gain experience in the use of the scientific method in problem solving. To have students plan learning experiences that would allow school certificate pupils to develop similar understandings, skills and confidence when dealing with scientific enquiry. Content The structure of science as a discipline. Making up explanations. Drawing conclusions. Observational skills. Classification — concepts, skills and keys. Hypothesising. Inductive/deductive reasoning. Cause and effect relationships. Controlled experiments. Problem solving. Planning a learning experience. References Gega, P. C, Science in Elementary Education, N.Y., Wiley, 1967. Matthews, C. C, et. al., Student-Structured Learning in Science (and Teacher's Guide), Dubuque, Iowa, Wm. C. Brown Co., 1971. Weisbruch, F. T., et, al.. Patterns and Processes of Science, laboratory Text 3, Boston, Heath, 1968. Assessment By class exercises, tutorial participation and a major assignment.
142 SCIENCE METHOD Objectives This course is concerned with the general principles of science teaching, its aims and objectives, and with school science procedures.
Second Year Aims and Objectives Questioning. Practical work in science teaching. Formal lesson procedures (e.g., discussion lesson, inductive lesson, deductive lesson, film and broadcast lessons). Informal procedures (e.g., the problem approach). The preparation and use of aids. Collections.
Third Year The Wyndham Committee Report. Aims and objectives in science teaching. School procedures such as assessment. Brief consideration of Higher School Certificate syllabuses. The A.S.E.P. scheme.
BIOLOGY
First Year: 1^ Hours per Week for half year. Second Year: 1^ Hours per Week for half year. Objectives To provide students with the knowledge, attitudes and skills necessary to plan and present educational experiences relevant to pupils, to the School Certificate level, in the field of biological science. Content Methods of presenting biology to the school certificate level. Controlled experimentation. Metabolism. Cells as the basis of structure and function of living things. Cell division. The classification of plants and animals and the characteristics of selected representatives of each of the major phyla. Evolution and genetics. References Buchsbaum, R., Animals Without Backbones, Chicago, Uni. Chicago Press, 2nd Edition (revised), 1972. Jensen, W. A., and Salisbury, F. B., Botany: An Ecological Approach, Belmont, Wadsworth, 1972. Odum, E. P., Fundamentals of Ecology, Philadelphia, Saunders, 3rd Edition, 1971. Villee, C. A., Biology, Philadelphia, Saunders, 1967.
Assessment By class exercises, tutorial participation, assignments and written examination.
BIOLOGY Third Year 1 Hour per Week. Objectives To provide students with the knowledge, attitude; and skills necessary lo plan and present educational experiences relevant to pupils, to the School Certificate level, in the field of biological studies.
143 Content Basic concepts of ecology. Man's impact on his environment. Conservation. Field Studies.
References As for First and Second Years.
Assessment By class exercises, written reports, tutorial participation, and written examination.
CHEMISTRY Second Year : 2 Hours per Week. Third Year : 1 Hour per Week. Course Relevance Diploma in Physical Education.
Objectives 1. To develop a knowledge of those aspects of chemistry which are significant for the School Certificate Science Course. 2. To consider the methods by which these topics could be taught. 3. To consider the role of chemistry in dealing with the topics listed in the School Certificate syllabus and how chemistry might be integrated with the other scientific disciplines at the Junior Secondary level. Summary of Content Subject matter and teaching methods are integrated. The course is essentially a practical one. Students will perform experiments which are designed to develop or illustrate simple chemical theory and chemical reactions, appropriate to the Junior Secondary level. Assessment Annual Examination.
GEOLOGY First Year: Ii Hours per Week for half year. Second Year: 1^ Hours per Week for half year. Third Year : 1 Hour per Week.
First and Second Year Objectives To provide foundations for the effective teaching of geology suitable for the inclusion in science courses for junior high school classes. Content The course consists essentially of two integrated segments — method and content. The method segment concentrates on the theory and practice of the teaching techniques applicable to science in general and geology in particular. The content segment concentrates on the major fundamental ideas and concepts of geology These ideas and concepts will be taken from the following broad areas: Rocks and minerals. The crust of the Earth. Earth Movements. Geologic Time. Palaeontology. Economic Geology.
144 References American Geological Institute, Geology and Earth Sciences Sourcebook, New York, Holt, Rinehart and Winston, 1962. American Geological Institute, Investigating the Earth, Boston, Houghton Mifflin Co., 1968. American Geological Institute, Investigating the Earth, Teachers Guide Parts I and II, Boston, Houghton, Mlifflin Co., 1968. Gilluly, J., Waters, A. C, and Woodford, A. O., Principles of Geology, San Francisco, W. H. Freeman, 4th Ed., 1975. Assessment By assignments, examination and practical work.
Third Year Objectives To provide foundations for the efFective teaching of geology suitable for the inclusion in science courses for junior high school classes.
Content This segment completes the geology section of a three year science second major course. There are two integrated aspects of the segment : method and content, with the content being restricted to the broad areas : earth history, geologic time and economic geology.
References As for new course — First and Second Year.
Assessment By assignments, seminars, examination and practical work.
PHYSICS First Year : 2 Hours per Week. Second Year : Two Hours per Week for half year. Third Year: 1 Hour per Week. Objectives After completing this course the student should be able to provide children with science experiences which contribute to their development in interest and attitudes, knowledge, understanding and skills. Summary of Content The principles of basic physics in the following areas : Heat Electricity. Magnetism. Electromagnetic waves. Light. Fire. Liquids. The atmosphere. Energy. Waves. Mechanics.
References Brothers, I. G., and Mackay, J. S., Science Teachers' Resource Book, Volumes 1 and II, Clearway Textbooks. Martin, S. L., and Connor, A. K., Basic Physics, Whitcombe & Tombs Pty. Limited. Resnick, R., and Halliday, D., Physics, Sydney, John Wiley & Sons Limited.
Assessment By class exercise, major assignments and written examinations.
145 SOCIAL SCIENCE Course Relevance Diploma in Physical Education.
Objectives The preparation of students for teaching Social Studies, Commerce and Geography in Secondary schools, to form IV.
Summary of Content The time allocated for the course is divided as follows :
Hours per Week Strand First Year Second Year Third Year
Social Studies 2 3 — Geography 3 2 2 Commerce 112 Seminars in Teaching — — 1
Total Hours per Week
Social Studies This course examines a number of themes from the new Social Studies Syllabus and at the same time develops those teaching skills which have particular application to the teaching of social studies. Themes for study will include a selection from the following : Primitive societies. Authority in society. Cities and society. Confiict in society. Economic systems. Education and society. The races of mankind. Religion and belief. Rural communities. Science, technology and society.
References Selected references will be advised during the course.
Geography This course provides a balance between developing geographical knowledge which is relevant to the N.S.W. Geography Syllabus for Secondary Schools, and developing a competence in teaching skills which have particular application in geographic education. Geographic themes will include : Fundamentals of physical geography. Agriculture systems and the forming landscape. Urban systems and the urban-industrial landscape. The geography of world trade. Geographical aspects of pollution. Regional geography of Western Europe and Monsoon Asia.
146 References Biddle, D. S. (ed.). Readings in Geographical Education, Vol. 1, Whitcombe and Tombs, 1968. Biddle, D. S., and Deer, C. E. (ed.). Readings in Geographical Education, Vol. 2, Whitcombe & Tombs, 1973. Graves, N. (ed.). New Movements in the Study and Teaching of Geography, Cheshire, 1972. Hagget, P., Geography, A Modern Synthesis, Harper, 1972. Kolars, J. E., and Nystuen, J. D., Geography, The Study of location. Culture and Environments, McGraw Hill, 1974. Murphy, R. E., The American City, McGraw Hill, 1966. Strahler, A. N., Introduction to Physical Geography, Wiley, 1973.
Commerce This course is designed to give students a degree of competence necessary for the teaching of commerce in junior secondary classes. Introduction to elementary accountancy using the balance sheet approach — cash books — banking and reconciliation statements. The local area as a basis for studying personal and commercial problems. Problems of the firm. Problems of local and state governments. Orthodox bookkeeping practices as a background to the interpretation of revenue accounts and balance sheet. Economic problems of the Australian economy. Special accounts, such as club accounts with balance day adjustments, control accounts, and elementary partnership and company accounts. References Accounting Teachers Association, Introductory Accounting, 1963. Barnett, W., and Fitzgerald, K., Australian Bookkeeping Fundamentals, McGraw Hill, 1970. Carrington, A. S., and Battersby, G. B., Accounting : Concepts — Systems — Applications, Whitcombe & Tombs, 1971. Drohan, N. T., and Day, J. H., Australian Economic Framework, Cessell, 1974. Oliver, J. M., The Principles of Teaching Economics, Heinemann, 1973. Stanford, J. D., Money, Banking and Economic Activity, John Wiley and Sons, 1973.
Social Science Methods Fundamental Concepts The nature of the social science disciplines. The purpose of teaching the social sciences in the Secondary School. N.S.W. Syllabuses in Geography, Commerce, Social Studies, and Asian Social Studies. Bases of teaching and learning in the social sciences. Teaching Organisation The class programme and unit planning. Developing a resource unit. Methods of Developing Learning-skills. The Use of Sample Studies. The Local Area and Fieldwork. Methods of Evaluation. Effective Use of Visual Aids. Developing the Affective Domain.
147 Communication Skills
First Year : 2 Hours per Week. Second Year: 3 Hours per Week. Third Year : 2 Hours per Week. (for students taking only Diploma in Physical Education) Fourth Year : 2 Hours per Week. (for students completing Diploma in Physical Education and Certificate in Health Education)
Course Relevance Diploma in Physical Education. Summary of Content In first and second years, the English and Music Departments each provide courses aimed at developing the student's own personal powers of communicating with other individuals. In the third or fourth year, the English and Art Departments present such courses.
ENGLISH First Year : 1 Hour per Week. Second Year : 2 Hours per Week. Third Year or Fourth Year : 1 Hour per Week. For details of this course see Communication Course, Diploma in Teaching (Primary).
MUSIC First Year : 1 Hour per Week. Second Year: 1 Hour per Week. The Music Department's course consists of two strands, one cultural and the other practical. The cultural strand will trace the development of music in Western Civilization from the listener's point of view, and is aimed at cultivating intelligent listening techniques. The concept of music as a language of sounds through which the composer can communicate with his listeners will underline the approach to much of the music studied. The practical strand will aim at developing confidence and skill in the type of group music situation in which students could later be involved. Opportunity will be given to learn the guitar as a means of increasing effectiveness in the field.
ART Third Year or Fourth Year : 1 Hour per Week. Objectives This course is intended to give Diploma in Physical Education students an opportunity to experience the materials and types of thought associated with the visual arts; it is not designed to provide a basis for teaching art as a subject. It is anticipated that the work undertaken will be interesting and rewarding to students, will achieve worthwhile standards, and that the principles involved will have meaningful relevance to other aspects of the Diploma course. Summary of Content The work is almost wholly practical. This aspect is regularly preceded by a clarification of the ideas, the scope of the materials and the techniques related to a specific type of expression. The scheme offers opportunity for individuality and initiative in the creative field, largely concerned in this course with drawing and painting.
148 Fieldwork
No Time Allocation
Course Relevance Diploma in Physical Education.
Summary of Requirements This required part of the Diploma in Physical Education course is designed to bring the student into contact with some of the physical education activities which are carried on outside the school environment. It includes experiences in camping, vacation swimming schools and play centres, youth leadership and community work in recreation. Of necessity some of the work must be done during week-ends and vacation periods, and students are strongly advised to satisfy the requirements as early in their three years as possible as it may sometimes be difficult or impossible to gain the required experiences in the final year of the course. 1. Students will be required to fulfil work in THREE Elected areas. The Extra Credit area is not an elective area, but enables students to gain extra points. 2. Each student must obtain 59 points during the three or four years of the course. 3. All work must be submitted on the appropriate forms and properly validated by the signature of officials. Give all details of dates, location and type of work undertaken.
Elective Areas A.—CAMPS WITHOUT CHILDREN. (Residential or non-residential).—1 point per day. Swimming School Training Camps. Leadership Training Camps. Sports Coaching Camps for Coaches, Umpires, etc., not directly involving children. B.—CAMPS WITH CHILDREN (Residential, 1 Point per day; and non-residential, 2 Points per day). Practice Teaching Camps. 7 or 10 day vacation camps, and "Stay-at-Home" camps (Y.W.C.A.). Camps with Guides, Scouts, Cubs, Church Groups. C.-SWIMMING SCHOOLS AND PlAY CENTRES-1 Point per day. D.-GAMES PARTICIPATION. Individual participation in sporting activities may receive a maximum of 10 points in any one season. Points may be gained for the following :— (a) Training sessions, (b) Fixtures played; including carnivals, (c) District, State or National level competition, (d) Intercollegiate competition. These sub-areas cannot be claimed separately. E.-ADMINISTRATION. Students who hold a working office in college or local sporting bodies may submit evidence of their work on behalf of that body. Up to 10 points per season or year may be awarded. F.-COMMUNITY WORK IN RECREATION. Students must submit evidence of any work to be presented in this field for individual assessment. G.—EXTRA CREDIT (for extra points only — not an elective area). Points may be gained for the following : 1. Duke of Edinburgh Award Scheme — Silver level, 10 points; Gold level, 15 points. 2. Community service organisations such as Meals on Wheels, Rotoract projects. Hospital visiting, etc, one point per session or day. 3. Community appeals or projects, 2 points. 4. Surf life-saving; State Emergency Services, etc., one point per occasion. Students may submit evidence of any such work for consideration and evaluation.
149 150 Courses of Study for Certificate in Health Education
HEALTH EDUCATION I.
HEALTH EDUCATION II OR III.
HEALTH EDUCATION IV.
151 Health Education I
PERSONAL HEALTH
First Year: 2 Hours per Week. Course Relevance Certificate in Health Education. Objectives 1. To investigate some of the significant health problems in Australia and the world. 2. To reduce the gap between biomedical discovery and general health information and the actual use of this knowledge. 3. To become acquainted with sources of accurate health knowledge and engage in purposeful discussion based on the individual's research, personal experiences and critical examination of references and related readings. Summary of Content An investigation of some of the significant personal health problems in Australia and the world, leading to critical examination of the various programmes designed to deal with such problems, to endeavour to reduce the gap between biomedical discovery or public health information and the actual use of this knowledge. In doing so, the individual should be liberated from the confining limits of ignorance, unhealthy practice, or prejudice through the insights which knowledge and understanding generate. The modern concept of health education will be developed through investigation into such topics as the major causes of death in our society and those areas associated with the total quality of life especially nutrition, mental health, drug use and abuse, physical fitness, quality control and safety education. References Guild, W. R., et. al.. The Science of Health, New Jersey, Prentice-Hall, 1969. Life and Health, Del Mar, California, C. R. M. Books, 1972. Read, R. A., and Greene, W. H., Health and the Modern Man, London, Collier-Macmillan, 1973.
Health Education II or III
HEALTH EDUCATION METHOD Second Year : 2 Hours per Week or Third Year: 3 Hours per Week. Course Relevance Certificate in Health Education. Objectives 1. To establish an understanding of the need for health instruction in schools. 2. To provide a knowledge of preparation of courses of instruction in health. 3. To investigate methods and techniques to be used in the teaching of health. 4. To examine and evaluate resource materials available for health instruction.
152 Summary of Content A study of the various methods involved in health education. By critical examination and demonstration, the student will develop a repertoire of skills suitable to the effective teaching of all areas in health education. Basic principles in classroom health education; facilities, audio-visual aids, and techniques, modern trends in teaching methods. Assistance in planning an effective programme in the secondary school. Special emphasis will be placed on the Scope and Sequence method of programming and the Conceptual Approach to teaching — supporting contributions to the total school health programme. References Mayshark, C, and Foster, R. A., Health Education in Secondary Schools (3rd Ed.), Saint Louis, C. V. Mosby, 1972. Irwin, L., Cornachhia, H. J., and Stater, W. N., Health in Elementary Schools (2nd Ed.), Saint Louis, C. V. Mosby, 1966. DISEASES AND SCHOOL HEALTH Second or Third Year : 3 Hours per Week. Course Relevance Certificate in Health Education. Objectives 1. To familiarise students with the nature, prevention and control of the common communicable and non-communicable diseases of man. 2. To present and discuss recent medical progress and current findings regarding the disease processes. Summary of Content A brief introduction to the nature, prevention and control of the common communicable and non-communicable diseases of man. The study of the basic concepts of disease and their application to specific diseases will motivate the student to research and inquire into the etiology of similar diseases not included. Recent progress in disease control, current findings affecting disease prevention and new knowledge of disease processes will be discussed. Special reference will be made to health services in N.S.W. State Schools, and the role of the teacher in observing basic symptoms and special problems of individual pupils. Reference Piper, D. W., Medicine for Students and Nurses, Sydney, McGraw-Hill, 1973.
Health Education IV
CURRICULUM CONSTRUCTION AND EVALUATION Fourth Year : 3 Hours per Week. Course Relevance Certificate in Health Education. Objectives 1. Appraisal and evaluation of the programme in terms of objectives and standard with special emphasis on health education in the secondary schools. 2. To examine recent trends in health education. 3. To engage in the process of curriculum construction.
153 Summary of Content To engage in purposeful discussion and exchange of ideas regarding the health education curriculum and its implementation into the school programme. Recent trends in health education will be examined in the light of the construction of a health education curriculum and the administration of such a curriculum in the secondary school. Each student will develop a philosophy of health education and further develop objectives as predicated by his philosophy. The student will be expected to show evidence of readings and research by class seminars and written probes. Appraisal and evaluation of the programme will be made in terms of objectives and stand ards. The function of measurement; measurement of health knowledge, attitudes and habits; school health policy and administration of the total school health programme will be included.
COMMUNITY HEALTH Fourth Year : 2 Hours per Week.
Course Relevance Certificate in Health Education.
Objectives 1. To understand the structure and function of a community. 2. To examine the common health problems that are evident in the community. 3. To perceive the difficulties involved in identifying and alleviating the problems peculiar to groups in the community.
Summary of Content Basic community health problems important to school health instruction. Community action plans will be constructed in selected areas of those problems discussed. Major functions of a community will be dealt with including health related social problems such as disadvantaged communities, poverty and poverty solutions, occupational health, deliquency and youth movements, suicide and other problems of special groups including the health of senior citizens and the functions of the police force.
Reference Anderson, C. L., Community Health (2nd Ed.), Saint Louis, C. V. Mosby, 1973.
SOCIAL HEALTH Fourth Year : 2 Hours per Week. Course Relevance Certificate in Health Education. Objectives 1. To formulate a philosophy of sex and family life education for adoption in the N.S.W. State Schooh. 2. To examine various social health issues and through seminar presentation critically discuss such issues. 3. To determine a proper approach to the implementation of a social health programme in a high school and determine meaningful curriculum content to meet the needs and interests of the school pupil. Summary of Content Through the examination of the criteria of sex education, the historical perspective and theories of sex education, to formulate a philosophy of sex education in relation to the teaching of Social Health in the secondary school. By seminar presentation, various issues will be dealt with, in cluding birth control, abortion, variations in sexual behaviour, marriage, youth and the "seductive society." The philosophy of SIECUS will also be discussed. Founding of a sex education programme in a secondary school will be outlined.
154 References Broderick, C. B., and Bernard, J., The Individual, Sex and Society (3rd Ed.), Baltimore, Johns Hopkins Press,, 1972. Cox, F. D., Youth, Marriage, and the Seductive Society, Dubuque, William C. Brown, 1968. Somerville, R. M., Introduction to Family Life and Sex Education, New Jersey, Prentice-Hall, 1972.
USE AND ABUSE OF DRUGS Fourth Year : 2 Hours per Week. Course Relevance Certificate in Health Education. Objectives To present the essential facts and theories relating to the use, misuse and abuse of drugs and to the social, psychological and medical implications of drug misuse in our society. Summary of Content The course will consist of lectures, discussions, informal debates, student seminar presen tations, films and possible guest speakers. An attempt will be made to provide students with current references and source materials, and teaching aids relating to drug abuse. Topics to be treated include : Definitions and perspectives of drug misuse. Drugs in sport. Drug groups common to drug abuse. History of use. Medical use, methods of use, abuse. EfFects and dangers. Laws relating to control of drug misuse. Methods of control. Identifying education programmes. Survey of treatment centres. Assessment will be made as follows : 10% Class participation, including discussion of assigned readings. 20% Class quizzes. 30% Term tests. 20% Assignments. 20% Final examination. Reading Assignments : A reading list will be presented at the beginning of each term. This material is to be read BEFORE the lecture date indicated, so that appropriate participation in discussion can be expected.
Textbooks Students must possess a copy of EACH of the following : Girdano, D. D., and Girdano, D. A., Drugs — A Factual Account, Massachusetts, Addison-Wesley, 1973. Lingeman, R. R., Drugs from A to Z : A Dictionary, New York, McGraw-Hill, 1969. References Bloomquist, E. R., Marijuana, Beverley Hills, Glencoe Press, 1968. Byrd, O. E., Medical Readings on Drug Abuse, Reading (Mass.), Addison Wesley, 1970. Claridge, G., Drugs and Human Behaviour, Penguin Books, 1972. Cohen, S., The Drug Dilemma, New York, McGraw-Hill, 1969. Drugs of Hallucination: The LSD Story, London, Granada, 1967. Einstein, S., The Use and Misuse of Drugs, California, Wadsworth, 1970. Fisher, R. B., and Christie, G. A., A Dictionary of Drugs, London, Granada, 1971. Goode, E., Drugs in American Society, New York, Alfred A. Knopf, 1972. Grinspoon, L., Marijuana Reconsidered, New York, Bantam Books, 1971. Interim Report of the Canadian Government Commission of Inquiry, The Non-Medical Use of Drugs, Penguin Books, 1971.
155 Jones, K. L., Shainberg, L. W., and Byer, C. O., Drugs, Alcohol and Tobacco, New York, Harper and Row, 1970. Laurie, P., Drugs (2nd Ed.), Penguin Books, 1971. Louria, D. B., Overcoming Drugs, New York, McGraw-Hill, 1971. The Drug Scene, New York, Bantam Books, 1970. Ray, O. S., Drugs, Society, and Human Behaviour, St. Louis, C. V. Mosby, 1972. Schofield, M., The Strange Case of Pot, Penguin Books, 1971. Drug Abuse: Escape to Nowhere, Smith, Kline and French Laboratories, 1969. Solomon, D. (Ed.), The Marijuana Papeis, London, Panther Books, 1970. Stamford Board of Education, Stamford Curriculum Guide for Drug Abuse Education, Chicago, J. G. Ferguson, 1971. Young, J., The Drug Takers, London, Granada, 1971.
PUBLIC HEALTH Fourth Year : 3 Hours per Week. Course Relevance Certificate in Health Education. Objectives To introduce concepts and principles underlying Public Health programmes. Summary of Content Historical background. Philosophy of public health. N.S.W. Public Health Department Structure and functions. Branches and divisions. Divisions of establishments. Legislature. Tools of public health Demographic data. Vital statistics. Epidemiology. The concepts, nature and scope of public health programmes in— medical care mental health communicable diseases chronic diseases addictive diseases environmental health maternal and child care. Supportive service in public health. Future trends in public health.
156 INDEX Page 16 Academic Board, Constitution 23 Membership 35, 40 Accommodation, Student 88 Advanced Mathematics Elective 39 Advisers, StafF 90 Aesthetics and Choral Music Elective 76 Art Elective 96 Asian Studies Elective 38 Assistance to Students, Australian Government 10 Badge, Institute 94 Biology Elective 20 Boards of Studies I.F.C.* Calendar for 1976, Academic I.B.C.t Calendars for 1975, 1976, 1977, 1978 39 Chaplains, 1975 Communication, Core 58 Diploma in Teaching (Primary) 116 Diploma in Teaching (Secondary) 116 Diploma in Physical Education 11 Contemporary Crafts Elective 81 Contemporary Scene Elective Core Physical Education, 134 Diploma in Physical Education 34 Correspondence Counselling Services 39 Wollongong Institute of Education 39 Wollongong University 39 Youth 83 Creative Writing Elective Curriculum Studies 'A' — Diploma in Teaching (Primary) 62 English 63 Mathematics 64 Social Science Curriculum Studies 'B'— Diploma in Teaching (Primary) 67 Art 69 Craft 70 Music 72 Natural Science 74 Physical Education Curriculum Studies 'B'—Infant Specialisation 110 Art 1 1 1 Craft 1 12 Music 1 13 Natural Science 114 Physical Education * Inside Front Cover t Inside Back Cover 157 Page Curriculum Studies, Diploma in Teaching (Secondary) 116 English 119 History 123 Mathematics
24 Demonstration Lessons 24 Demonstration Schools 27 Fairy Meadow 28 Mount Keira Diploma in 49 & 127 Physical Education Diploma in 45 & 55 Teaching (Primary) Diploma in 48 & 115 Teaching (Secondary) 84 Dramatic Art, Elective 34 Dress
95 Earth Science, Elective 100 Economics, Elective 56 Education, Core, Diploma in Teaching (Primary) 116 Diploma in Teaching (Secondary 134 Diploma in Physical Education 79 Electives 79 Educational Media Elective Elective Courses, Diploma in Teaching (Primary) 76 and Diploma in Teaching (Secondary) 76 General Description 76 Art and Craft 79 Education 81 English 86 Health and Physical Education 88 Mathematics 90 Music 94 Natural Science 96 Social Science 58 English, Communication 62 Curriculum Studies (Primary) 116 Curriculum Studies (Secondary) 81 Electives 34 Enrolment procedures 52 Examinations, regulations 52 deferred 140 Experimental Physical Education 46 External Courses
34 Fees
127 Games Coaching, Secondary 34 General regulations 102 Geography Elective
158 Page 49 Health Education, Certificate in 151 Courses 61 Core, Diploma in Teaching (Primary) 116 Diploma in Teaching (Secondary) 119 History, Curriculum Studies, (Secondary) 105 Elective 34 Hours, General Office 86 Human Biology and the Science of Sport Elective 80 Human Development Elective
47 Infant Education 109 Infant Specialisation 109 Infant Specialist Courses 33 Information for Students 11 Interim Council 92 Instrumental Music Elective 40 International House
34 Leave of Absence 34 Library, Deposit 43 Wollongong City Council 43 Wollongong University 41 Wollongong Institute of Education 85 Literature and Society Elective 63 Mathematics, Curriculum Studies (Primary) 123 Curriculum Studies (Secondary) 89 Elective 70 Music, Curriculum Studies 90 Electives 72 Natural Science, Curriculum Studies 94 Electives 61 Physical Education, Core 141 Elected Area, Science 88 Elective 127 Physical Education, Diploma in 148 Communication Skills 134 Education 149 Field Work 128 Physical Education 136 Scientific Bases of Human Movement 29 Practice Teaching 34 Premises, uses of 24 Professional Experiences Progression and Qualification, 51 Regulations Governing 33 Regulations, General 51 Governing Progression and Qualification 38 Scholarship Allowances
159 Page
96 Science Today Elective 141 Science Elected Area, Diploma in Physical Education 34 Smoking 64 Social Science, Curriculum Studies 96 Electives 80 Special Education Elective 37 Sports Union 12 StafF, Administrative 13 Academic, 1975 40 Student Accommodation 36 Organisation 36 Students' Association 38 Teacher Education Scholarships Office I.F.C.* Term Dates 38 Tertiary Assistance Scheme 78 Textile Craft Elective 35 Tidiness 79 Traditional Crafts Elective 35 Travel Concessions 38 Welfare Information 9 Wollongong Institute of Education, History of 39 Wollongong University, Counselling Services 43 Library 40 Y.M.C.A. 39 Youth Counselling Service 40 Y.W.C.A.
Inside Front Cover f Inside Back Cover
160 1975 1976
JANUARY FEBRUARY MARCH JANUARY , FEBRUARY MARCH S S 12 13 2S 2 9 15 23 2 9 16 23 30 S 4 II 18 25 1 8 15 22 29 7 14 21 28 M 6 13 20 27 3 10 17 24 3 10 17 24 31 M 5 12 19 26 2 9 16 23 1 8 15 22 29 Tu 7 14 21 28 4 11 18 25 4 II 18 25 Tu 6 13 20 27 3 10 17 24 2 9 16 23 30 W 1 8 15 22 29 5 12 19 26 5 12 19 26 W 7 14 21 28 4 II 18 26 3 10 17 24 31 Th 2 9 16 23 30 6 13 20 27 6 13 20 27 Th 1 8 15 22 29 5 12 19 26 4 II 18 26 F 3 10 17 24 31 7 14 21 28 7 U 21 28 F 2 9 16 23 30 6 13 20 27 6 12 19 26 S 4 II 18 25 1 8 15 22 1 8 15 22 29 S 3 10 17 24 31 7 14 21 28 6 13 20 27 APRIL MAY JUNE APRIL MAY JUNE S 6 13 20 27 4 II (8 25 1 8 15 22 29 5 4 II 18 25 2 9 16 23 30 6 13 20 27 M 7 14 21 28 5 12 19 26 2 9 16 23 30 M 5 12 19 26 3 10 17 24 31 7 14 2! 28 Tu 1 8 16 22 29 6 13 20 27 3 10 17 24 Tu 6 13 20 27 4 11 18 25 1 8 15 22 29 W 2 9 16 23 30 7 14 21 28 4 II 18 25 W 7 14 21 28 5 12 19 26 2 9 16 23 30 Th 3 10 17 24 1 8 15 22 29 5 12 19 26 Th 1 8 15 22 29 6 13 20 27 3 10 17 24 F 4 II 18 25 3 9 16 23 30 6 13 20 27 F 2 9 16 23 30 7 14 21 28 4 11 18 26 S 6 12 19 26 3 10 17 24 31 7 14 21 28 S 3 10 17 24 1 8 16 22 29 6 12 19 26 JULY AUGUST SEPTEMBER JULY AUGUST SEPTEMBER S 6 IS 20 27 3 10 17 24 31 7 14 21 28 S 4 11 18 26 1 8 16 22 29 6 12 19 26 M 7 14 21 28 4 11 18 25 1 8 15 22 29 M 6 12 19 26 2 9 16 23 30 6 13 20 27 Tu 1 8 15 22 29 6 12 19 26 2 9 16 23 30 Tu 6 13 20 27 3 10 17 24 31 7 14 21 23 W 2 9 16 23 30 6 13 20 27 3 10 17 24 W 7 14 21 28 4 11 IS 26 t 8 16 22 29 Th 3 10 17 24 31 7 14 2! 28 4 II 18 26 Th 1 8 15 22 29 5 12 19 26 2 9 16 23 30 F 4 II 18 25 1 8 15 22 29 6 12 19 26 F 2 9 16 23 30 6 13 20 27 3 10 17 24 S 6 12 19 26 2 9 16 23 30 6 13 20 27 S 3 10 17 24 31 7 14 21 28 4 11 18 26 OCTOBER NOVEMBER DECEMBER OCTOBER NOVEMBER DECEMBER 5 6 12 19 26 2 9 16 23 30 7 14 21 28 5 3 10 17 24 31 7 14 21 28 6 12 19 26 M 6 13 20 27 3 10 17 24 1 a 16 22 29 M 4 11 18 26 1 8 15 22 29 6 13 20 27 Tu 7 14 21 28 4 11 18 25 2 9 16 23 30 Tu 6 12 19 26 2 9 16 23 30 7 14 21 28 W 1 8 15 22 29 5 12 19 26 3 10 17 24 31 W 6 13 20 27 3 10 17 24 1 8 16 22 29 Th 2 9 IB 23 30 6 13 20 27 4 11 18 26 Th 7 14 21 23 4 11 18 25 2 9 16 23 SO F 3 10 17 24 31 7 14 2! 28 6 12 19 26 F 1 8 15 22 29 5 12 19 26 3 10 17 24 31 S 4 IT 18 25 1 8 15 22 29 6 13 20 27 S 2 9 16 23 30 6 13 20 27 4 II IS 26
1977 1978
JANUARY FEBRUARY MARCH JANUARY FEBRUARY MARCH S 2 9 16 23 30 6 13 20 27 6 13 20 27 S - 8 15 22 29 6 12 19 26 6 12 19 26 M 3 10 17 24 31 7 14 21 28 7 14 21 28 M 2 9 16 23 30 6 13 20 27 6 13 20 27 Tu 4 IMS 25 1 8 16 22 1 8 15 22 29 Tu 3 10 17 24 31 7 14 21 28 7 14 2128 W 5 12 19 26 2 9 16 23 2 9 16 23 30 W 4 II 18 25 1 8 15 22 1 8 16 22 29 Th 6 13 20 27 3 10 17 24 3 10 17 24 31 Th 5 12 19 26 2 9 16 23 2 9 16 23 30 F 7 14 21 28 4 11 18 25 4 11 18 25 F 6 13 20 27 3 10 17 24 3 10 17 24 31 S 1 8 15 22 29 5 12 19 26 6 12 19 26 S 7 14 21 28 4 11 18 25 4 II 18 25 APRIL MAY JUNE APRIL MAY JUNE S 3 10 17 24 1 8 15 22 29 6 12 19 26 S 2 9 16 23 30 7 14 21 28 4 11 18 25 M 4 II 18 25 2 9 lb 23 30 6 13 20 27 M 3 10 17 24 1 8 15 22 29 6 12 19 26 Tu 5 12 19 26 3 10 17 24 31 7 14 21 28 Tu 4 11 18 25 2 9 16 23 30 6 13 20 27 W 6 13 20 27 4 11 18 25 1 8 15 22 29 W 6 12 19 26 3 10 17 24 31 7 14 21 28 Th 7 14 2! 28 5 12 19 26 2 9 16 23 30 Th 6 13 20 27 4 11 18 26 1 8 15 22 29 F 1 8 15 22 29 6 13 20 27 3 10 17 24 F 7 14 21 28 5 12 19 26 2 9 16 23 30 S 2 9 16 23 30 7 14 2! 28 4 11 18 26 S 1 8 15 22 29 6 13 20 27 3 10 17 24 JULY AUGUST SEPTEMBER JULY AUGUST SEPTEMBER 5 3 10 17 24 31 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 M 4 IMS 25 1 8 15 22 29 5 12 19 26 Ms 3 10 17 24 31 7 14 21 28 4 11 18 25 Tu 5 12 19 26 2 9 16 23 30 6 13 20 27 Tu 4 11 18 25 1 8 15 22 29 6 12 19 26 W 6 13 20 27 3 10 17 24 31 7 14 2! 28 W 6 12 19 26 2 9 16 23 30 6 13 20 27 Th 7 14 21 28 4 11 18 25 1 8 15 22 29 Th 6 13 20 27 3 10 17 24 31 7 14 21 28 F 1 8 15 22 29 5 12 19 26 2 9 16 23 30 F 7 14 21 28 4 11 18 25 1 8 15 22 29 S 2 9 16 23 30 6 13 20 27 3 10 17 24 S 1 8 16 22 29 6 12 19 26 2 9 16 23 30 OCTOBER NOVEMBER DECEMBER OCTOBER NOVEMBER DECEMBER 5 2 9 16 23 30 6 13 20 27 4 11 18 25 S 1 8 15 22 23 6 12 19 26 3 10 17 2431 M 3 10 17 24 31 7 14 21 28 6 12 19 26 M 2 9 16 23 30 6 13 20 27 4 11 18 26 Tu 4 11 18 25 1 8 15 22 29 6 13 20 27 Tu 3 10 17 24 31 7 14 21 28 6 12 19 26 W 6 12 19 26 2 9 16 23 30 7 14 21 28 W 4 II 18 25 t 8 16 22 29 6 13 20 27 Th 6 13 20 27 3 10 17 24 1 8 15 22 29 Th 6 12 19 26 2 9 16 23 30 7 14 21 28 F 7 14 21 28 4 11 18 25 2 9 16 23 30 F 6 13 20 27 3 10 17 24 1 8 15 22 29 S 1 8 15 22 29 5 12 19 26 3 10 17 24 31 S 7 14 21 28 4 11 18 26 2 9 16 23 30 00GSC6
WALLER a JOHNSTON